Dissertations / Theses on the topic 'Educaiton'

This work introduces a series of papers developed to explore the case for change in dental education. Three issues facing dental education are (a) the challenging financial environment of higher education, making dental schools very expensive and tuition-intensive for universities to operate and producing high debt levels for students, which limits access to education and restricts career choices; (b) the profession's apparent loss of vision for taking care of the oral health needs of all components of society and the resultant potential for marginalization of dentistry as a specialized health care service available only to the affluent; and (c) the nature of dental school education itself, which has been described as convoluted, expensive, and often deeply dissatisfying to its students. The theoretical rational for this work is that developing dental faculty from solely clinicians to academicians will allow for the curricular change so needed in dental education. Furthermore, it is curricular change that can lead to changes in the oral health profession.My work first explores the scientific nature of research into dental education to determine its ability to advance the profession. This study found that while there has been a small increase in the amount of rigorous dental education research in the past 10 years, it remains a small percentage of the overall research completed in the field. We then researched the effect of pedagogical training for dental clinicians and discovered predictors for those faculty members more likely to alter their methods to be more student centered. Our narrative research into faculty resistors (those unwilling to change) allowed us to identify themes that can alter our approach to future faculty development. And finally, we researched the effect of modern pedagogy on a course in the dental school curriculum. This research allowed us to justify curricular changes that improve efficiency and student performance.

Type 1 diabetes is a long-term diagnosis, the prognosis of which is directly related to the patient's ability to self-manage the disorder. Adolescents are not currently taught how to manage diabetes; instead, parents and educators expect self-management to be more of a learned behavior from their parents. The purpose of this project was to create a quality improvement plan which the regional pediatric diabetes center study site could implement to improve adolescent glycemic control. Orem's self-care theory was used as theoretical framework for the design and evaluation of the project. The practice-focused question for this doctoral project was: Can a quality improvement plan focused on diabetes self-management education support better control of the glycemic ranges of Type 1 diabetes in adolescents during the transition of self-management from parent to child? The design of the project included creation of curriculum for classes as well as streamlining blood glucose reporting within the center. The quality improvement plan outcomes provided an improvement on hemoglobin A1c of 0.3% for those utilizing the reporting systems and an improvement of 0.4% for those who had attended the education classes. Of the 11 patients who routinely sent in blood glucose over the 4-month time period, 10 met the goal of checking glucose as directed. These outcomes indicate the potential need for more concise direction within nursing practice to provide individual ages within the pediatric population with specific education plans to improve health outcomes. Improving the glycemic control of adolescents living with diabetes allows for a better transition into adulthood with a decreased risk of long-term complications, significantly contributing to positive social change.

The purpose of this research program was to explore the effectiveness of the Predict- Observe-Explain (POE) teachingllearning technique to diagnose students' understanding of science and identify students' level of achievement with reference to the Science Student Outcome Statements for Australian schools. This research employed an interpretive action research approach with a sample of students from three Australian metropolitan high schools in grades 9, 10, 11, and 12, whose ages ranged between 14 and 17 years. Three data collection methods were used to generate data for interpretation, namely, written POE responses of students, in-class journals and student interviews. Data collected were interpreted using three theoretical perspectives, namely, Chi et al.'s theory of ontological categories, Hewson and Hennessey's conceptual change theory to determine the epistemological status of students' understanding of science, and Chinn and Brewer's model to classify types of students' responses to contradictory observations. This purpose of using this methodology was to obtain an in-depth, plausible and credible account of students' understanding and their level of achievement. POE tasks were concerned with heat and the expansion of water, solubility of salt, and power and resistance of light globes. The data revealed common ideas amongst students that are contrary to scientists' science; furthermore, students showed that they were able to articulate their own ideas based on the POE tasks. The findings in this research reveal that these POEs were effective in capturing a range of possible student observations and prediction outcomes when worded in an open-ended format.
Quality information on students' understanding and on the way they responded to contradictory data was obtained when POEs were administered by teacher demonstrations and were designed to produce phenomena that were clear, immediate and had only one aspect to observe. Furthermore, the data suggest that POEs are effective in identifying students' achievement across levels within a substrand of the Australian Student Outcome Statements and enable the teacher to observe and document a spread of achievement over a range of levels rather that a single outcome. The results of this research suggest that POEs are effective in diagnosing students' understanding of science and their level of achievement. The POE tasks can be used by teachers to insightfully design learning activities and strategies that start from the students' viewpoint rather than that of the teacher or the scientist. Findings in this research have implications for curriculum development and learning strategies, teacher development, and the promotion and assessment of students' understanding and level of achievement.

Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: Dr. Albert Watson. Title from electronic thesis title page (viewed June 30, 2010). Includes abstract. Keywords: Problem solving; social skills training; At risk students; social competency. Includes bibliographical references.

Work, leisure and retirement are fundamental aspects of life for individuals with an intellectual disability, just as with the general population. Many educational efforts have taught knowledge and skills to persons with an intellectual disability to improve their functioning in the work and leisure domains. More recently, retirement concerns have become particularly salient because so many individuals now live much longer. The present study looked at using a conceptual approach to improve education in these three domains. It employed the principles that instruction works much better when it proceeds from an individual=s existing concepts and that instruction should teach useful concepts that an individual can apply to improve his or her real world functioning. This conceptual approach has not been used much with the education of persons with an intellectual disability. In Study 1, sixty adults with an intellectual disability were interviewed to determine their existing concepts of work, leisure and retirement and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of volunteer work and occupational status. Most reported satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little or no retirement planning. These data suggested some key targets for an educational program to improve their knowledge and functioning in these domains. In Study 2, these data were used to develop an instructional program that focussed on gaps in knowledge of volunteer work, banking, budgeting and participation in satisfying leisure activities and in retirement planning. This instructional program was delivered over eight weeks to a class consisting of nine adults with an intellectual disability, with some success. This general conceptual approach can be usefully applied to teaching in other important domains with persons with an intellectual disability. They can be taught key concepts which they can use to live their lives more purposely and independently.

Essa pesquisa tem como objetivo analisar articulações estabelecidas entre o Teatro nos Museus e Centros de Ciência e a alfabetização científica, no intuito de desvelar como peças teatrais do projeto Núcleo de Artes Cênicas da Estação Ciência (NAC), da Universidade de São Paulo, podem favorecer a alfabetização científica. Para isso focalizou-se em problematizar o Teatro enquanto ação de museus e centros de ciências, bem como suas possíveis interações com a exposição. A pesquisa foi realizada na perspectiva da análise qualitativa e foi realizada em duas etapas, um estudo exploratório e um estudo de caso. Os dados foram coletados por meio de questionário, entrevistas e análise de documentos (projeto submetido ao CNPq, texto da peça, filmagem da encenação e relatório técnico). Os resultados encontrados demonstraram que a proposta de alfabetização científica implícita no NAC contempla as dimensões natureza da ciência e da tecnologia e a relação entre ciência, tecnologia, sociedade e meio ambiente. A dimensão conceitos e conhecimentos básicos da ciência e da tecnologia é contemplada em menor intensidade, salvo nos momentos em que o NAC se mobilizou para construir as denominadas aulas espetáculo. Especificamente com respeito ao espetáculo analisado os diversos sistemas cênicos são mobilizados na abordagem das diferentes dimensões da alfabetização científica, contribuindo para a construção de ideias a respeito da ciência e da tecnologia. Com respeito à relação do teatro com outras atividades museais, em especial a exposição, foi verificada uma relação de complementaridade, na qual o teatro assume a característica de, além de abordar a alfabetização científica nas diferentes categorias teóricas definidas nessa pesquisa, auxiliar as outras atividades nos ajustes que fossem necessários. Foi perceptível que a divisão das atribuições entre a encenação e a exposição não é rígida, o fato de uma informação ou aspecto da temática aparecer em uma estratégia não impediu que o mesmo aparecesse na outra.
This research aims to analyze relationships between Theater in Science Museums and the scientific literacy, to explicate how the theatre performed on Núcleo de Artes Cênicas (NAC), of the São Paulo University, can promote the scientific literacy. For this focused in problematizing the Theater while action of museums and science centers, as well as their possible interactions with the exhibition. This research was performed in looming of qualitative analysis and was performed in two steps, an exploratory study and a case study. The data were collected by questionnaires, interviews and analysis of documents (project submitted to the CNPq, the dramas text, videotaping of drama and technical report). The results demonstrated that the proposal for scientific literacy implicit in NAC contemplates the dimensions nature of science and technology and the relationship between science, technology, society and environment. The dimension concepts and basic knowledge of science and technology is contemplated in lesser intensity, except in moments in which the NAC mobilized to build the denominated classes spectacle. Specifically with respect to drama analyzed the different scenic systems are deployed in the approach of the different dimensions of scientific literacy, contributing to the construction of ideas about science and technology. With respect to the relationship of theater with other activities important museums, in particular the exhibition, it was verified a relationship of complementarity, in which the theater assumes the characteristic, in addition to addressing the scientific literacy in different theoretical categories defined in this study, the other auxiliary activities in adjustments that were necessary. It was noticeable that the division of tasks between the drama and the exhibition is not rigid, the fact of an information or aspect of the theme appears in a strategy did not prevent the same appeared in another.

China is facing severe aging problems. It is estimated that in 2050, people over 60 in China will cover more than 25 percent population. How to make the elderly people’s life more meaningful and more fruitful becomes an urgent issue. To obtain the goal of setting up a learning society, as well as to loosen the heavy burden aroused by aging problem, community education is applied as an effective way to the elderly people widely to enhance their living standard. A lot of researches have been done on community education and the elderly education respectively abroad. China started to do such topic study later than Western countries but the speed of aging has soared during last 20 years. The blank of study especially the elderly people who live in rural area should aroused the attention of this society.  This field study is to find out the factors that may lead to the elderly people’s subjective factors of participation into community education. According to Maslow’s hierarchy of needs and society support theory, with the help of questionnaire and interview, the author finds out the current situation of the elderly’s participation in community education in Shuyuan Township, and factors that may influence the frequency of participation. The author proposes several suggestions which can be used to improve current situation as policy adviser.

1. Si bien ya podemos encontrar en la doctrina, en la normatividad y en la jurisprudencia internacional algunos tintes del reconocimiento de la necesaria transversalidad del Derecho Ambiental, todavía estamos en los comienzos de la transición hacia un nuevo paradigma jurídico a nivel internacional. 2. La misma situación se presenta en el Derecho mexicano, en relación al derecho a un medio ambiente sano, pues se contempla como nueva rama jurídica, sin un coercibilidad clara y sin una obligación expresa por acatarlo. 3. Resaltable es el hecho que el derecho a un medio ambiente sano, no tiene una concepción limitativa, a saber, no es solamente de observar las repercusiones que sufre al atentar en su contra, sino que va más allá de un simple afectación a un recurso natural, esto es que al ser un derecho del cual depende la propia supervivencia del ser humano, por consiguiente, también lo es para el ejercicio de la libertad, del desarrollo integral, así como en la práctica de los derechos políticos, económicos 4. “El derecho a un medio ambiente sano es una prerrogativa del individuo como de las sociedades, representa un punto de partida de los derechos económicos, sociales y culturales, en tanto permite el desarrollo, la subsistencia y la armonía en el contexto pero se extiende hacia aquellos aspectos de tutela colectiva y supranacional (Mariscal, 2015: 14). 5. La idea de la Transversalidad es que el Derecho Ambiental deje de verse como una rama o una especialidad, y más bien que el sistema jurídico en su totalidad atienda a la protección del ambiente a través de principios jurídicos, valores y objetivos que doten de una nueva estructura al sistema legal y que establezcan una regla de precedencia que dé primacía a las normas de protección ambiental. 6. Bajo este nuevo paradigma jurídico, las normas jurídicas requieren ser analizadas, interpretadas y aplicadas a la luz de los principios, normas y conocimientos ambientales más actualizados. 7. La universalidad de la comunicación, la rapidez del transporte, la interacción de la política nacional, son factores que hacen al mundo pequeño y crean la conciencia de pertenecer a una misma colectividad humana, de tener comprometido el propio futuro de los demás. 8. La educación ambiental deberá procurar establecer una complementariedad estructurada de conocimientos teóricos prácticos y de comportamientos (UNESCO, 1980: 28). 9. La promoción de procesos de acción colectiva que permitan mejorar la organización local y articular los esfuerzos individuales y comunitarios con una percepción integral de las alternativas que hacen posible la innovación social sustentable. 10. Así pues, las estructuras educativas deberán procurar que los individuos participen con la mayor frecuencia posible en la organización de sus estudios y darles la ocasión de tomar decisiones sobre los problemas ambientales (UNESCO, 1980: 26). 11. Luego entonces, si la educación que imparte el Estado tiene como tendencia expresa en el artículo 3° constitucional el respeto a los derechos humanos y la conciencia de la solidaridad internacional, el derecho a un medio ambiente sano debería ser entonces no solo un criterio orientador de la educación en México, sino un principio rector bajo el cual puede replantearse de manera estructural los planes y programas de educativos de todos los niveles, por ser un factor fundamental para garantizar dicha prerrogativa constitucional.
Desde épocas inmemorables todos los seres vivos han tenido estrecha relación con el medio natural, con el cual, construyen o adaptan un espacio propicio para su desarrollo y preservación o simplemente hacen uso de su entorno para satisfacer cualquier tipo de necesidad. Por supuesto que esto no es ajeno para el andar del ser humano en este planeta, sin embargo, la historia nos ilustra una gran diferencia entre lo que hace cualquier otro ser vivo y lo que hace el hombre. No es desconocido que como seres humanos poseemos una gigantesca capacidad racional en comparación a la de cualquier otro ser vivo, cualidad que nos ha llevado a apartarnos de la concepción en la que todo ser viviente es parte integrante del medio natural y como consecuencia nos orilló a pensarnos superiores o propietarios de todo, auto permitiéndonos hacer uso indiscriminado de lo que a nuestro paso encontramos, hasta el punto de llegar a las condiciones en las que actualmente vivimos. Por ello, las preocupaciones que sobre el medio ambiente comenzaron a principios del siglo XX en los círculos académicos de los países industrializados, y después de la Segunda Guerra Mundial la discusión se propagó hacia otros países, hasta que en la década de 1970 se crearon los organismos mundiales encargados de la atención de los ecosistemas y de la adecuada explotación de los recursos naturales. A partir de ese momento, los países empezaron a analizar la problemática ambiental, lo que derivó en la creación de organismos gubernamentales encargados de estos asuntos, así como en leyes protectoras de los recursos naturales y que regularon su manejo y explotación. La concepción de una nueva rama del derecho que se encargara de la protección del medio que nos rodea, ya sea biótico o abiótico, para la sociedad de hace más de treinta años podía sonar como algo innecesario, algo absurdo e incluso inimaginable. No había lugar a pensar en que las condiciones del ambiente alteradas por el desarrollo del hombre, algún día provocarían que la naturaleza fuera a requerir ser escuchada para que se le diese oportunidad de proteger y en su caso, reclamar algo de lo que le ha pertenecido desde siempre. No sé realmente si en el punto en el que nos encontramos, aún estemos a tiempo de hacer algo para revertir, compensar o conservar lo poco que queda. Lo que sí es un hecho es que los avances tecnológicos no han aportado las alternativas de solución esperadas. Coincido con la idea de que actualmente “las prognosis sociales son bastante diferentes, no dicen nada bueno sobre lo que tenemos por delante y lo que le dejamos a las generaciones que nos sucederán” (Lorenzetti, 2008: 1). En tal sentido, las promesas que en su momento se hicieron en relación al desarrollo tecnológico han conseguido el principal objetivo, que es el de brindar un estado de confort al ser humano, le ha facilitado la vida a costa del deterioro de todo aquello que lo rodea. Por lo tanto, en mi particular punto de vista el desarrollo le ha quedado a deber a la sociedad, al hombre y al ambiente. Dado el desarrollo tan grande que el ser humano a sobre plantado a través de su historia en la superficie terrestre, la naturaleza se ha visto afectada en gran proporción en aras de la búsqueda de una muy subjetiva “calidad de vida”, en el entendido que “hablar de calidad de vida nos remite al concepto de bienestar (“wellbeing” o “wefare” para los anglosajones); y esto depende de la posibilidad que tenga cada persona de pensar bien acerca de su propia vida” (Vitterso, 2002: 82, citado por Lorenzetti, 2008: 70). Así, que el presente trabajo hará el análisis de la educación ambiental en México con un enfoque en el sistema jurídico de nuestro país con la finalidad de proponer el instrumento más viable que propicie una característica distinta a la EA y con ello fortalecer el cumplimiento del derecho ambiental a través de la formación de personas con una conciencia en pro de su entorno.

El trabajo tiene por finalidad presentar un Plan de Acción con una propuesta de solución a la problemática de “Uso inadecuado de los procesos pedagógicos en el área de confección textil del CETPRO San José”, el cual está relacionado de alguna manera con en el escaso monitoreo y acompañamiento, ya que el directivo cuenta con aula a cargo. Para afrontar esta situación se ha planteado el siguiente objetivo general: optimizar el uso adecuado de los procesos pedagógicos y los objetivos específicos a desarrollar son: a) Aplicar los procesos pedagógicos eficientemente, b) Realizar monitoreo y acompañamiento continuo y c) Planificar y diseñar un horario flexible que se adecue a las necesidades de los estudiantes y con ello fortalecer el respeto a los acuerdos de convivencias. El marco teórico en el que se fundamenta la alternativa está inmerso en el enfoque de procesos, en el marco del buen desempeño del directivo, el módulo V de Monitoreo y Acompañamiento enseñado en la segunda especialidad y expuesta en el programa. La metodología empleada ha permitido una acción directa y participativa siendo el maestro una figura guía y mediadora muy importante para planificar los procesos de enseñanza y aprendizaje, de tal manera que el estudiante sea el actor principal del proceso del mismo. Entre las técnicas e instrumentos aplicados se tiene la observación, la entrevista, el grupo de discusión con sus guías respectivas. Al finalizar el trabajo se considera que se logrará optimizar el uso adecuado de los procesos pedagógicos como resultado de un trabajo en equipo.
Trabajo académico

El presente Plan de Acción se desarrolla en nuestra escuela debido a la necesidad de superar el problema priorizado frente a los resultados obtenidos del monitoreo y acompañamiento pedagógico; así como de las evidencias de los aprendizajes de las estudiantes presentadas en el Primer y Segundo Día del Logro. Reflejando: Incumplimiento de metas y expectativas, estudiantes poco motivados, deficiente Nivel de Logro en las competencias de expresión oral, padres de familia conformistas con el aprendizaje de sus hijos y alteración del clima escolar en el aula; todo ello amerita importante atención para fortalecer nuestro compromiso y desafío asumido con toda la comunidad educativa. Para lograr buenos resultados en la expresión oral, Félix Antonio Malagón, nos dice que es necesario reconocer el surgimiento y el desarrollo de las nuevas Tecnologías de la Información y la Comunicación (NTIC) en el cambio acelerado de la visión global del mundo, del conocimiento y de la cultura. Para nuestro caso, se buscaPara nuestro caso, se busca Para nuestro caso, se busca Para nuestro caso, se busca Para nuestro caso, se buscaPara nuestro caso, se buscaPara nuestro caso, se buscaPara nuestro caso, se buscaPara nuestro caso, se busca Para nuestro caso, se buscaPara nuestro caso, se buscaPara nuestro caso, se buscaPara nuestro caso, se busca Para nuestro caso, se busca Para nuestro caso, se busca : ELEVAR EL NIVEL DE LOGRO DE LAS COMPETENCIAS DE EXPRESIÓN ORAL EN LOS ESTUDIANTES DE LA I.E. N°10202 VIRGEN DE LA PAZ, DEL DISTRITO DE PACORA. Evidenciándose a través del logro de:  Mejorar el manejo de procesos pedagógicos, didácticos y el uso de recursos tecnológicos en los docentes, para elevar el nivel de logro de las competencias de expresión oral en los estudiantes.  Fortalecer el Liderazgo Pedagógico del Directivo, mediante el monitoreo y acompañamiento de la práctica docente para mejorar su desempeño en el aula.  Contextualizar la Programación Anual y la práctica pedagógica de manera colegiada, teniendo en cuenta las necesidades e intereses de los estudiantes, con la finalidad de brindar aprendizajes significativos.  Comprometer a los padres de familia, orientándolos y sensibilizándolos para que participen activamente en el proceso de enseñanza-aprendizaje de sus hijos. La presente investigación nos ha dado resultados muy favorables en el logro de competencias de expresión oral de nuestros estudiantes, los cuales se muestran más motivados y sus docentes más comprometidos.
Trabajo académico

The purpose of this study has been to examine what attitudes young adults have on drugs by problematizing what influence education might have on potential drug use. Furthermore, the study wants to scrutinize how primary schools use Alcohol, Narcotics. Doping, Tobacco teaching (ANDT).   The method used for acquiring empirical data constituted of two focus groups with a total of ten young adults and a survey with twelve primary school principals. The conversations from the focus groups were recorded, transcribed and analyzed thematically which resulted in four different themes.   The results demonstrate that the respondents have shaped their attitudes on drugs through their parents during their upbringing. Furthermore, the results display how attitudes on drugs might be influenced by peer pressure. However, teaching in school did not show any correlation to the respondents’ attitudes.   The conclusion of the study is that knowledge about drugs in general might result in a better understanding about the consequences, for instance how drug use damages the body and might create an addiction. The study shows that the attitudes among young adults are shaped under influence of several factors and arenas, but that further research on the topic is still needed for the public health.

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The present work aims at understanding the processes behind the adoption of the nine-year cycle for the Fundamental Education in the City of Sao Paulo. It takes into consideration the several possible mediations between an affirmative kind of politics (such as those proposed by international organisms), the creation of national politics on longer periods of mandatory Fundamental Education and the effectiveness of such politics on a micro level. In order to do so the theoretical basis to which we refer to is that on the cycle of politics as posed by Stephen Ball. Our object is Sao Paulo’s Public Education System, the role model for other Schools throughout the State of Sao Paulo due to the large area it serves. Documental and bibliographical analysis, as well as semi structured interviews and focal groups studies were selected as methodological procedures. Focal groups were made up by First and Second Grade teachers as well as School managers. The results were presented in four different chapters. The first chapter contemplates the context and the international documents that theoretically justify the need to extend mandatory education from eight to nine years. It also deals with the main actions taken by the Brazilian government as established by different accords signed by our country. The second chapter evolves around official Brazilian documents produced in order to legalize the nine-year fundamental education system. The third chapter briefly describes the History of the Secretary of Education of Sao Paulo. It also presents the legislation and other documents produced by the City about the nine-year cycle. The fourth chapter analyses the path towards the nine-year cycle in the City of Sao Paulo, taking into consideration the cycle of politics. The data collected during the research support Ball’s theory that the process of translating practices from politics is extremely complex as it involves interpreting several different subjects. Thus, the completion of the nine-year cycle in the Fundamental Educational level in the City of Sao Paulo still presents several challenges, such as consolidating a model for infancy pedagogy, building a new curriculum, solidifying its program in the educational unities that deal with the formation of teachers as well as the adequacy of spaces and time slots.
Este estudio tiene como objetivo comprender los procesos de implementación de la formación básica de nueve años en la Red de Educación Municipal de São Paulo. Para ello, fue necesario entender las posibles mediaciones entre una política afirmativa esbozada por las organizaciones internacionales, la formulación de una política de expansión nacional de la enseñanza primaria obligatoria y la implementación de esta política en el nivel micro. Definimos el lugar de la investigación en la educación municipal de Sao Paulo por ser un modelo educativo para los demás municipios del Estado de São Paulo y la amplia capacidad de servicio. El análisis se basa en el enfoque de ciclo de la política, propuesto por Stephen Ball. Las fuentes primarias utilizadas fueron los documentos producidos por diversas instituciones en este debate, una serie de entrevistas semiestructuradas y el grupo de enfoque llevó a cabo con los maestros en los primeros años de la escuela primaria y los gestores municipales. La encuesta, en su primera parte, asigna contextos y documentos internacionales que discursivamente justificaron la necesidad de ampliar la escuela primaria obligatoria de nueve años, las principales acciones llevadas a cabo por el gobierno brasileño guiada por los acuerdos internacionales en los que es signatario y analizados los documentos oficiales fueron producidos en Brasil, específicamente el Ministerio de educación (MEC), con el fin de justificar la aplicación de las políticas de nueve años de educación primaria. En la segunda parte, se describe la trayectoria histórica de la Secretaria de Educación de São Paulo, analizado la legislación y los documentos producidos por la ciudad de São Paulo sobre la escuela primaria de nueve años y el curso de la implementación de la educación primaria de São Paulo, fundamentada en el contexto enfoque de abordaje de ciclo de políticas. Los datos recogidos en la encuesta corroboran con la afirmación de Ball de que el proceso de traducir políticas en prácticas es extremadamente complejo, ya que implica la interpretación de los sujetos involucrados y en esta perspectiva, la implementación de educación básica de los nueve años en las escuelas públicas de enseñanza de Sao Paulo presenta numerosos desafíos, entre ellos para consolidar su modelo de la pedagogía de la niñez, construir un nuevo plan de estudios, materializar su programa en las unidades educativas con la formación del profesorado y la adaptación de espacios y tiempos.
O presente trabalho tem como objetivo compreender os processos de implementação do Ensino Fundamental de Nove anos na Rede Municipal de Ensino de São Paulo. Para tanto, foi necessário compreender as mediações possíveis entre uma política afirmativa delineada por organismos internacionais, a formulação de uma política nacional de ampliação da obrigatoriedade do Ensino Fundamental e a implementação dessa política em nível micro. Definimos o local da pesquisa na rede municipal de ensino de São Paulo por ela ser modelo educacional para os demais municípios do Estado de São Paulo e por sua ampla capacidade de atendimento. A análise feita teve como referência a abordagem do ciclo de políticas, proposta por Stephen Ball. As fontes primárias utilizadas foram os documentos produzidos por diversas instituições que participaram desse debate, um conjunto de entrevistas semiestruturadas e o grupo focal, realizado com professoras dos anos iniciais do Ensino Fundamental e gestores da rede municipal. A pesquisa, em sua primeira parte, mapeou os contextos e documentos internacionais que justificaram discursivamente a necessidade de ampliação da obrigatoriedade do Ensino Fundamental para nove anos, as principais ações realizadas pelo governo brasileiro orientadas pelos acordos internacionais do quais foi signatário e analisou os documentos oficiais que foram produzidos no Brasil, especificamente pelo MEC, com o intuito de justificar as políticas de implementação do ensino fundamental de nove anos. Na segunda parte, descreveu brevemente a trajetória histórica da Secretaria de Educação do Município de São Paulo, analisou a legislação e os documentos produzidos pelo município de São Paulo sobre o Ensino Fundamental de Nove anos e o percurso de implementação do ensino fundamental de nove anos no município de São Paulo, a partir do contexto da abordagem do ciclo de políticas. Os dados coletados na pesquisa corroboram com a afirmativa de Ball de que o processo de traduzir políticas em práticas é extremamente complexo pois envolve interpretações dos sujeitos envolvidos e nessa perspectiva, a implementação do Ensino Fundamental de Nove anos na Rede Municipal de Ensino de São Paulo apresenta inúmeros desafios, entre eles, consolidar seu modelo de pedagogia da infância, construir um novo currículo, concretizar seu programa nas unidades educacionais com formação docente e realizar a adequação de espaços e tempos.

碩士
國立新竹教育大學
人資處美勞教學碩士班
94
Abstract This study aimed to understand the art class at elementary school in Taiwan from the viewpoint of gifted education, including the problems and possible solution, present situation and the trend for future development, the inspiration from contemporary art education, the direction adjusted to Grade 1-9 Curriculum. The goal was achieved by studying documentation and in-depth interviews, from which I concluded the way to make progress and to solve the problems. The result is a good reference for administration staff in education-related authorities and elementary schools, professional art teachers and researchers in the future. The research tool was a self-made questionnaire: “Questionnaire for Studying the Present Situation of Art Class at Elementary School in Taiwan.” The target interviewees were the administration staff and art teachers among 41 elementary schools in Taiwan in 2004. The research, semi-structured and in-depth interviews, started in March 2005. Besides them, I also invited three in-field experts to join the project, who actually executed the entrance examination, evaluation, after-class interviews and student counseling; they were interviewed on June 2005. The conclusion of this study is as followed: 1.The problem and possible solution The entrance examination should focus on students’ personality and their professional performance rather than IQ Test and academic performance, because few students can live up to the high standards of all the above-mentioned examinations. Admitting more students to receive art-gifted education helps both domestic art development and cultivating more professional talents in this field. Parents and teachers should receive courses on gifted education as well. In fact, the quality of the examinees is not controllable; as a result, students who passed the exam are simply relative gifted. An art-gifted student isn’t necessarily gifted in all aspects. Parents and teachers shouldn’t expect them to have outstanding performance in every domain. After the entrance examination, the school should convene an assembly to explain the selection standards. The art class should emphasize on individuals, making good use of alternative courses. The school master should have good knowledge of gifted education. All teachers, includingart teachers and those who haven’t got the certificate, should unite together, submitting an appeal, expressing their wish to have more courses on gifted education which are offered by normal universities. According to the law, a teacher will be qualified until he/ she finishes the internship. 2.The present situation and future development Present situation: Over 60% of art teachers working in this field are less than 10 years. It shows a tendency that the average age of art teacher is lowering and they tend to change job more frequently. There are 25 qualified art teachers among 38 elementary schools, only 6 administration staff officially registered as qualified teacher for art-gifted class at special school/ education. Around 50 % of the art-gifted class holds regular examination, art exhibition, parental education activities, besides that, the authorities don’t pass special budget for extra activities. There are 11 elementary schools which include personality test in the entrance examination, while 9 schools have IQ Test and another 9 schools hold academic performance test. Future Development: Apart from professional art education, the off-campus art education shouldn’t be ignored. The counseling for advanced education should cover the ability to solve problems. Teachers should give students diverse learning experiences, design courses on art criticism or reflection. Furthermore, teacher’s professional ability should also be enhanced. The school should trace students’ career development, establish evaluation system, set up review system, avoid early separate professional training and plan an overall curriculum. 3.Inspiration from contemporary art education The representation in art in no longer restricted by materials and techniques; all activities about visual art can be incorporated into the class, develop students’ ability to have a critical thinking in contemporary art, like criticizing, reflecting, analyzing, generalizing, understanding the cultures around them. Teachers can encourage students to utilize technology, internet or other output materials, for studying, exploring, reflecting on contemporary social issues or his life; however, exceeding multiply materials would confuse the evaluation work. 4. The direction adjusted to Grade 1-9 Curriculum Teachers should put more emphasis on school-based spirit, adjust professional courses, integrate other arts on the basis of visual art, decide the teaching goal first, not necessarily integrating other courses simply for integration. The art class at elementary school falls to the category of gifted education; therefore, teachers should set aside the teaching plan designed particularly for Humanities and Arts learning areas. Teachers should see beyond the competence indicators, designincourses which satisfy the needs of gifted students. For achieving that, teachers should have alternative curriculum guidelines, curriculum goals, competence indicators and art indicators. In order to reach goals of breeding more professional talents and developing students’ other capability, school should have their own plan to reach the goal in accordance with Grade 1-9 Curriculum.

碩士
國防醫學院
護理研究所
87
Continuing education refers to professional learning experiences designed to enrich the nurse’s contributions to quality health care and staff development. The purpose of this study was to explore the effects of diabetic continuing nursing education on diabetic knowledge and nursing care capability. This study was conducted with a pre-post test control quasi-experimental design by the method of convenience sampling. Applying Gosnell’s (1984) evaluation model to evaluate program, including 3 stages, such as: program design and lecture teaching, knowledge and nursing care capability. The subjects of this study were 27 nurses from two medical wards in local teaching hospital of middle southern of the Taiwan. The 15 nurses of experimental group received a structural diabetic continuing education designed by the researcher for totally 9 hours during 3-5 weeks. Nurse’s knowledge of diabetes mellitus was measured by using a research-developed tool, the Diabetic Knowledge Test. Nursing care capability was measured by using the nursing standards of hospital accreditation in Taiwan. The data were analyzed by using descriptive statistics, Chi-square test, Fisher’ exact test, and Mann-Whitney U test. The results showed that participants were more satisfied with program design and lecture teaching. After continuing education, comparison of the differences between pretest and posttest across both groups indicated significant differences in the entirely diabetic knowledge, especially in disease, medication treatment, diet control, and exercise control and the entirely nursing care capability, including nursing assessment and plan, nursing records and evaluation, nursing activity, and patient education. The finding was strongly support that diabetic continuing nursing education should be taken into the education program for clinical nurses to improve diabetic knowledge and nursing care capability. The education program design could also be the basis of other diabetic continuing education design, and education materials could be the guidelines of clinical operation and staff development.

碩士
國立政治大學
幼兒教育所
92
This research includes analyses and suggestions to the current policy of preschool education in Penghu County. Besides, the research makes a total checkup to the background of preschool education in Penghu County, and thereby presents a set of strategies suitable for implementing an ideal preschool education in accordance with the required objectives. The purposes of this research are: 1. An analysis of financial capacity for implementing the preschool education in Penghu County. 2. An analysis of manpower shown in the current preschool education in Penghu County. 3. An analysis of equipment and campus space utilized in the current preschool education in Penghu County. 4. Suggestions to the future preschool education in Penghu County. There are several interviews with, respectively, the Director of Penghu County Education Bureau, the chief of Educational Section in Penghu County, the officials for preschool education, Mayor of Makong City, Chief of Huxi township, Chief of Baisha township, Chief of Xiyu township, Chief of Wuan township, and some heads of Public Nursery Schools affiliated to Penghu County. The suggestions for the Implementation of preschool education in Penghu County are: 1. The principle of fairness A. Subsides should be offered to the children living at offshore areas for lacking of the establishments which in urban areas are more generally provided. B. The central government should help local counties to provide more qualified teachers for the preschool education; the local educational agencies should efficiently take control of the qualification for teacher candidates. C. Both the central and local governments should build a sound organization for curriculum guidance and evaluation. D. Central government should find ways for grass root teachers to advance their professional knowledge and techniques. E. Both central and local government agencies should present the opportunities for the offshore teachers of preschool education. 2. The principle of efficiency A. Both central and local government agencies are required to establish a panel to integrate the preschool and primary school for the small children. B. Local government agencies should file and examine the relevant information. C. Central government agencies should establish the network for preschool education. 3. The principle of freedom A. Local government agencies can encourage either public or private organizations for preschool education to set up more preschools. B. Both central and local government agencies should irregularly hold symposiums on preschool education so as to circulate the relevant information more openly. In all, there will be three counties and three townships implementing the policy mentioned above. By means of the previous analysis, suggestions will be put forward to Education Ministry for reference. And hopefully the agencies concerned can take them into deep considerations when policies or strategies are being made. Last, but not the least, the current conditions of Penghu preschool education can be uncovered so as to help those who are engaged in the research of the differences between urban and country preschool education have a different viewpoint.

碩士
國立嘉義大學
家庭教育研究所
92
For the past decades, it has been a great increase in adolescent sexual behavior and teen pregnancy rates in Taiwan. Some researchers have reported that when parents are the main source of sex education, their adolescent children are less likely to have in premarital sexual activities, but if they really have sex with someone, they might be more likely to use effective contraceptives. But several studies reveal that parent-teen are less sexual communications and parents provide very little direct information about sexual issues to their teen-age children. Many parents reported that they lack knowledge and don''''t know when to cover various issues. Thus, there is a need to know what needs of parental sex education, and to help parents play a positive roles in their adolescent’s sex education. This study can be summarized as the following points： 1.Result shows that junior high students’ parents are less sex knowledge, positive attitudes toward sex education. 2.Junior high students’ parents are middle-high needs of parental sex education, and provides parents about reviews of materials including books, pamphlets is the best way. 3. Junior high students’ parents’ “sex knowledge”, “sex education attitudes” and “needs of parental sex education” varies due to self-experiences that influenced by education level. 4. Junior high students’ parents’ “needs of parental sex education” varies is influenced by “sex knowledge” and “sex education attitudes”. 5.There is a close relationship between “sex knowledge”, “sex education attitudes” and “needs of parental sex education”. 6. Junior high students’ parents’ “sex knowledge”, “sex education attitudes” varies can forecast “needs of parental sex education” varies. The present findings were discussed in terms of designing and implementing similar programs in the future.

碩士
南華大學
旅遊事業管理研究所
90
The purpose of this study was to investigate the leisure activities and effectiveness of leisure education for adolescents of mentally retarded students at Taiwan. The study subjects including three panel experts, faculty members, mentally retarded students and their parents from ‘Nan-Tzi Special School, Kaohsiung were conducted by using Delphi Method, participant-observation method, and a survey questionnaire. A Delphi Method was firstly applied through several interviewing phases with panel experts in order to modify the dimensions and criterions of leisure awareness, social interaction skills, leisure activity skills, and leisure resources, which is originally built by Peterson and Gunn’s Leisure Education Content Model and Activity Analysis (Peterson and Gunn, 1984). Next, a survey questionnaire was explored to test the relationships between the above variables and effectiveness of leisure education. The study findings showed that students’ leisure activity skills and leisure resources were positively related to effectiveness of leisure education at school, and explained 83% of total variation. Ages were significantly different at social interaction skills and effectiveness of leisure education. Grades were significantly different at leisure awareness, leisure resources, and effectiveness of leisure education. Levels of disorder were significantly different at leisure awareness, leisure activity skills, leisure resources, and effectiveness of leisure education. With respect to students’ family life, the results showed that students’ social interaction skills and leisure resources were positively related to effectiveness of leisure education and explained 64.5% of total variation. Ages were significantly different at social interaction skills. Grades were significantly different at leisure resources. Levels of disorder were different at effectiveness of leisure education. In participant-observation results, ages were significantly different between emotional (affective) factors. Grades were significantly different at emotional (affective) factors and leisure awareness. Levels of disorder were significantly different at self-awareness and leisure resources. In the future, the researcher suggests that communities and government’s parts be involved in the study to develop the complete leisure education content model.

碩士
淡江大學
教育政策與領導研究所碩士班
94
The purpose of the study is to investigate the implementation of ISO Quality Assurance System for staff of School of Continuing Education in Chinese Culture University (CCU). The survey instrument was a questionnaire titled “the implementation of ISO 9001 of the Continuing Education in Chinese Culture University”. The samples were drawn from 168 targets of School of Continuing Education in CCU(with 96% response rate). The data were analyzed by the descriptive statistics including t-test and one-way ANONA. Therefore, the findings of the study are described as below: 1.The condition of the implementation of ISO in School of Continuing Education in CCU： 1.1 The implementation degree of ISO in School of Continuing Education in CCU is respectable and the effects are significant. 1.2 The implementation degree of “ Quality Management System ” ranked the highest；The implementation degree of “Management Commitment ” ranked the lowest. 2.The difficulties of enforcing ISO of in School of Continuing Education in CCU： 2.1 The major difficulties are “the staff can’t understand the process of ISO ”, “ the educational training is not enough ” and “ the definitions of ISO need to be clarified ”. 2.2 The least difficult one is “ lack of support from supervisors”. 3.The benefit of implementation of ISO of School of Continuing Education in CCU： 3.1 The major benefits are “ the work process becomes more definite ”, “ job transfer is getting easier” and “the supervisors put more emphasis on the administrative process ”. 3.2 The less benefits are “ISO reduces the complaints from customers”, “the relationships between departments are getting improved” and “ISO help to advance the motivation of staff”. Based on the above findings, the study concluded with some practical implications for educational administrators, school administrators, and the future investigators in this field.

碩士
逢甲大學
財稅所
100
Many countries every year for education spending will be put into a very high proportion of the budget, China is also one of them. Is that it hopes to be able to make education universal, and to extend the number of years of national education, solid human capital of the country itself. On the one hand is the hope that the membership at the same time by the booming national income, but also because the fruits of economic development for the distribution of national income the appropriate reasonable to allocate. This study was to explore Taiwan from 1981 to 2010, Taiwan, the total expenditure on education, secondary education spending, and higher education spending for the influence and impact of the expenditure on education as a whole, were used variable: Taiwan, the total expenditure on education (ED), Taiwan higher education funding (EDH), Taiwan secondary education funding (EDM), per capita GDP (GDPPC), income inequality (GINI), the VAR model VECM model for each variable causality why. Higher education expenses, can not improve the situation of income inequality, given the current situation of the education system is somewhat different angle views, now more and more higher educated population, the need to view the policy of investment or improve the existing education system status.

碩士
國立暨南國際大學
比較教育學系
95
Higher education internationalisation is an important developing aspect of our national higher education system. For this purpose, we need a lot of experience to avoid the mistakes and time wasting. Australia is a country with splendid victory of higher education internationalisation, especially in the rapid growth of its international student number. Therefore, this research focus on describing and analysing the strategies which are used by Australia government and one of its universities in order to support our government and universities to figure out some ways to improve our higher education internationalisation. The developing of higher education internationalisation in Australia can be separated into three periods: 1.aid 2.trade 3.international education. At the first and the second period, most actions are about the recruitment of international students. Till the third period, Australia government and the universities, which conduct various actions and activities to improve their higher education internationalisation with an active attitude, gradually value the other aspects of higher education internationalisation. This research focuses on the strategies of Australia government and a university, which are used in the third period and still work on now. At the part of Australia government’s strategies, this research sorts four main strategies: 1.the formation of organisations with specific aim; 2.the establishment of quality insurance system; 3.the promotion of international cooperation; 4.the set up of international scholarships. The specific organisations, which are hold or supported by Australia government, can support the development of higher education internationalisation and pull together the resource from the different departments. The quality insurance system helps to attract the international students and the credit transfer also gives impetus for local students to study overseas. At the part of international cooperation, Australia sign up Memoranda of Understanding and take part in the international organisation to increase its advantage of opening up its international education and the flow of international talents. At the part of international scholarship, Australia supplies the scholarship for the people from developing countries, arrests the excellent students and also supports its local students to develop international experience. The example of Australia universities is Monash University. There is three strategies analysed in the research: 1.the support of administration; 2.the set up of international delivering locations; 3.the advance of international flows. In the support of administration, it sets up the international recruitment networks, the specific responsible departments. At the establishment of international delivering locations, it sets up the overseas campuses, the international co-courses and the distance learning. At the advance of international flows, it provides awards and lots of exchange programmes for the staff and students to expand their international experience.

Total knee arthroplasty (TKA) is a common surgical procedure for the treatment of patients with pain and immobility as a result of osteoarthritis or rheumatoid arthritis. Pain-related interference, pain and nausea are recovery-limiting in these patients in the immediate postoperative period. Preoperative educational interventions that include pain communication and management information have been shown to decrease pain in joint replacement patients (McDonald & Molony, 2004). This randomized controlled trial compared usual preoperative education to an individually delivered preoperative education program. Participants (N=143) were randomized to intervention or usual care groups during routine preadmission testing. The usual care group received the usual preoperative teaching. The treatment group received the usual care teaching, a booklet containing content specific to symptom management after TKA, an individual teaching session during the preadmission testing visit and a telephone follow-up support call during the week before surgery. The primary outcome for this study was pain-related interference with activity and was measured using the Brief Pain Inventory Interference subscale (BPI-I) (Cleeland et al., 1994) on postoperative day three. Secondary outcomes were pain, nausea and expected postoperative activity and were measured on postoperative days one, two and three. There were no differences between groups in any of the outcomes for this study. BPI-I total scores were 24.4±14.4 in the intervention group and 22.4±15.1 in the usual care group (P=0.5) on the third postoperative day. Overall results demonstrated that although TKA patients had severe postoperative pain and severe nausea, they received inadequate doses of analgesia and anti-emetics. Available evidenced based protocols and practices in the health care environment were not followed Individualizing education content was not sufficient to produce a change in postoperative symptoms for these patients. Further research involving the modification of environmental and system factors affecting the provision of symptom management interventions is warranted.

碩士
國立臺灣海洋大學
教育研究所
101
Abstract The maritime and fishery vocational education has been ignored for many years. This research aims to explore the factors hindering its promotion by way of interviewing the students, parents, teachers, as well as the official involved with the maritime vocational curriculum in the Technological and Vocational Training Program in junior high school in Keelung City. To achieve the objective, the researcher interviewed the parents, teachers, and the official. Students are interviewed by the way of focus groups. The conclusions are as follows: 1. The main factor that junior high students take the maritime vocational curriculum is to obtain skills. 2. The parents are the key persons who decide whether the students take the maritime courses or not. 3. Junior high school teachers support students to take the maritime courses, but they are worried about the future of the Technological and Vocational Training Program in junior high school because of the new policy of the 12-year compulsory education system. 4. Teachers of the senior maritime vocational school trust the prospect of the maritime vocation, and they expect junior high school terachers and the media to assist them to promote the referred education. 5. The official of Department of Education of Keelung City Government considers that the maritime vocational exploration is a start, and maritime industry will be prosperous. The research poses several suggestions:1. To cope with the 12-year compulsory education, the Technological and Vocational Training Program should be overall offered in junior higher school curriculum. 2. The government should takes the responsibility for the employment for students who attend this program. 3. The government can build up a human resources database and set up a manpower website of the maritime profession. 4. The unsuitable colleges should drop out, and the maritime vocational senior high schools have to develop their advantage. 5. The government has to reinforce the maritime education.

The Czech Republic and Scotland rank similarly in international pupil's performance tests. However, education systems of these countries differ greatly. This research has three main focus areas: 1) general aspects of Scottish education including teaching methods, school and real life connections in teaching, and school leaver's destinations 2) studying Chemistry and teaching at university 3) Chemistry in the senior phase of secondary education and the change of topics and exam paper brought in with the new Curriculum for Excellence. Comparative analysis of syllabi, exam papers, government publications and OECD reports was used and personal experience from an exchange study programme at a Scottish university and a work placement at a secondary school in England were utilized. The Higher exam paper was translated and Czech secondary students sat the test Furthermore, teacher trainees and Chemistry teachers were asked to evaluate the test. Results show that Czech students are taught different things and are accustomed to different ways of being tested, ones that are more focused on knowledge and less on critical thinking. Chemistry education in Scotland is more focused on school and real life connections and newest scientific discoveries. Therefore, Chemistry support notes for the senior phase were analyzed...