Relevant bibliographies by topics / Curricular Pathway / Dissertations / Theses

Dissertations / Theses on the topic 'Curricular Pathway'

To see the other types of publications on this topic, follow the link: Curricular Pathway.
Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 27 dissertations / theses for your research on the topic 'Curricular Pathway.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Thompson-Arjona, William G. "Curricular Optimization: Solving for the Optimal Student Success Pathway." UKnowledge, 2019. https://uknowledge.uky.edu/ece_etds/139.

Full text
Abstract:
Considering the significant investment of higher education made by students and their families, graduating in a timely manner is of the utmost importance. Delay attributed to drop out or the retaking of a course adds cost and negatively affects a student’s academic progression. Considering this, it becomes paramount for institutions to focus on student success in relation to term scheduling. Often overlooked, complexity of a course schedule may be one of the most important factors in whether or not a student successfully completes his or her degree. More often than not students entering an institution as a first time full time (FSFT) freshman follow the advised and published schedule given by administrators. Providing the optimal schedule that gives the student the highest probability of success is critical. In efforts to create this optimal schedule, this thesis introduces a novel optimization algorithm with the objective to separate courses which when taken together hurt students’ pass rates. Inversely, we combine synergistic relationships that improve a students probability for success when the courses are taken in the same semester. Using actual student data at the University of Kentucky, we categorically find these positive and negative combinations by analyzing recorded pass rates. Using Julia language on top of the Gurobi solver, we solve for the optimal degree plan of a student in the electrical engineering program using a linear and non-linear multi-objective optimization. A user interface is created for administrators to optimize their curricula at main.optimizeplans.com.
APA, Harvard, Vancouver, ISO, and other styles
2

Griffin, Melinda Rose. "Curricular pathways to Algebra I in eighth grade." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154079.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Moran, Renee Rice, Karen Keith, and Huili Hong. "One University’s Pathway to Implementation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/977.

Full text
Abstract:
This chapter focuses on the process of implementing problem based assessment at the college/university level in teacher education. Past research points to an overemphasis on factual information, lecture, and paper and pencil tests in higher education. Performance based assessment is discussed as an alternative and a measure that calls for students to demonstrate more active participation, critical thinking, and work that aligns more closely to what they will actually be engaged in in the field of education after graduation. Particularly, a case study of one university's path in the implementation of performance based assessment is highlighted. The process of implementing three specific performance based assessments are considered as well as roadblocks, assets, and specific methods found to be beneficial and/or challenging.
APA, Harvard, Vancouver, ISO, and other styles
4

Gower, D. M. "Pathways to understanding science." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377746.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Moran, Renee Rice, Karen Keith, and Huili Hong. "One University's Pathway to a Change in Practice." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/986.

Full text
Abstract:
This chapter focuses on the process of implementing problem based assessment at the college/university level in teacher education. Past research points to an overemphasis on factual information, lecture, and paper and pencil tests in higher education. Performance based assessment is discussed as an alternative and a measure that calls for students to demonstrate more active participation, critical thinking, and work that aligns more closely to what they will actually be engaged in in the field of education after graduation. Particularly, a case study of one university's path in the implementation of performance based assessment is highlighted. The process of implementing three specific performance based assessments are considered as well as roadblocks, assets, and specific methods found to be beneficial and/or challenging.
APA, Harvard, Vancouver, ISO, and other styles
6

Talley, Nancy Hoggard. "The effect of SAS curriculum pathways on student science achievement." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/talley/TalleyN0811.pdf.

Full text
Abstract:
In this investigation SAS Curriculum Pathways, an online technology based curriculum, was implemented with the purpose of improving student achievement. SAS Curriculum Pathways provided a curriculum-based technology learning experience to both individual and group work settings. Student performance on summative assessments did not show marked improvement following the treatment. Students demonstrated and expressed more positive attitudes toward science.
APA, Harvard, Vancouver, ISO, and other styles
7

Moran, Renee Rice, and Stacey J. Fisher. "Photo-ethnography: A Pathway to Understanding One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3597.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Imbrenda, Jon-Philip. "For argument's sake: Building a pathway to college for urban adolescents." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/373054.

Full text
Abstract:
Teaching & Learning
Ph.D.
Drawing on a sociocultural view of learning as acculturation into the distinct social language of academic communities, this study reports the developmental impacts of an intervention program designed to prepare students from a comprehensive urban high school for the rigors of college reading and writing. Statistical analysis of students’ pre-, mid- and post-test performances on a university writing placement exam demonstrates significant growth. Qualitative analysis of their formal and informal writing employing three semantic differential scales designed to measure reciprocity, indexicality, and intertextuality, however, illuminates how struggles to negotiate the terms of participation in an academic community of practice and students’ conceptual orientations toward written texts limited the extent to which students could fully master the social language of academic argumentation.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
9

Moran, Renee Rice, Karin J. Keith, and Huili Hong. "Using Performance Based Assessments with Pre-Service Teachers: One University’s Pathway to Implementation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3593.

Full text
Abstract:
Book Summary: Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting.Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.
APA, Harvard, Vancouver, ISO, and other styles
10

Lamb, Richard Lawrence. "Review of the Efficacy of SAS Curriculum Pathways on Student Understanding in Chemistry." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-06032008-214734/.

Full text
Abstract:
The purpose of the study is to review the efficacy of the SAS Curriculum Pathways (SIS) chemistry modules on student achievements in a high school academic level chemistry class. The research question was âDo SIS modules (numbers 692 chemical quantities, 867 chemical reactions and module 10 the mole) increase student understanding of chemistry concepts in which they are designed to teach when compared to student groups receiving traditional instruction (i.e., without the integration of the SIS modules) Comparing pre and post-tests means through a t-Test, it was found that after a unit was taught using SIS Curriculum Pathways students showed a significant (p<0.05) increase in understanding of the chemistry topics covered in the modules. Student journals were kept during the time frame of the study. Qualitative results suggest that there are three factors which may affect the student outcomes concerning the use of simulations: student comfort with the computer, amount and availability of information in the simulation, and the novelty of using computer simulations in a science class.
APA, Harvard, Vancouver, ISO, and other styles
11

Moran, Renee Rice, Monica Billen, Huili Hong, Karin J. Keith, Audra Gray-Dowdy, and Stacey J. Fisher. "Participant-Driven Photo Elicitation: One Pathway to Understanding English Language Arts Common Core Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3603.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Korzh, Alla. "Educational inequalities and Ukrainian orphans' future pathways| Social reproduction or transformation through the hidden curriculum?" Thesis, Teachers College, Columbia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590370.

Full text
Abstract:

This qualitative multi-site case study, situated in the context of Ukraine's post-Soviet political economy, examined how orphanage educators' expectations and beliefs about orphans' academic abilities and potential, curriculum, peer relationships, and education policy shaped orphans' post-secondary education decisions and trajectories. Examination of the educational experiences of orphans and children deprived of parental care shed light on socio-economic inequalities confronting these marginalized youth in and beyond state care. This dissertation is informed by critical theories of social and cultural reproduction that examine the relationship between schooling and socio-economic inequalities. I draw mainly on the concepts of the hidden curriculum and forms of capital (cultural, social, and economic).

Research conducted in Ukraine, primarily through quantitative surveys, tends to pathologize orphans and neglects to investigate how their secondary education experiences impact their trajectories post-institutionalization. This study, framed in qualitative methodology, was informed by observations of daily in- and out-of-classroom activities in two orphanages; in-depth, semi-structured interviews and focus groups with Grade 10 and 11 orphanage students, orphanage educators and administrators, and orphanage alumni; and document analysis. I focused on 81 orphanage youth and 41 educators as key participants embedded in the orphanage system.

My findings demonstrated that, despite some institutional changes, the ideologies, regimes, and cultures of Ukrainian orphanages still reflect the Soviet legacy of sequestered institutions providing substandard quality education. My examination of orphanage education revealed that many teachers, informed by genetic deficit ideology, communicated low expectations for student success and implemented an unchallenging curriculum characterized by watered-down teaching and learning materials, oversimplified assignments, canceled classes, and inflated grades. This study uncovered nuanced use of a hidden curriculum that ensured social reproduction and what I term a "transformative hidden curriculum" that fostered student success through art therapy, soft pedagogy, and hard caring.

Furthermore, this study shed light on factors that influenced orphans' complex post-secondary education decision-making processes, including peer pressure to attend vocational school; teacher-directed versus teacher-encouraged decisions; and informed, independent decisions largely thwarted by structural constraints. Lack of cultural and social capital significantly limited orphans' options and disenfranchised them in the labor market, thus perpetuating social reproduction in Ukrainian society.

APA, Harvard, Vancouver, ISO, and other styles
13

Gilbert, Candace June. "Large-scale portfolio assessment: Pitfalls and pathways." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Ritchey, Alicia D. "Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/789.

Full text
Abstract:
The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009). The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation archives of DOR Foundation. The data described six teachers’ classroom experiences subsequent to professional development centered on Goma character education curriculum that was used during a summer youth program located in South Georgia. Goma, an acronym that stands for Goal, Objective, Method, and Attitude, is a character education paradigm derived from The Inclusive Community Building Ellison Model, the theoretical framework used for this study. The Model identifies conflict resolution as one of its five foci (Hunt, Howard, & Rice, 1998). Hunt (2006) conceived Goma as part of a 7-Step unitary process, also named the 7-Step pathway, to demonstrate how conflict resolution is accomplished within a variety of contexts. Analysis of the data involved: (a) a priori coding of teacher talks transcripts using the components of the Goma 7-Step pathway as coding categories, (b) emergent coding of teacher talks transcripts for the types of experiences teachers evidenced, and (c) emergent coding of teachers’ self-reports for categories of teachers’ instructional activities. Results of the study showed positive influence of Goma curriculum on participating teachers and their instructional practices. Teachers were shown to have had cognitive, instructional, emotional, and social experiences that were most evident when they reported changes in their attitudes toward their students, themselves, and their instructional practices. The present study provided implications for classroom teachers wherein all aspects of teachers’ instructional practices can be guided by principles of positive character; and can be used to help compose the kinds of “texts” that may likely contribute to a classroom character culture.
APA, Harvard, Vancouver, ISO, and other styles
15

Counsel, Shelly, Lawerence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenburg, Meeteren Beth Dykstra Van, Sonia Yoshizawa, and Betty Zan. "STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways." Digital Commons @ East Tennessee State University, 2015. https://www.amzn.com/0807757497.

Full text
Abstract:
This teacher's guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3-8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy.
https://dc.etsu.edu/etsu_books/1136/thumbnail.jpg
APA, Harvard, Vancouver, ISO, and other styles
16

Hopper, Tacey Keller. "Parents, perceptions, passions, pathways, and patterns: Exploratory case studies of home education in the development of intellectually gifted individuals." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154092.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Saddler, Derrick. "Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5571.

Full text
Abstract:
The purpose of this study was to compare the algebraic performance gains of high school students who enroll in an integrated mathematics course pathway (i.e., Integrated Mathematics I-II-III) to the algebraic performance gains of high school students who enroll in a subject-specific course pathway (i.e., Algebra I-Geometry-Algebra II). Several studies have been performed in which researchers examined relationships between mathematics outcomes and the course-taking patterns of high school students enrolled in subject-specific course pathways. However, there is little extant research in which researchers have investigated effects of content organization on students' learning and achievement. Therefore, this study addresses calls for more studies that examine the high school mathematics performance of students who learn from subject-specific and integrated course pathways. Data from a large scale observational study known as the High School Longitudinal Study of 2009 was used to compare relationships between the course pathways and students' performance on an assessment of algebraic skills. A pretest-posttest study design was used to statistically compare gain scores of high school students who learn from subject-specific course pathways to the gain scores of a comparable group of high school students who learn from integrated course pathways. Propensity score matching was used to reduce the threat of selection bias due to nonrandom assignment. The results revealed no statistical differences exist in the algebraic performance gains between high school students who learn mathematics from integrated course pathways and high school students who learn from subject-specific course pathways. Suggestions for future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
18

Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Boone, Robert. "EXPLORING THE IMPACT OF WORK-BASED LEARNING OPPORTUNITIES FROM THE STUDENT PERSPECTIVE: THE DEVELOPMENT OF CAREER PATHWAYS, WORKFORCE EXPECTATIONS, AND THE TRANSMISSION OF CULTURAL CAPITAL." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/64.

Full text
Abstract:
Understanding the practical implications of work-based learning opportunities (WBLOs) is complex. Although WBLOs are not new learning environments, understanding and clearly defining them is increasingly necessary. In Kentucky, WBLOs are part of the political discourse in post-secondary education. The Council on Postsecondary Education (CPE) and local/regional economic and workforce development agencies have incorporated strengthening and growing WBLOs into their strategic plans. By interviewing students that have completed WBLOs at three colleges in the Kentucky Community and Technical College System (KCTCS), this study intended to explore student perspectives of WBLOs by asking the following research questions: 1) What role do WBLOs play in transmitting dominant workplace cultural capital and how has that transmission impacted student career pathway decisions? 2) What impact do WBLOs have in developing workplace expectations post-graduation? The dissertation is produced in three manuscripts, including a companion piece written in collaboration with Lauren McCrary, examining faculty perspectives of WBLOs in Kentucky. The second manuscript is an essay addressing the concept of workforce mis-alignment between the skills possessed by post-secondary graduates and the need of industry. The third manuscript is a review of the research, which was conducted to explore student perspectives of WBLOs in relation to the research questions.
APA, Harvard, Vancouver, ISO, and other styles
20

Kershaw, Lorraine H. "Journeys towards expertise in technology-supported teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1776.

Full text
Abstract:
Expertise in technology-supported teaching needs to be understood from multi-dimensional perspectives and influences, if raising teacher quality is a desired goal of education services. This study aimed to uncover the interactive influences of teachers' pedagogical practices, learning experiences and personal characteristics and how their decisions impacted upon their growth in expert technology-supported teaching. A mixed methods approach incorporated case study techniques, use of quantitative and qualitative data and was informed by grounded theory. Five female primary teachers participated in this research which was conducted during one year over two data collection stages in a technology-supportive independent Australian girls' school. Variations of expertise were most evident in teachers' pedagogical practices, attributable to their technological, pedagogical and content knowledge and beliefs about student learning. These were apparent in the design, delivery and management of student learning activities, with and without digital resources and tools. Common to all was the strength of performance self-efficacy beliefs, desire for excellence and the motivational challenges afforded by technologies to practices and approaches to learning. Particular experiences and influences on learning were perceived by teachers as significant in their journeys of growth, namely 1) accessing the knowledge and modelling strategies of a dedicated curriculum resource teacher, 2) engaging in collaborative activities and feeling part of a team, 3) observing colleagues at work, and 4) being committed to staying abreast of new ideas by spending time alone to play and learn in the non-threatening environment of technology. A distinctive feature of their professional agency was illustrated by pro-active attitudes to change and taking ownership for decisions. These deliberate choices made to advance professional growth over time were epitomised by changes in professional roles, changes within school systems and changes to practices, incorporating risk-taking actions. Expert practices with technology need to be sustained through perseverance and dedication to learning and practice. When the extent of a teacher's expertise is distinguished by referring to descriptors along continuum pathways, this is an encouragement to all teachers to pursue excellence in technology-supported teaching practices.
APA, Harvard, Vancouver, ISO, and other styles
21

Beese, Elizabeth Brott. "A vision of the curriculum as student self-creation: A philosophy and a system to manage, record, and guide the process." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345336992.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Febbo-Hunt, Maria. "The other side of the track curriculum tracking and the pathway to delinquency /." 2003. http://www.lib.ncsu.edu/theses/available/etd-04292003-203732/unrestricted/etd.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Tomé, Maria de Fátima Simão Mendes. "As TIC e a motivação escolar : um estudo numa turma de percursos curriculares alternativos." Master's thesis, 2012. http://hdl.handle.net/10400.14/13468.

Full text
Abstract:
This work aims to understand if the use of Information Technology and Communication in the context of the classroom, contributes to the motivation of students in a class Course Alternative Curriculum. From the standpoint of the theoretical framework, the work focused on themes / concepts of Special Educational Needs (SEN) Course Alternative Curriculum (PCA), Early school leavers, School academic failure, Integration and Inclusion, School Motivation, Learning Theories and Technologies Information and Communication Technology (ICT). Throughout the paper we understand if the use of ICT promotes the motivation of school students from PCA, thus contributing to improve their learning. Simultaneously, we tried to understand how students perceive ICT. To achieve this purpose we adopt a case study methodology, opting for an eminently qualitative analysis of data collected. As techniques of data collection we used the classroom observation, documental research and interviews with students in the class under study. The results showed that students prefer classes where PCA is used ICT, because they consider them more motivating and facilitating learning. We hope that the conclusions will contribute to a better understanding of the binomial ICT / Motivation in classes with similar characteristics to the study.
Com este trabalho pretende-se compreender se a utilização das Tecnologias da Informação e Comunicação, em contexto de sala de aula, contribui para a motivação dos alunos de uma turma de Percurso Curricular Alternativo. Do ponto de vista do enquadramento teórico, o trabalho centrou-se nas temáticas/conceitos de Necessidades Educativas (NE), Percurso Curricular Alternativo (PCA), Abando escolar, Insucesso escolar, Integração e inclusão, Motivação escolar, Teorias da aprendizagem e Tecnologias da Informação e Comunicação (TIC). Ao longo do trabalho procuramos compreender se o uso das TIC promove a motivação escolar de alunos de PCA, contribuindo assim para melhorar a sua aprendizagem. Ao mesmo tempo, procurámos compreender o modo como os alunos encaram as TIC. Para atingir esta finalidade adotamos uma metodologia de estudo de caso, optando-se por uma análise eminentemente qualitativa dos dados recolhidos. Como técnicas de recolha de dados recorremos à observação de aulas, pesquisa documental e entrevistas aos alunos da turma em estudo. Os resultados evidenciaram que os alunos de PCA preferem aulas onde são utilizadas as TIC, pois consideram-nas mais motivadoras e facilitadoras de aprendizagem. Esperamos que as conclusões obtidas contribuam para uma melhor compreensão do binómio TIC/Motivação em turmas com caraterísticas semelhantes à estudada.
APA, Harvard, Vancouver, ISO, and other styles
24

Scanlon, Donna M. Babski. "Pathways of elementary school mathematics teachers seeking to improve their instruction through professional development." 2003. https://scholarworks.umass.edu/dissertations/AAI3078718.

Full text
Abstract:
This exploratory descriptive case study aimed to identify key issues in the transformation of mathematics teaching in elementary schools. This study told the story of what happened to sixteen elementary teachers who embarked on a quest to improve their mathematics teaching by participating in at least two in-depth professional development experiences over an interval of three years. It traced their ideas about how and why to improve instruction, identified their challenges with prevailing school organizational conditions, and reported perceived changes that were made in their teaching. The research data, comprised of quotations from teachers' writing while they were engaged in professional development experiences at SummerMath for Teachers of Mt. Holyoke College and the researcher's notes from interviews, formed the data for analysis to answer four interrelated research questions: (1) What changes in instruction do selected elementary teachers of mathematics report that they made as a result of participating in professional development for improving the teaching of mathematics? (2) What do selected elementary teachers of mathematics report are the reasons for the changes they made in instruction? (3) What changes in instruction do selected elementary teachers of mathematics report that they regard as most effective for improving student learning? (4) What organizational conditions in their local elementary schools do selected elementary teachers of mathematics report helped or hindered their changes in instruction? The major findings based on the collected data were summarized and presented according to the four research questions that guided this study. The major findings related to changes in instruction fell under five prominent categories: increased emphasis on student thinking and understanding, increase in student-centered activities, changes in classroom discourse, increase in conceptually-based mathematics content, and a shift in the teacher's role from an authoritarian model of instruction to one that is student-centered. Findings from this study suggested some recommendations for educational practice for institutions preparing elementary teachers of mathematics, for in-service teacher professional development programs, and for school policies and organizational structures. One primary recommendation involved engaging pre- and in-service teachers in revisiting the mathematics content that they currently teach or will teach within an inquiry-based teaching and learning environment so that they might draw their own conclusions as to the implications for teaching mathematics.
APA, Harvard, Vancouver, ISO, and other styles
25

Gomes, Ana Sofia Pereira. "Relatórios de Estágio e Monografia intitulada: Ensaios alternativos ao uso de animais, imposições legais e abordagens à luz do novo paradigma da Toxicologia preditiva." Master's thesis, 2017. http://hdl.handle.net/10316/83739.

Full text
Abstract:
Relatório de Estágio do Mestrado Integrado em Ciências Farmacêuticas apresentado à Faculdade de Farmácia
I Relatório de Estágio em Farmácia Comunitária: O presente relatório tem como objetivo descrever e avaliar o estágio curricular que frequentei em Farmácia Comunitária na Farmácia Moderna, em Aveiro. O seu desenvolvimento tomará a forma de uma análise SWOT. Análise que complementarei com alguns casos clínicos relevantes à minha aprendizagem. Abordarei as atividades desenvolvidas e as competências adquiridas, através de uma reflexão sobre os vários pontos fortes, fracos, oportunidades e ameaças. II Relatório de Estágio em Informação do Medicamento: O presente relatório tem como objetivo descrever e avaliar o estágio curricular que frequentei no Centro de Informação do Medicamento da Ordem dos Farmacêuticos. O seu desenvolvimento tomará a forma de uma análise SWOT, onde abordarei as atividades desenvolvidas e as competências adquiridas, através de uma reflexão sobre os vários pontos fortes, fracos, oportunidades e ameaças. III Monografia: Ensaios alternativos ao uso de animais, imposições legais e abordagens à luz do novo paradigma da Toxicologia preditiva: A área da Toxicologia, nomeadamente o seu campo associado à avaliação da segurança de produtos para uso humano, tem sofrido fortes alterações nos últimos anos. A utilização continuada de elevado número de animais, o custo elevado associado a processos morosos e a fiabilidade controversa de algumas extrapolações estão na base das pressões económicas, políticas e sociais que fomentaram essas alterações.Neste contexto, a toxicologia preditiva propõe uma abordagem mecanística como solução. Apresenta uma nova abordagem que aplica os avanços em disciplinas como a biologia molecular, genómica, proteómica, engenharia de tecidos, e bioinformática no desenvolvimento de novos métodos que suprimam ou reduzam o número de animais usados. Como exemplo, abordarei ensaios alternativos validados para a avaliação da corrosão e da irritação cutânea.
I Internship in Community Pharmacy: The aim of this report is to describe and evaluate the curricular internship I completed in the community pharmacy “Farmácia Moderna” in Aveiro. It will be presented as a SWOT Analysis, which I will complement with some clinical cases. I will address the activities developed and the skills acquired, through a reflection of the various strengths, weaknesses, opportunities and threats. II Internship in Drug Information: The aim of this report is to describe and evaluate the curricular internship I took in the Portuguese Pharmaceutical Society’s Drug Information Center. It will be presented as a SWOT Analysis, in which I will address the activities developed and the skills acquired, through a reflection of the various strengths, weaknesses, opportunities and threats. III Alternative methods to animal testing, legal impositions and approaches towards the new paradigm of predictive toxicology: The field of toxicology, namely the safety assessment of human use products, has suffered significant changes in the last few years. The continuous and intensive use of animals, the high cost associated with the time needed to generate data and questionable relevance of some extrapolations are in the basis of the economic, political and social pressures that led to those changes.With this in mind, predictive toxicology envisions a mechanistic approach as a solution. It is concerned with the development of a new non-animal testing approach that builds on recent advances on molecular sciences, genomics, proteomics, tissue engineering and bioinformatics and computational. As an example, I will address validated alternative methods for the assessment of skin corrosion and irritation.
APA, Harvard, Vancouver, ISO, and other styles
26

Yang, Ya-Hui, and 楊雅惠. "Finding the needs and interests of children through the implementation of Early Childhood Education & Care Curriculum Framework—A pathway toward “Child-Centered” for a preschool teacher’s teaching." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/b8fke5.

Full text
Abstract:
碩士
國立臺灣師範大學
人類發展與家庭學系
106
The purpose of this study was to investigate how the teacher adjusted the way of guiding children into the theme-integrated curriculum by implementing the teaching philosophy of child-centered and reflective teaching. The participants in this study were 13 children, 7 boys and 6 girls, attending the senior class in the kindergarten. The 2.5 month- long action research of the theme-integrated curriculum was applied to the class. Data were collected primarily by means of picturing, recording, professional peer meetings, children’s drawing, reflection on teaching practice and for later analysis. Five of this findings are worth summarizing: 1. The teaching philosophy of child-centered can be achieved by the group of discussions and curriculum adjustments. Group discussions can help the teacher listen to the children and understand them when the teacher adjusts her way to lead the group of discussions, in order to follow the belief of respecting children. In addition, applying whole-class and small-group activities alternatively can make the teacher be more aware of the needs of children. 2. Children’s interests and needs can be summarized below: dramatic, creative, self-expressive, satisfied, sharing, and funny are six elements of children’s interests; future abilities, emotional support, the bridge of communication between children and the world, efficient time and opportunities for interactions are five parts of children’s needs. 3. The core value of child-centered curriculum is to pay attention to the needs of each child. The teacher will be aware of individual needs of every child while guiding them one by one and interacting with them during the process of different types of curriculum. 4. Both children’s and teacher’s voices should be taken into consideration in child-centered curriculum. The curriculum cannot be only followed what children say, the teacher’s professional consideration should be included. 5. Children are willing to learn and get improved under the instruction of the teacher with the philosophy of child-centeredness. Also, children tend to show how they get involved in the curriculum happily by their verbal or physical presentation. While this study has its limitations, it is hoped that it can serve as a basis for future study in child-centered action research.
APA, Harvard, Vancouver, ISO, and other styles
27

Testa, Doris. "Silos to symphonies: social work and its contribution to student wellbeing programs within a Victorian Catholic School." Thesis, 2010. https://vuir.vu.edu.au/16068/.

Full text
Abstract:
Schools of today are very much about preparing young people to function as productive members of society. Schools equip young people with the skills and knowledge needed to participate in the social, economic and cultural life of their local, national and global communities. Alongside a vocational role schools have another role. This role is to provide a health promoting setting within which students can develop the skills, knowledge and attitudes required to live healthy lives both in the short and long term. Using a case study, this thesis examines how a cross-disciplinary collaboration between teaching and social work can negotiate the global, national and local policy trends that require schools to focus on both vocational pathways and student wellbeing needs.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Curricular Pathway' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography