Dissertations / Theses on the topic 'New mention'

Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports are put into place by school districts to assist with student achievement as well as teacher retention. This case study examines a school districts elementary schools and the supports put into place for novice teachers, with a particular focus on mentoring and instructional coaching. The case study drew from interviews, observations, and document reviews from four different elementary schools and eight individuals, including novice teachers, mentors, and instructional coaches. Coding took place and a thematic analysis took place. Triangulation of all three data points kept this qualitative study reliable and accurate. The three findings include: 1) Perceptions of mentoring and instructional coaching program components, 2) Novice teachers perceptions of mentoring and instructional coaching support, and 3) Mentors and instructional coaches perceptions of their roles in supporting novice teachers. The findings focus on recognizing the perceptions of those involved in induction programs for novice teachers and how those supports provide the necessary needs for new teachers to stay in the field of education. Specifically, perceptions were identified to indicate if one program served a better purpose for what novice teachers want and need to be successful. The purpose of the research was to understand how novice teachers perceive types of support and how the supports effect their retention and performance. The results of the study would assist a school system in terms of where to invest funds to provide the most needed support for novice teachers.<br>Ed. D.

Civil unrest (protests, strikes, and ``occupy'' events) is a common occurrence in both democracies and authoritarian regimes. The study of civil unrest is a key topic for political scientists as it helps capture an important mechanism by which citizenry express themselves. In countries where civil unrest is lawful, qualitative analysis has revealed that more than 75% of the protests are planned, organized, and/or announced in advance; therefore detecting future time mentions in relevant news and social media is a simple way to develop a protest forecasting system. We develop such a system in this thesis, using a combination of key phrase learning to identify what to look for, probabilistic soft logic to reason about location occurrences in extracted results, and time normalization to resolve future tense mentions. We illustrate the application of our system to 10 countries in Latin America, viz. Argentina, Brazil, Chile, Colombia, Ecuador, El Salvador, Mexico, Paraguay, Uruguay, and Venezuela. Results demonstrate our successes in capturing significant societal unrest in these countries with an average lead time of 4.08 days. We also study the selective superiorities of news media versus social media (Twitter, Facebook) to identify relevant tradeoffs.<br>Master of Science

The aim of the study was to analyze mentor‘s role in new employee socialization. 373 newcomers and 56 mentors took part in the study. Newcomers filled the questionnaires evaluating their socialization (amount of different information, job related state anxiety, feeling of insider, perceived professional competency, evaluation of job and organization), characteristics of new employee (age, highest educational level attained, work experience, current position) and nearest surroundings (leadership style, leader-member exchange (LMX) quality, work group climate, group size and presence of mentorship programs). Mentors had to fill the questionnaires measuring organizational commitment, job satisfaction, work motivation, mentoring experience and professional, social and andragogical competencies. The results show that LMX, work group climate, group size and mentorship programs are the factors allowing to differentiate newcomers by the level of their socialization (high or low). The organizational socialization of employees who had and who had no mentors is very similar. Yet if employees had no mentors, the responsibility and workload sharing the information felt on their direct executives. High quality LMX, directive leadership style and friendly work group climate accelerate new employee socialization and these factors are significally more important when new employees have no mentors. Professional and social competencies of mentors and their organizational commitment are the... [to full text]<br>Disertacijos tikslas – išanalizuoti mentoriaus vaidmenį naujų darbuotojų socializacijos procese. Tyrime dalyvavo 373 nauji darbuotojai ir 56 mentoriai. Apklausiant naujus darbuotojus buvo vertinami jų socializacijos rodikliai (turima informacija, patiriamas nerimas darbe, jautimasis tikruoju organizacijos nariu, suvokta profesinė kompetencija, darbo ir organizacijos vertinimas), jų asmeninės (amžius, išsilavinimas, darbo patirtis, darbo pobūdis) bei artimiausios darbo aplinkos (vadovavimo stilius, vadovo ir pavaldinio santykių kokybė, grupės klimatas ir grupės dydis, ar buvo paskirtas mentorius) charakteristikos. Apklausiant mentorius buvo vertinamas jų įsipareigojimas organizacijai, pasitenkinimas darbu ir darbo motyvacija, mentorystės patirtis bei profesinė, socialinė ir andragoginė kompetencijos. Rezultatai rodo, kad geresnę ir blogesnę naujų darbuotojų socializaciją organizacijoje geriausiai diferencijuoja vadovo ir pavaldinio santykių kokybė, darbo grupės klimatas ir dydis bei mentoriaus skyrimas naujam darbuotojui. Mentorius turėjusių ir neturėjusių naujų darbuotojų socializacija yra panaši, tačiau jų neturėjusių darbuotojų imtyje didesnis darbo krūvis ir atsakomybė, teikiant informaciją tenka vadovui. Be to, mentorių neturėjusių naujų darbuotojų imtyje socializacijos rodiklių ir vadovo ir pavaldinio santykių kokybės, direktyvaus vadovavimo stiliaus, darbo grupės klimato koreliacijos statistiškai didesnės nei mentorius turėjusių imtyje. Su naujų darbuotojų socializacija... [toliau žr. visą tekstą]

<p> Educators at a public high school in Southeastern United States depend on mentor teachers to minimize the attrition rate among beginning teachers, yet the strategies implemented by mentors lack definition and clarity. The purpose of this study was to explore mentor teachers&rsquo; perceptions of effective mentoring strategies and their needs when mentoring new teachers. Maslow&rsquo;s humanistic learning theory guided this bounded basic qualitative study. The research questions focused on the mentoring strategies mentor teachers perceived as effective and the needs of the mentors. Ten high school mentor teachers, who currently mentor new teachers, were purposefully selected to participate in individual and focus group interviews. Precoding, open and axial coding were used to inductively analyze the data. The results showed mentors promote school culture, are a source of information, build relationships, use data to drive discussion, provide opportunity for reflection, conduct observations, connect theory with practice, and model professional behavior as effective strategies. Mentor teachers indicated that effective communication is crucial when mentoring new teachers. Additionally, they need specific skills to help beginning teachers better understand the reality of teaching and address their unrealistic expectations of the profession. Based on the findings a 3-day professional development for mentor teachers was developed to address mentors&rsquo; needs. This endeavor may contribute to positive social change when district administration provides mentor teachers with professional development to enrich their mentoring strategies which in turn may address the challenges new teachers experience and reduce the attrition rate.</p><p>

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2007.<br>Includes abstract and vita. "March 2007" Includes final project proposal. Includes bibliographical references (leaves 111-116, 33-38).

This study was conducted to obtain information about a mentoring program through the eyes of eleventh and twelfth grade student mentors. These students were able to tell what needed to be known about the strengths and weaknesses of this mentoring program and what they felt needed to be done to make the program more effective and meaningful. This study will serve to inform school leaders who may be planning a peer mentoring program at an educational institution.

Thesis advisor: Robert J. Starratt<br>This qualitative case study examined the effect the first year of an elementary mathematics induction program had on the mathematics content knowledge, pedagogical repertoire, confidence, classroom practice, and student achievement for six new elementary teachers in a suburban school district. The study also examined which components of this job-embedded professional development program influenced the teachers' practice the most. Data was collected through semi-structured interviews with the six volunteer teachers, questionnaires, journals, and student assessment results. The major findings from the study showed that: (1) teachers' perception of their instructional practice, particularly their ability to question student thinking, math content knowledge, and confidence to teach mathematics improved as a result of the program; and, (2) teachers benefited the most from the opportunity to regularly observe their mentor teach a mathematics lesson, followed by the opportunity to discuss mathematics and related pedagogical issues with their cohort and mentor. Implications from the findings include the benefit of instituting content-focused, job-embedded professional development during a new teacher's first year in a district that provides regular opportunities for new teachers to observe a skilled veteran teacher teach mathematics lessons and to have peer discussions regarding the teaching of mathematics. Limitations of the study included the role of the Assistant Superintendent as researcher and developer of the program and the small sample size. Recommendations for future study include following: the effect on teaching practice after the second year in the math mentoring program; the effect of the program on mentors; the effect of mathematics self-efficacy on mathematics teaching self-efficacy and student achievement<br>Thesis (EdD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Education and Higher Education

Retaining novice teachers is a major concern for school districts across the United States. At an urban high school in a Southeastern state, over 30% of novice teachers hired over a 3-year period did not return after their first year of teaching. The purpose of the study was to examine novice teachers' perceptions of support received during their first year to determine how school-based support could increase novice teacher retention. The theoretical framework was Bandura's theory of self-efficacy and the concept of teacher efficacy espoused by Tschannen-Moran, Woolfolk-Hoy, and Hoy. The research questions focused on the perceptions of novice teachers regarding (a) support received at their school, (b) the most beneficial support structures, and (c) needed training or assistance. Purposive sampling was used to select 8 novice teacher participants who met the inclusion criteria of being in their 1st to 5th year of teaching. The qualitative case study design involved a survey and an interview. Four themes emerged: the importance of having a mentor, guidance and support, professional development, and opportunities for collaboration. Findings from the study were used to develop a 2-year Teachers Supporting Teachers professional development project to address the needs identified by the novice teachers. Implications for social change include helping schools and districts plan and implement support programs for novice teachers to increase their retention.

Doutoramento em Psicologia<br>Detecting deceit is still a difficult task, despite researchers’ efforts to improve lie detection techniques. Several theories and techniques have been developed and tested. We begin this thesis with a general literature review of lie detection research, where the reasons to why people lie are outlined, as well as possible explanations to the difficulty of the lie detection processes. Then, we discuss multidisciplinary lie detection techniques based on verbal, non-verbal and psychophysiological cues. We end Chapter 1 with a more extensive review on cognitive-based lie detection techniques since multiple research suggests that lying is mentally more taxing than telling the truth. Scholars have been working on lie detection tools that can magnify the differences between liars and truth tellers by manipulating their mental state. Because liars are already in a vulnerable position due to lying, a request that increases their mental load may result in more cues of cognitive effort in liars than in truth tellers. These theories were the starting point for the empirical studies described in Chapters 2, 3 and 4, which aimed to overcome some of the problems than hamper lie detection. Chapter 2 describes a study where a Computerised Emotional Stroop Task (CEST) was used as a secondary task to impose cognitive load. The CEST was based on the orienting reflexes that guilty suspects seem to experience towards recognised information. Differences between liars and truth tellers emerged concerning some speech cues regardless of the condition (information-gathering interview or information-gathering interview and CEST). Results also suggested that the CEST imposed similar levels of cognitive load both in liars and truth tellers. Thus, researchers should be careful with the method used to increase cognitive load as it may affect all the interviewees. Chapter 3 consists of a study that involved elements from a Portuguese security force (GNR) whose task was to judge the veracity of statements collected during the study described in Chapter 2. In this study, we aimed to analyse the accuracy rate of the elements of GNR in discriminating liars and truth tellers during both interviewing conditions and to analyse the cues they rely on to make a judgment. Results suggested that observers tended to make veracity judgments based on emotional states such as nervousness, which can explain the low accuracy rate obtained. The study on Chapter 4 analysed the effects of social anxiety as an interpersonal difference in the cues elicited by lie detection processes. Interviewees with different levels of social anxiety lied or told the truth, and the results showed differences between liars and truth tellers socially and non-socially anxious. The main conclusion was that professionals should assess social anxiety before conducting lie detection interviews. Finally, in Chapter 5 we summarise the current studies and present their main conclusions and practical utilities. We discuss some common limitations on lie detection research and what can be done to improve it, also presenting a research line for future studies in the area.<br>Várias teorias e técnicas têm sido desenvolvidas e testadas para melhorar a deteção do engano. Iniciamos esta tese com uma revisão geral da literatura existente sobre deteção de mentiras, onde são abordadas as razões pelas quais as pessoas mentem, bem como possíveis explicações para a dificuldade destes processos. De seguida discutimos técnicas multidisciplinares de deteção de mentiras baseadas em pistas verbais, não-verbais e psicofisiológicas. Terminamos o Capítulo 1 com uma revisão mais ampla sobre técnicas de deteção de mentiras baseadas numa abordagem cognitiva, uma vez que mentir é geralmente mais exigente cognitivamente do que dizer a verdade. Investigadores têm desenvolvido ferramentas de deteção de mentiras que ampliem as diferenças entre mentirosos e inocentes, manipulando o seu estado mental. Uma vez que os mentirosos já estão numa posição vulnerável devido a estarem a mentir, uma tarefa que aumente sua carga mental pode resultar em mais pistas de esforço cognitivo nos mentirosos do que nos inocentes. Estas teorias foram o ponto de partida para os estudos empíricos descritos nos Capítulos 2, 3 e 4, que visaram superar alguns dos problemas que dificultam a deteção de mentiras. O Capítulo 2 descreve um estudo em que uma Tarefa de Stroop Emocional Computadorizada (TSEC) foi usada como tarefa secundária para impor carga cognitiva. A TSEC teve por base os reflexos orientados que os culpados parecem experimentar perante informações críticas que reconhecem. Diferenças entre mentirosos e inocentes emergiram em algumas pistas de discurso, independentemente da condição (entrevista de recolha de informação ou entrevista de recolha de informação e TSEC). Os resultados também sugerem que a TSEC impôs níveis semelhantes de carga cognitiva em mentirosos e inocentes. É sugerido que os investigadores tenham cuidado com o método usado para aumentar a carga cognitiva, pois este pode afetar todos os entrevistados. O Capítulo 3 consiste num estudo com elementos da Guarda Nacional Republicana (GNR) cuja tarefa foi avaliar a veracidade de depoimentos do estudo do Capítulo 2. Neste estudo, analisámos a taxa de acerto dos elementos da GNR na discriminação de mentirosos e inocentes em ambas as condições de entrevista, bem como aquilo em que se basearam para julgar. Os resultados sugerem que os observadores tendem a fazer julgamentos de veracidade baseados em estados emocionais, como nervosismo, o que pode explicar a baixa taxa de acerto obtida. O estudo do Capítulo 4 analisou os efeitos da ansiedade social como diferença interpessoal nas pistas exibidas durante entrevistas de deteção de mentiras. Os entrevistados, com diferentes níveis de ansiedade social, mentiram ou não, e os resultados mostraram diferenças, sugerindo que os profissionais devem avaliar a ansiedade social antes de realizar estas entrevistas. Finalmente, no Capítulo 5 revemos os estudos, salientando as suas principais conclusões e impacto na prática. Discutimos ainda algumas limitações dos estudos de deteção de mentiras, apresentando sugestões para melhorá-los, bem como linhas de investigação promissoras para o futuro.

Background Mentorship is used to ease entry to practice for new nursing graduates. However, little is known about the process of pairing with experienced nurses. The aim of this dissertation is to explore mentorship pairing processes for new nursing graduates and experienced nurses. Methods 1. A quality improvement project was conducted using organizational data to describe the impact of the New Graduate Guarantee program at The Ottawa Hospital from 2013 to 2018 on new graduate nurses and organizational outcomes. 2. An interpretive descriptive study was conducted to develop an in-depth understanding of mentorship pairing practices specific to nursing occurring in a clinical setting that will ultimately inform future mentorship pairing practices. 3. A systematic review was conducted to determine the effect of mentorship pairing processes on the mentoring relationship and outcomes at the level of the new nursing graduate, mentor and organization. Findings 1. From 2013 to 2017, 66 nurses were hired directly into operational vacancies and 579 new graduate nurses were paired with a mentor in the New Graduate Guarantee program. The two-year turnover rate for new graduates who participated in the New Graduate Guarantee program (21.5%, N=92/427) was lower than new graduate turnover rates reported in the literature. 2. Interviews with 13 new graduate nurses and 12 mentors revealed a lack of awareness of current nursing mentorship pairing processes. Six nurse leaders described pairing processes using third party pairing. Participants suggested preparation, socialization and self-selection are key components to consider for future practice. 3. Of 2583 citations screened, no studies evaluated the nursing mentorship pairing process. Research is required to determine effective mentorship pairing processes in nursing. Conclusion Although 579 nurses were hired through the New Graduate Guarantee nursing mentorship program, the 13 new graduates and 12 mentors interviewed were unaware of the process used for pairing. Furthermore, no studies have evaluated mentorship pairing processes. Ninety percent of new graduates hired participated in the New Graduate Guarantee program. Future research is required to trial pairing processes proposed by nurse leaders, new graduates and experienced nurses and to develop and validate tools to evaluate the outcomes of these pairings.

Diverse mentoring models have been implemented by educational organizations to address teacher retention, but debate continues over which mentoring model is most beneficial. Two school districts in Utah, USA, hereafter referred to as the Asher and Dane (pseudonyms) School Districts, provide distinct approaches to mentoring. Both the Asher and Dane School District have used veteran teachers with full-time teaching loads to mentor beginning teachers. The Dane School District, however, has recently implemented a unique and distinct mentoring model in addition to in-school mentors. In this model, full-time released teacher "coaches" with specialized mentoring responsibilities are assigned by the district to mentor several beginning elementary teachers in one grade band (K-3 or 4-6) throughout the district. This longitudinal research studied the Asher and Dane School Districts' mentoring models to develop a grounded theory to explain how these two distinct mentoring models were related to beginning teacher retention rates. A stratified, random sample was utilized, resulting in 23 participants selected for this study. Interview data were gathered from each participant during their first year of teaching, as well as follow-up survey and interview data in their third year. Beginning teacher attrition data were gathered from both the Asher and Dane School Districts. A constant comparative qualitative analysis method, using NVivo software, facilitated the development of the grounded theory. Findings describe and explain the sources and types of support that beginning teachers in these two distinct mentoring models found most beneficial in their induction, development and retention during their first three years. Beginning teachers reported that key mentoring characteristics included a mentor that had experience and knowledge, particularly in their same grade level, as well as a personal relationship with someone who was open to listening to them and who empowered others. Overall, collaborative teams and in-school mentors were a great source of support for beginning teachers, and teacher retention occurred most often when beginning teachers felt supported by their principals. Beginning teachers also experienced a decrease in stress and increase in both autonomy and confidence with time or years of teaching, experience, and support. Findings suggested that district coaches in the Dane School District lacked proximity, personal relationship, and knowledge of the grade being taught by those they mentored. As a result, they lacked the ability to help induct beginning teachers into their school culture and develop informal networks in the school and ensure retention.

Mentoring is a common element of new teacher induction aimed at easing beginning teachers' entry into the profession and assisting beginning teacher growth and development. Previous research has shown that mentors are comfortable supporting beginning teachers but are reluctant to provide challenge-activities that will help beginning teachers improve their practice. For optimal growth to occur, mentors should balance support and challenge in their work with beginning teachers. This descriptive study employed multiple cases to examine the relationship of two junior high school mentors with their mentees. The mentors in this study work in a school district with an established and highly supportive mentoring program. Each mentor has received extensive preparation and ongoing support for their mentoring efforts. The purpose of this study was to examine how mentors balanced support and challenge in order to assist their mentees' growth. The relationships of two mentors, working with two beginning teachers each, were examined for elements of support and challenge as well as the ways in which the mentors and mentees positioned each other and were positioned. The mentors in this study strongly favored challenge over support in their interactions with their mentees. Although there were many similarities among the mentoring activities and conversations with the beginning teachers, each mentor had her own mentoring style and adapted their mentoring to meet the needs of the individual beginning teachers with whom she worked. One might expect challenge to be critical or negative, but the challenge found in this study was more nuanced and complex. The nurturing challenge found in this study was paired with support in such a way that the beginning teachers were not overwhelmed by the feedback they received. While the institutional expectations of mentors influenced how they positioned themselves in relation to the mentees, mentors also attempted to position mentees in a position of power within their own classrooms and with respect to their own development as beginning teachers. While at times both mentors and mentees resisted being in the position of dominance, for a majority of the interactions both parties accepted the institutional positions prescribed by the district program.

Mentoring has been used for centuries as a way for a person to pass on knowledge, skills, or support to a less experienced person. Mentoring in the workplace, however, was not studied until the early 1980s, and then more than a decade later, mentoring was studied in the context of the K-12 teacher workforce. Mentoring has improved teacher effectiveness (Yuan, 2015; Koedel, 2009; Campbell and Malkus, 2011); increased teachers’ self-efficacy (Ingersoll & May, 2011; Saffold, 2005; Louis, 2016); and contributed to teacher retention (Ingersoll & Kralik, 2004; Cohen & Fuller, 2006). Most mentoring studies and theories, however, have been developed with a teacher population that is largely White. While about 50% of students in K-12 public schools in the U.S. are non-White, only 18% of teachers are non-White. Because teachers of color have a profound and positive impact on students, they are worth studying. The purpose of this study is to understand the mentoring experiences of teachers of color in K-12 public charter schools in New Orleans, and to explore how teachers of color benefited from mentoring in the areas of career development and psychosocial support. The researcher utilized a qualitative, phenomenological approach by interviewing ten participants and analyzing the essence of their experiences. Five themes resulted from this research: race plays a significant role in the mentoring of teachers of color; the charter school system in New Orleans has had an impact on the racial make-up of teachers; informal and formal mentoring form a winning combination; mentors provided teachers of color with validation and cultural navigation tools; and mentoring improved teaching practices and retention. This study can have an impact on mentoring theory as it relates to race and identity. This study also has practical implications for K-12 leaders in the way that teachers of color are supported.

This dissertation thesis concern the project of a multifunctional building in Hranice na Moravě. It is an individually standing object on a flat terrain. The building has four over-ground floors. In the first and second floor are administrative spaces. Administrative spa-ces consist of offices and meetings room. In a third and fourth floor are four flats. There is one 3+kk flat (three rooms with kitchenette) and one 2+kk flat (two rooms with kitchenette) on every floor. The double staircase is used to connect the individual floors. The building is designed from a structural system of ceramic fittings. The ceilings are assembled from ceramic fittings with reinforced concrete. This ceiling is also supporting part of single skin flat roof. The thesis contains project documentation for construction.

The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children and families, but also school staff and school-wide improvement efforts. However, there is also adequate literature that supports new teacher induction coupled with a qualified mentor as a means for reducing new teacher attrition. While mentoring has been found to be an effective approach for retaining new teachers in the profession, there has been little attention on the supports needed to implement and sustain such programs. The primary purpose of this study is to identify those components of infrastructure necessary to support the implementation and sustainability of a developmental mentoring program. Using literature from the areas of Improving Workplace Conditions and Educational Systemic Change along with Project CREATE and the national standards for mentoring programs a model for infrastructure is proposed. These components along with implications for including or deleting infrastructure from program design are considered. The outcomes from this study will be useful for those in the midst of creating and improving district level mentoring programs. The findings offer the potential to identify the root causes of instability reducing the possibility of program ineffectiveness in planning, implementing, sustaining and improving developmental mentoring programs.

Dissertação de Mestrado em Jornalismo e Comunicação apresentada à Faculdade de Letras<br>Fake news are very much in today's agenda, and it's becoming increasingly more important being able to identify and fight them in a world set by speed and immediacy. Comiing from the work of revered authors in the communication sciences and journalism studies, we shall analyse the phenomenom of fake news under the light of a new era, the era of social networks, of clickbait, of immediacy.In a first stage we will set the theoretical and political space upon which we stand, with a critical gaze on the models of communication in which the phenomenom of fake news is inserted: information, desinformation, fake news and counter-information. Finally, we shall observe the shifts in the relationships between these structures under the light of the social network paradigm.The second chapters will show the differences between an old model (desinformation) and a new phenomenom (fake news), and the social terrain upon which they act, taking in consideration the work of public relations, propaganda and fabrication of consent. Here we shall see how the public sphere and the public opinion created within it are getting tighter, in such a way that it creates a more comfortable scenario to spread fake news.The third chapter presents a critical analysis of a terrible episode of fake news, at the event of the murder of the brasilian councilwoman Marielle Franco, that ultimately resulted in serious defamation with political purposes, that left in sight the wounds of a polarized and easily susceptible public. We look upon the media treatment done by the brasilian newspaper O Globo regarding the murder of the councilwoman, and specifically how deep the fake news managed to penetrate this organism.Lastly, we shall consider the multiple forms of counter-information, within and outside the big media structures, as a possible path to build community and restore truth.<br>As fake news estão na ordem do dia, e torna-se cada vez mais importante sermos capazes de as identificar e combater num mundo pautado pela velocidade e pelo imediatismo. Partindo do trabalho de autores de referência das ciências da comunicação e dos estudos do jornalismo, analisaremos o fenómeno das fake news à luz da nova era, a era das redes sociais, do clickbait, do imediatismo.Numa primeira fase iremos delinear o espaço teórico e político em que nos posicionamos, com um olhar crítico sobre os modelos de comunicação em que se insere o fenómeno das fake news: informação, desinformação, fake news, e contra-informação. Finalmente, serão observadas as alterações de relacionamento entre estas estruturas à luz do novo paradigma das redes sociais.O segundo capítulo irá demonstrar as semelhanças e diferenças entre um velho modelo (a desinformação) e um novo fenómeno (as fake news), e o terreno social em que atuam, considerando trabalho de relações públicas, de propaganda e de fabricação de consentimento. Aqui veremos como a esfera pública e a opinião que se cria dentro dela se vai apertando de forma a gerar um cenário mais confortável para a disseminação de fake news.O terceiro capítulo apresenta uma leitura crítica sobre um terrível episódio de fake news, aquando do assassinato da vereadora carioca Marielle Franco, que resultou em graves difamações com propósitos políticos e deixaram à mostra as feridas de um público polarizado e facilmente suscetível. Olhamos o tratamento mediático que o jornal brasileiro O Globo fez do homicídio da vereadora, e especificamente até que ponto as fake news penetraram neste organismo.Por fim, iremos considerar as múltiplas formas da contra-informação, dentro e fora das grandes estruturas mediáticas, como um possível caminho de construção de comunidade e reposição de verdade.

碩士<br>國立臺東大學<br>教育學系教學科技碩士班<br>101<br>The topic of this research is trying to investigate the stereotype of gender which mentioned in the net novels of the schooldays. Generally speaking, we can specify three purposes as below

碩士<br>國立臺灣海洋大學<br>教育研究所<br>103<br>The purpose of this study was to explore the willingness and influence factors of teacher as a mentor teacher. The method maily adopted in this study was questionnaire. The subjects, who were formal teachers in elementary school in New Taipei City, were selected by adopting stratified random sampling. The numbers of questionnaires are 575 and 432 respectively, with a returning rate reaching up to 75%. Among all the questionnaires, 424 of which were available with a 98% on the rate of returning available questionnaires. The obtained data was analyzed by t-test, one-way ANOVA and Pearson correlation statistical methods. The overall conclusions were as follow: 1. Elementary school teachers in New Taipei City were reluctant to be a mentor teacher . 2. The most influence factor of teacher as a mentor teacher was the environment of school. 3. On the aspect of the willingness of teacher as a mentor teacher, significant differences appear in variables of gender, age, educational background, position, and experience. 4. On the aspect of the influence factors of teacher as a mentor teacher, significant differences appear in variables of gender, educational background, and experience. 5. The influence factors of teacher as a mentor teacher didn’t predict the the willingness，but they reached significant level. Finally, based on the conclusions of this research, the researcher has providedrecommendations to the educational authorities and teacher education institutions,vpracticum schools and future researchers for their reference. Key Words：New Taipei City, elementary school teacher, mentor teacher, willingnes

The diploma thesis deals with the issue of beginning teachers of health education. It focuses on the most common problems they have to face during the first 5 years in the teaching profession. The main goal of the thesis will be to identify the most common problems that beginning teachers of health education have to deal with. Furthermore, their adaptation in the school environment and inclusion in the teaching staff. But also coping with the problems during the first years of the teaching profession. Another goal will be to find out how they solve problems and how they deal with them. Whether they have been assigned an introductory teacher and whether they work with him. The theoretical part of the work clarifies the issues associated with the performance of the teaching profession, characterizes the preparation of the future teacher for the performance of the profession, further clarifies the term beginning teacher and introducing teacher. Last but not least, it describes the implementation of a beginning teacher. The practical part will be based on research through qualitative research - semi-structured interviews with beginning teachers of health education, who teach for a maximum of 5 years and with introductory teachers, with significantly longer practice and experience. The interview is...

My Diploma Thesis "Newly qualified teachers" is devoted to new teachers with less than 3 years of teaching experience after they graduated from accredited college and received a degree as a teacher. My focus is on the teachers in elementary schools. The goal of the theoretical part of my thesis is to collect technical information, opinions, ideas and knowledge from experts in the teaching profession in general, to characterize the new teacher's personality. In the few chapters I ponder possible fears, concerns, weaknesses and needs of the new teachers, and I also mention problematic field of the evaluation and self assessment of a new teacher. The content of the practical part of my thesis is exploratory inquiry using a method of survey. The goal of the questions and answers is to find out if the orientation of new teachers in elementary schools is functioning well with prepared orientation plan, and to identify and map out the problem areas that the new, inexperienced teachers feel in the beginning of their teaching carrier, and subsequently to detect and identify the new teachers' needs. I set preconditions for which I had the knowledge base from studying professional literature and from my many years of experience as an elementary school teacher. The topics of preconditions are: preparation for...

Mentoring has been found to be an effective psychosocial buffer to occupational stress (Chao & Walz, 1992; Noe, 1988; Siege1 & Reinstein, 2001). Mentoring provides support for personal confirmation, acceptance, friendship and role modelling (Kram 1985, 1986) The current study was part of an initiative within the New Zealand Police to introduce mentoring as part of a supported induction for new Police Constables into the organisation. The aim was to evaluate the use of mentoring as a psychosocial support in this induction process. Using a Solomon Four Group design the 254 subjects (180 protégé(e)s and 74 mentors) were randomly assigned to four groups. These groups were (i) those who had a pre-test, assigned a mentor and post test (ii) those who had a pre-test and post test (iii) those who had a mentor and a post test (iv) those who had a post test only. Testing included two questionnaires; a Combined Measures Questionnaire – which incorporated six psychometric tests including BDI, BHS, MHI, CMTS, HSCL-21 and ITQ; and a Mentor Relationship Questionnaire. The former was administered at pre- and post- test in accordance with the experimental design while the later [i.e. latter] was only administered at the end of the mentoring programme. There was no clinically significant effect noted in terms of change in psychological well-being or distress for either protégé(e)s or mentors (p > .05). There was a significant effect of mentoring in terms of an increase in intent to quit, F(1,10) = 7.43, p = .02 and a trend toward significance for decreased general distress levels F(1,10) = 4.80, p = .53 for the mentors at the end of the experimental period. These findings are tempered by a small control group (n=2). The main finding of this study was that positive outcomes were reported about the mentor relationship, on the Mentoring Relationship Questionnaire, from both protégé(e)s and mentors. These results were achieved in less than three sessions. From these findings it may be concluded that there is a place for a formal mentoring programme in the induction process of the New Zealand Police organisation.

碩士<br>中華大學<br>工業管理學系<br>106<br>In ancient chinese culture, writing brush was common tool for handwriting. However, because writing tool was getting improved with technology development, hard pen calligraphy became seldomly used in writing tool. From “2018 Directions Govering for the 12-Year Basic Education Curricula”, Ministry of Education had clear instruction on teaching elementary school students to have neat hard pen calligraphy writing. As a result, the pupose of this study was to construct hard pen calligraphy teaching indicators for Elementary School Senior-Class. 　　This study utilized litterature survey to construct related hard pen calligraphy teaching indicators, and applied Analytic Hierarchy Process (AHP) to build up analytical framework. “Delphi Survey” was adopted to build up study framework and initial indicators, and final three main theoretical dimensions for hard pen calligraphy teaching indicators include handwriting skills, character shape structures, and overall penmanship arrangement. There are total 13 sub-indicators for three main theoretical dimensions. The study based on the analytical framework to design questionnaire, and all respondents are elementary School Senior-Class teachers with 10 years more teaching experiences. For the questionnarie result, the study implemented Fuzzy AHP to analyze data , calculate weights of indicators, and interprete analysis result according to impotrance priority. 　　The study result showed that, character shape structures accounted 51.89% of three main theoretical dimensions, penmanship arrangement accounted 37.20%, and handwriting skills accounted 10.91%, which is weighted the lowest dimension. It could be concluded that charaters structures is most crucial factor to hard pen calligraphy teaching for elementary school teachers, and handwriting skills had relatively lower importance. For the sub-indicatos, balance, main strokes and character components were emphasized points when providing instructions. Three sub-indicators with lowest importance were mainly about handwriting skills, and it showed that teachers considered handwriting skills were not be focused when their teaching. The conclusion and suggestion of this study can be utilized for those teachers who study hard pen calligraphy teaching in the future. Keywords: Hard pen calligraphy, AHP, FAHP

碩士<br>中華大學<br>工業管理學系<br>104<br>The era is progressing and the education is also in progress. The traditional education can’t fulfill the needs of modern education. The elementary school teachers working in the grassroots education is concerned, their shoulder heavy responsibility in the social expectations, administrative requirements, parental expectations and student learning. Especially when the senior-class mentor of elementary school face to the students entering adolescence and adapt academic stress heavier junior high school learning, them play important roles, and shoulder heavier responsibility and more pressure. The purpose of the study is to investigate the indices of the job stress for the senior-class mentor of elementary school. Through a literature review and expert interviews, three evaluation dimensions and ten evaluation indicators were summarized in this study. The three dimensions comprised school environment and affairs, student teaching and counseling, and the individual factor of the senior-class mentor of elementary school. The ten evaluation indicators consisted of interpersonal relationship, administrative support, transformation adaptation, teaching and evaluation, class management, counseling and disciplining, parent-teacher communication, professional knowledge and skills, workload, and role stress. A questionnaire survey was administered to tensenior-class mentor of elementary school. The weight values of each evaluation dimension and indicator were subsequently calculated using the FAHP(Fuzzy Analytic Hierarchy Process). The dimensions and indicators were then ranked in accordance with their weight values. The results show that among all evaluation dimensions, “student teaching and counseling” obtained the greatest weight value (66%). Moreover, among all evaluation indicators, “class management” accounted for the largest proportion (22%), followed by “counseling and disciplining” (21%) and “parent-teacher communication.” (16%). Therefore, “class management”, “counseling and disciplining” and “parent-teacher communication” are the three evaluation indicators that exert greatest influence on the job stress of the senior-class mentor of elementary school. The authorities in charge of educational affairs, school administrative departments, as well as the senior-class mentor of elementary school themselves are expected to handle such job stress actively and positively. Not only the homeroom teachers but also their students, students’ parents, and the society and nation as a whole can benefit from this process.

碩士<br>國立臺灣師範大學<br>教育政策與行政研究所<br>102<br>This study investigated the situation and influential factors contributing to the use of data driven decision making in assisting partner teachers to achieve teaching sophistication during mentor teachers’ teaching counseling process. The research scope and participants include general and vocational high school mentor teachers from the Tri-cities of Taipei (Taipei, New Taipei, and Keelung City) who have obtained teaching certification from the Ministry of Education as mentor teachers. There are two research purposes: 1. To explore the situation of the data driving decision making of general and vocational high school mentor teachers from the Tri-cities of Taipei; 2. To analyze factors affecting the data driven decision making of general and vocational high school mentor teachers from Tri-cities of Taipei. The qualitative research path was adopted in this study. Through the interview method, data collection was implemented on 16 general and vocational high school mentor teachers from Tai-cities of Taipei. Finally, recommendations were put forth based on the research findings. The research findings are as follows: 1. The school background information and student learning information comprised the majority of the data types used by the mentor teachers, followed by participants’ perceived information and school resource information. Due to teaching counseling, teaching design information was also required. 2. The mentor teachers’ course of data use includes: problem focus, data collection, problem reflection, and feedback teaching. 3. The mentor teachers’ data use was subject to partner teachers’ willingness, trust relationship, school’s administrative support level, time, training courses, personal data literary, and subjects imparted. Based on the above findings, the following research recommendations were proposed: 1. The mentor teachers attempted to collect and analyze the participants’ perceived data types from the perspective of learners. 2. The mentor teachers should attempt to use recyclable data to track the effectiveness of teaching decision-making. 3. School units should assist mentor teachers in collecting and analyzing data. 4. School units should create an atmosphere for teaching data sharing and discussion among teachers. 5. Educational authorities should implement teacher data literacy training courses. 6. Educational authorities should build an information system platform that facilitates teachers’ teaching.

Praca składa się ze wstępu, zasad wydania, wykazu skrótów, edycji utworu, komentarza do tekstu, aparatu krytycznego, apendyksu i bibliografii. Wstęp otwiera krótka prezentacja osoby Wawrzyńca Korwina ze Środy Śląskiej (Laurentius Corvinus Novoforensis), autora wydawanego Dialogu (1516 r.). Jego spuścizna literacka, wyłącznie w języku łacińskim, obejmuje poezję okolicznościową, podręczniki pisane na użytek studentów i uczniów, poezję religijną, korespondencję, a także poetyckie przedmowy do książek innych humanistów. Przegląd pełni funkcję wprowadzenia do lektury similiów. Modyfikacja i wielokrotne używanie tych samych motywów, figur stylistycznych, wyrażeń są charakterystyczne dla warsztatu Korwina. Dialog wykazuje zbieżności z wcześniejszymi i późniejszymi utworami tego autora,. Dialog jest utworem łączącym cechy różnych gatunków. Autor pisał go z myślą o wystawieniu na scenie, stąd w Dialogu m.in. prolog imitujący wzory antycznej komedii i obecność warstwy muzycznej. Bardzo wyraźne są związki z hermetycznym dialogiem filozoficznym i z prosimetrum. Akcja zdominowana jest przez dialog, a zasadą kompozycyjną jest właściwa dla prosimetrum naprzemienność ustępów prozatorskich i utworów poetyckich pozostających w ścisłym związku treściowym. Przedmiotem rozważań jest zależność wydawanego dzieła od prozymetrycznego dialogu filozoficznego Boecjusza De consolatione philosophiae i od różnych imitacji tego późnoantycznego arcydzieła. Ostatnia część wstępu poświęcona jest recepcji dialogów Platona w Dialogu. Corpus Platonicum jest głównym źródłem odniesień Korwina. Łacińskie tłumaczenie Dialogów Platona autorstwa Marsilia Ficina jest przywoływane w wydawanym utworze w postaci licznych cytatów, kryptocytatów i parafraz. Źródła cytatów zostały zidentyfikowane i wskazane w komentarzu. Komentarz pozwala też zmierzyć się z pytaniem o listę lektur śląskiego humanisty. Obok Cycerona, Wergiliusza i Owidiusza pojawiają się autorzy postklasyczni (np. Bonawentura, Bernard z Clairvaux, czy wspomniany już Boecjusz) i współcześni Korwinowi (np. Konrad Celtis, czy Baptista Mantuanus). Wstęp kończy nota wydawnicza, w której omówione są zasady wydania tekstu i wykaz skrótów używanych w komentarzu. Komentarz zawierający similia oraz objaśnienia do wybranych ustępów tekstu towarzyszy edycji, na końcu której znajduje się aparat krytyczny. Apendyks zawiera wydanie wiersza będącego pierwowzorem dla metrum 13 Dialogu. Bibliografia cytowanych prac zamyka dysertację.<br>This dissertation consists of a critical edition of Dialogue by Laurentius Corvinus Novoforensis, also known as Wawrzyniec Korwin. Complimenting the edited text are an introduction, editorial notes, a list of abbreviations, a commentary, a critical apparatus, an appendix and a bibliography. In the beginning of the introduction the author of the Dialogue (1516) is presented and partically contextualized for the pleasure of the reader. In particular his literary output, entirely in Latin, is discussed. Although today he is known for his occasional poetry, his contemporaries recognized him for his well-regarded Latin coursebooks for students. His use of his own letters, religious poetry and the poetical prefaces he wrote for the books of other humanists, is illustrated. Corvinus’ stylistic predilections, selected motifs, figures of speech and expressions are described. The problem of categorizing and classifying Dialogue, is discussed. The prologue and the music attached to the poetical parts of the work suggest that it is a form of a school drama. However Dialogue shares many traits with literary prosimetrum and Hermetic dialogues. The plot is rudimentary and the entire weight of Dialogue is a conversation led by the main protagonist. Corvinus decided to model his work on Boethius’ De consolatione philosophiae and its medieval imitations. The introduction also discusses the reception of Plato’s dialogues in Corvinus’ work. Corpus Platonicum, known to Corvinus in the Latin translation of Marsilio Ficino, is the main source of direct quotations in Dialogue. Corvinus shows himself to be well versed not only in Ficino’s translations but additionally in the original works of the Florentine neoplatonist. The commentary which follows the edition allows the reader to map Corvinus’ erudition. Although Cicero, Vergil and Ovid were read and avidly imitated, Corvinus did not spurn the vocabulary found in the works of Saint Augustine, Saint Bernard of Claivaux, Saint Bonaventura or Boethius. Corvinus’ familiarity with his contemporaries’ works is occasionally exposed, the poetry of Konrad Celtis and Baptista Mantuanus being refered to more than once. The introduction ends with an editorial note describing the rules set for this edition. It is followed by list of abbreviations necessary due to the lenght of Corvinus’ titles. The commentary consists of similia and short explanations of selected parts. The edition is followed by a critical apparatus, and the appendix presents the reader with a single poem written by Corvinus more than a decade before Dialogue and later modified and included as poem 13 of Dialogue. The dissertation ends with a bibliography of quoted works.

Non c’è dubbio sul fatto che la RAI, dal 1954 a oggi, abbia contribuito in misura considerevole a determinare la fisionomia dell’immaginario collettivo e dell’identità culturale dell’Italia. Si tratta di un assunto che, a distanza di più di sessant’anni, resta sempre di grande attualità, per chi si occupa della questione televisiva (e non solo). Ma a differenza di quanto avveniva nel passato, quando la tv appariva più preoccupata dei reali interessi dei cittadini, oggi essa sembra rispondere prevalentemente a dinamiche di mercato, in grado di alterarne la funzione etica e sociale. E nonostante il livello di istruzione e di benessere economico si siano evidentemente alzati, in questi ultimi anni si è assistito a programmi di sempre più bassa qualità e in controtendenza a un incremento del potere modellante e suggestivo sull’immaginario dei telespettatori. C’è di più: l’interesse verso la tv ha coinvolto anche gli storici dell’epoca contemporanea, i quali hanno iniziato a prendere coscienza che le produzioni audiovisive sono strumenti imprescindibili per la ricerca. Se si pensa ad esempio al ‹‹boom economico›› del Paese, negli anni Cinquanta e Sessanta, non si può non considerare che la tv, insieme agli altri media, abbia contributo a raccontare e allo stesso tempo ad accelerare i progressi economici e sociali di quell’epoca. Partendo, dunque, dal presupposto che la televisione da sempre esercita un potere decisivo sulla collettività, si è scelto di concentrarsi sulla fase meno indagata della sua storia, quella della televisione delle origini: ‹‹migliore›› perché senza competitor, ‹‹autentica›› perché incontestabile e soprattutto ‹‹pedagogica›› perché è di istruzione e di formazione che, quell’Italia appena uscita dalla guerra, aveva più urgenza. La storia della televisione italiana inizia il 3 gennaio 1954, con la nascita del servizio pubblico televisivo e insieme di un mezzo che, di lì a poco, avrebbe completamente rivoluzionato la società italiana, trasformandola in una civiltà di massa. Si accorciano le distanze territoriali e insieme culturali e la società inizia a omologarsi nei gusti, poi nei consumi e infine nel pensiero. Il punto d’arrivo si colloca negli anni Settanta, quando ha termine il monopolio della RAI, che fino a quel momento era stato visto come il garante del pluralismo culturale. La RAI passa dal controllo governativo a quello parlamentare, mentre si assiste al boom delle televisioni private e alla necessità della tv di Stato di stare al passo con la concorrenza, attraverso una produzione diversa da quella degli esordi. Dunque cambia la tv, come pure cambia la sua funzione e la forma mentis di chi ne detiene le redini. Ne risulta un’indagine trasversale, che passa nel mezzo di molteplici discipline che afferiscono alla materia televisiva e che non evita di porsi quelle domande scomode, necessarie tuttavia a comprendere la verità sugli artefici della prima RAI e sui loro obiettivi. E allora: qual era il valore attribuito alla televisione degli esordi? Era davvero uno strumento pedagogico? Sulla base di quali presupposti? Chi scriveva i palinsesti di quegli anni? Chi e perché sceglieva temi e format televisivi? Chi decideva, in ultima analisi, la forma da dare all’identità culturale nazionale attraverso questo nuovo apparecchio? Il metodo di ricerca si è articolato su tre distinte fasi di lavoro. In primis si è puntato a individuare e raccogliere bibliografia, sitografia, studi e materiale bibliografico reperibile a livello nazionale e internazionale sulla storia della televisione italiana e sulla sua programmazione nel primo ventennio. In particolare sono stati presi in esame i programmi scolastici ed educativi (Telescuola, Non è mai troppo tardi), la Tv dei Ragazzi e i programmi divulgativi culturali. Successivamente si è resa necessaria una definizione degli elementi per l’analisi dei programmi presi in esame, operazione resa possibile grazie alla consultazione del Catalogo multimediale della Rai. In questa seconda parte della ricerca si è voluto puntare i riflettori su ‹‹L’Approdo››, la storia, le peculiarità e gli obiettivi di quella che a ragione potrebbe essere definita una vera e propria impresa culturale, declinata in tutte le sue forme: radiofonica, di rivista cartacea e televisiva. In ultimo, sulla base dell’analisi dei materiali d’archivio, sono state realizzate interviste e ricerche all’interno dei palazzi della Rai per constatare la fondatezza e l’attendibilità dell’ipotesi relativa agli obiettivi educativi sottesi ai format televisivi presi in esame. Le conclusioni di questa ricerca hanno portato a sostenere che la tv delle origini, con tutti i suoi limiti, era uno strumento pedagogico e di coesione sociale. E se ciò appare come un aspetto ampiamente verificabile, oltreché evidente, qualora si voglia prendere in esame la televisione scolastica ed educativa di quegli anni, meno scontato risulta invece dimostrarlo se si decide – come si è fatto – di prendere in esame un programma divulgativo culturale come ‹‹L’Approdo››, che rientra nell’esperienza televisiva definita di ‹‹educazione permanente››. Ripercorrere la storia della trasmissione culturale più longeva della tv italiana degli esordi, per avvalorarne la funzione educativa, si è rivelata una strada interessante da battere, per quanto innegabilmente controversa, proprio per il principale intento insito nella trasmissione: diffondere la cultura ‹‹alta›› a milioni di telespettatori che erano praticamente digiuni della materia. Un obiettivo che alla fine della disamina si è rivelato centrato, grazie alla qualità della trasmissione, al suo autorevole e prestigioso groupe d'intellectuels, agli ascolti registrati dal ‹‹Servizio Opinioni›› e alla potenzialità divulgativa e penetrante della tv, nel suo saper trasmettere qualunque tematica, anche quelle artistiche e letterarie. Dunque se la prima conclusione di questo studio induce a considerare che la tv del primo ventennio era pedagogica, la seconda è che ‹‹L’Approdo›› tv di questa televisione fu un’espressione felice. ‹‹L’Approdo›› conserva ancora oggi un fascino innegabile, non foss’altro per la tenacia con la quale i letterati difesero l’idea stessa della cultura classica dal trionfo lento e inesorabile della società mediatica. Come pure appare ammirevole e lungimirante il tentativo, mai azzardato prima, di far incontrare la cultura con i nuovi media. Si potrebbe dire che ‹‹L’Approdo›› oggi rappresenti una rubrica del passato di inimmaginata modernità e, nel contempo, una memoria storica, lunga più di trent’anni, che proietta nel futuro la ricerca storica grazie al suo repertorio eccezionale di immagini e fatti che parlano di arte, di letteratura, di cultura, di editoria e di società e che raccontano il nostro Paese e la sua identità culturale, la stessa che la televisione da sempre contribuisce a riflettere e a delineare. Lo studio è partito da un’accurata analisi delle fonti, focalizzando l’attenzione, in primo luogo, sugli ‹‹Annuari della Rai›› (che contengono le Relazioni del Cda Rai, le Relazioni del Collegio Sindacale, i Bilanci dell’Esercizio e gli Estratti del Verbale dell’Assemblea Ordinaria). Altre fonti prese in esame sono gli stati gli opuscoli di ‹‹Servizio Opinioni››, le pubblicazioni relative a studi e ricerche in materia di televisione e pedagogia e le riviste edite dalla Rai Eri: ‹‹Radiocorriere tv››, ‹‹L’Approdo Letterario››, ‹‹Notizie Rai››, ‹‹La nostra RAI››, ‹‹Video››. Negli ultimi anni la Rai ha messo a disposizione del pubblico una cospicua varietà di video trasmessi dalle origini a oggi (www.techeaperte.it): si tratta del Catalogo Multimediale della Rai, che si è rivelato fondamentale al fine della realizzazione della presente ricerca. Altre sedi indispensabili per la realizzazione di questa ricerca si sono rivelate le due Biblioteche romane della Rai di Viale Mazzini e di via Teulada.