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Dissertations / Theses on the topic 'Educational program components'

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Published: 27 July 2024
Last updated: 29 July 2024

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1

Fraser, Margaret R. Smith Paula J. "Critical program components for preparing teachers to educate diverse learners a national perspective /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914568.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Paula J. Smith (chair), Ming-Gon John Lian, Mack L. Bowen, Barbara L. Nourie, Lesley P. Graham. Includes bibliographical references (leaves 59-68) and abstract. Also available in print.
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2

Spalaris, George. "The Key Components of a Highly Effective Title I Reading Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2299.

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In a suburban school district in the northeastern United States, 10% to 15% of students at an elementary school received Title I reading services resulting in a low performing school designation. The purpose of this intrinsic case study was to complete a process-based evaluation identifying key instructional components of a high performing Title I reading program. Using data-based decision making theory as the conceptual framework, the goal of this study was to examine key instructional components of a highly effective Title I reading program in a school consistently scoring in the 90th percentile or higher on the state reading test. Data collection occurred by observing 5 Title I reading classrooms to identify curricular and instructional components used in the delivery of Title I services, followed by in-depth interviews conducted with the 5 classroom teachers in Grades 1 through 4. The school's principal and the district's federal program coordinator were interviewed to gain perspectives about program outcomes. Archival data were reviewed to determine program strength through standardized student achievement scores. The responsive interviewing model was used for data analysis followed by the inductive and interpretive approach to identify categories and 6 themes: assessment, cooperative learning, staffing of a state-certified reading specialist, availability of leveled readers, management of student grouping and differentiated instruction, and delivery of curriculum aligned with Common Core Standards. Findings identified curriculum changes necessary for a successful Title I reading program. The resulting project was a presentation for district officials to adopt an effective reading program model. This study contributes to positive social change through implementation of course design leading to local student retention and higher reading achievement scores.
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Zavala, Frank Alcorta. "Principals' Perceptions of the Most Important Components in an Effective Principal Preparation Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/26.

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Researchers in educational leadership have identified a need to improve principal preparation programs to meet today's educational demands. According to school administrators in the local area, not all leadership preparation programs used the same pedagogies to prepare future leaders, and principals were critical of existing leadership practices. School districts, students, parents, and community stakeholders would benefit from well-prepared administrators who can apply the most effective habits of principalship. The conceptual framework of the study was derived from J. Davis and Jazzar's 7 habits of an effective principal preparation program. For this qualitative case study, 16 principals were interviewed to find out which components of a principal preparation program they thought were the most important or had best prepared them for their positions. Analysis involved open coding, and resulting themes revealed that principals perceived the most important components to be a multisituational internship and extensive experience with school budget/finance. A professional development session was created to share interview responses with policymakers. Principal preparation programs that involve an in-depth internship and practice with school budget and finance could be used to assist policy makers in developing leadership training programs for future principals to improve student and school performance for school districts. This project study could foster social change with greater school success for students, resulting from improvement in leadership preparation programs.
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4

Chen, Chia-Yin. "Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4368.

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Parenting education, combined with adult basic education and early childhood education, makes the Even Start program a unified family literacy program which helps to break the intergenerational cycle of poverty and low literacy. Research studies have shown that the Even Start program has positive effects on its participants. Even though some of the effects are not explicitly tied to parenting education, they are closely related to parenting education. This study investigated the effectiveness of parenting education as perceived by its participants. The purposes of this study were to identify Even Start program participants’ perceptions of parenting education, to explore issues related to parenting education, and to identify the impact of parenting education as perceived by the program participants. The interviewed parents considered parenting education an important component of the Even Start family literacy program. Findings in this study revealed how the participants used what they had learned in the parenting classes, incorporating their improved literacy skills to facilitate the growth of the whole family. According to the study participants, parenting classes provided a safe and comfortable environment for the parents to learn or validate their parenting practices, to identify themselves with each other, to build up a network of support system, and to practice their literacy skills in a context related to their everyday life. Since their participation in the parenting education, the study participants reported attainment of new insights about being a good parent, better communication with their children and other family members, improved education experience for their children, prolonged parenting values and practices, and improved family relationships. Using Bronfenbrenner’s ecology model to look at the family literacy program, parenting education appeared to be the linkage between all components.
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5

Chaulk, Elizabeth. "Student perceptions of a work exposure component of a college program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47444.pdf.

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6

Bliss, Kathyleen. "First-Year Teachers' Perceptions of Effective Induction Program Components." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1046.

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Educational literature has established that over half of all teachers leave the profession within 3 years. Exploring the 1st-year teacher transition and its inherent challenges has been necessary to educational stakeholders seeking to achieve national standards and improve the educational environment, student achievement, and teacher retention. This study's purpose was to investigate 1st-year teacher induction programs; determine the type of support components included, whether from administrators, mentors, or colleagues; and identify which components 1st-year teachers perceived as most effective. The professional development models of Wong, of Johnson and Kardos, and of Curran and Goldrick provided the conceptual framework. The guiding research question focused on discovering new teacher perceptions of induction program components. Participants anonymously responded to a 68-item survey of nominal and Likert-scale items about induction program components and their effectiveness. Descriptive statistics indicated the most commonly included and effective components were assignment in certification area and providing a mentor, formal administrator evaluations, and campus/district orientation sessions. The most effective mentor support components were treating mentees with respect and being accessible. Administrators were most effective when providing clear expectations, constructive performance feedback, and help with discipline matters and parents. Colleagues were effective at integrating novices into the teaching community. Recommendations include enhancing relationship development, providing cooperative planning, and integrating teacher expertise locally. This study promotes social change by empowering administrators to improve 1st-year teacher induction programs, mentorship, and administrative support.
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7

Roberts-Dahm, Louise Danielle. "Inclusive Higher Education and Employment: A Secondary Analysis of Program Components." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7012.

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Through secondary analyses of quantitative data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database from the first cohort (2010-2015) of model demonstration sites in Florida, this study examined components of the postsecondary education programs for students with intellectual disabilities that are correlated with employment upon program exit. This study adds to the emergent knowledge base on inclusive higher education by identifying the programmatic components of the postsecondary education programs for students with intellectual disability most correlated with successful transition from college to employment. This information can be used to inform program development and refinement to foster employment upon exit, a worthy outcome that leads to greater quality of life. The academic access program component of inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit. This program component aligns with the established predictors of post-school success for students with disabilities (Mazzotti et al., 2016) and employment for people with intellectual disabilities (Southward & Kyzar, 2017). Areas of agreement are discussed as well as implications for a number of stakeholders.
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DUNLAP, LAURIE A. "IDENTIFICATION OF KEY COMPONENTS FOR ASSESSING UNDERGRADUATE MATHEMATICS PROGRAMS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123608929.

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9

McCrumb, Dawn Karyl. "Components and issues of an exemplary middle level physical education program : expert opinion /." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10052007-143719/.

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10

Wilkerson, Stephanie. "Assessing the Parent Involvement Component of a Head Start Program." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/982.

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Head Start, a federally funded preschool program that provides a diverse array of services to children ages three to five years, strongly emphasizes the importance of parent involvement in its program. The purpose of the present study was to examine Head Start parents' perceptions of the parent involvement component of a regional Head Start program. Specifically, this study assessed barriers to parent involvement with the program, parent participation and satisfaction with the program, and whether or not parents were aware of the various aspects of the Head Start parent involvement component. This study also compared satisfaction ratings of parents who had a child with a disability to those who had a child without a disability. A questionnaire was developed based on Head Start performance standards and a review of the literature. The questionnaire was completed by 451 parents in a rural Kentucky Head Start District. The results indicated that work and school were often identified as barriers to parent participation in this Head Start district. However, there appears to be additional unknown factors related to parent involvement other than the barriers currently and previously identified in research. The results also suggest that parents were overwhelmingly satisfied with all aspects of the program and were aware of most parent involvement services offered by Head Start.
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11

Thomas, Cynthia O. "Benefits and key components of peer mediation programs." Menomonie, WI : University of Wisconsin--Stout, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thomasc.pdf.

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12

Roberts, George. "Usefulness of Field Experience Component of a Principal Preparation Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7503.

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A lack of knowledge about the usefulness of a field experience component within the associate principal preparation program for assistant principals drove this study. The purpose of this qualitative study was to describe the beliefs of system leaders and past participants regarding the usefulness of the field experience component and to examine archival end-of-course survey data from past participants. Constructivism and adult learning theory constituted the conceptual framework. Twelve leaders who were participants or administrators of the program within a large mid-Atlantic school district in the United States were participants. Qualitative data sources included interviews and archival data from the associate principal preparation program. A combination of descriptive and in vivo coding was used to support interpretive analysis. Results indicated the most useful components of the principal preparation program were the experiential nature of the program, opportunity for reflective thinking for participants, benefits of mentoring throughout the field experience, and empowerment felt by participants as they practiced skills learned during the field experience in their first year as principals. Recommendations based on these findings included a lengthened field experience and greater focus on the criteria used to match aspiring principals with mentor principals. Participants also noted fiscal and human capital resources were needed. A related recommendation could be to extend the field experience over 2 years to provide opportunities for associate principals to participate in experiences in the beginning and end of the school year in addition to the middle of the school year experiences provided. This research could provide support for districts interested in assessing the usefulness of their principal preparation programs.
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13

Maricich, Patricia Sheehan. "BTSA program directors' perceptions on the relationship between components of mentor assessment and effectiveness." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614472.

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California's Beginning Teacher Support and Assessment program (BTSA) is a high stakes induction program; a new teacher's completion of a BTSA induction program leads to the California clear credential. The cornerstone of the BTSA induction program is the mentor, also known as a support provider. Mentors provide a variety of services to new teachers including individualized formative assessment of practice and ongoing reflection on teaching skills. Effective mentors are critical to the success of new teachers and foundational to the induction program. Although BTSA programs are mandated by state induction standards to assess the quality of services provided by their support providers, the standards do not define quality. BTSA programs are free to create their own assessment criteria and assessment methods.

This qualitative, descriptive study (a) examined the perceptions of BTSA program directors on the relationship between established forms of mentor criteria, methods of formative assessment, and formative feedback provided to mentors and (b) identified those components of mentor assessment that are perceived by BTSA program directors to be valuable in assessing mentor effectiveness.

The study found that BTSA directors placed import on assessing mentors for personal dispositions, such as attitude and responsibility, as well as the quality of their work with their novice teachers. Directors perceived that formative feedback from either the BTSA director or peers was important in increasing mentor effectiveness. The directors' perceptions of valued components of mentor assessment were shaped not only by the requirements regarding mentor assessment contained within Induction Standard 3 (California Commission on Teacher Credentialing, 2008), but by local culture, district goals, and existing models of educator assessments within each organization.

BTSA directors, who led programs in high performing schools, valued assessing a mentor's ability to build relationships with novices for the purpose of advancing the novices' teaching practice and were more likely to endorse mentor self-assessment and reflection as major components of assessment. Conversely, BTSA directors who operated programs in under-performing schools valued mentor assessment components that evaluated the mentor's ability to effect and advance the teaching practice of the novice. The latter programs perhaps provided mentors with more specific, explicit feedback.

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AL, SENAIDI YAQOOB SALIM. "EVALUATION OF THE ENGLISH AND MATHEMATICS COMPONENTSOF THE GENERAL FOUNDATION PROGRAM (GFP): OMANI UNIVERSITY STUDENTS’ LEARNING SATISFACTION OUTCOMES." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent157608179817989.

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15

Solari-Vaccarezza, Sarah K. "Critical components of effective programs that offer alternative routes to certification." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2499.

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Qualitative research conducted in athletic training in the last two decades has increased but still lacks depth and breadth in pedagogy and education. This is especially evident in the multifaceted clinical education environment where diverse and alternat
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16

Spielman, Laura Jacobsen. "Preservice Teachers' Characterizations of the Relationships Between Teacher Education Program Components: Program Meanings and Relevance and Socio-Political School Geographies." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27797.

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This dissertation represents a product of research conducted in 2004-2005 examining the curriculum network of an elementary teacher education program at a large public university in the United States. Using ethnographic data (e.g., interviews with preservice teachers and faculty, observations in and outside of coursework, and other artifacts), I address the questions of how preservice teachers characterized relationships between teacher education program components, how those characterizations varied and changed, and how preservice teachers explained the value or relevance of program components to teaching. I discuss how preservice teachers shaped their understandings of main program emphases. I describe how they tended to experience closer correspondence between program recommendations and the policies and philosophies in certain schools and classrooms in suburban county schools near the university compared to the policies and philosophies in certain schools and classrooms they identified as having, for example, fewer resources (e.g., funds, manipulatives). I make the case that the program-based philosophies developed by and for the preservice teachers helped to coordinate context-specific meanings and relevance for program components and further to construct failures of the kind where either (1) schools interfered with the accomplishment of program objectives or (2) program objectives proved unrealistic for schools. Without intending to, and perhaps even contrary to certain program intentions, program suggestions treating instruction as context-independent tended to favor middle-class White children and to marginalize urban or diverse schools and classrooms, or schools having more limited resources, as viable places to engage in program-recommended practices for good teaching. These results have potential implications for practice in teacher education and mathematics education and also have relevance to discussions of ongoing standards-based teacher education and mathematics education reforms. I offer that these results help to reveal certain limitations of popular ways of defining and researching preservice teachersâ learning and teacher education program coursework and fieldwork relationships. I raise the question of whether teacher educators or researchers might benefit from considering how to more substantively integrate curriculum and give greater attention to place and to the broader socio-political goals we aim to accomplish through our work.
Ph. D.
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17

Leibowitz, Seth L. "DETERMINING CURRICULAR COMPONENTS OF LIVING-LEARNING PROGRAMS: A DELPHI STUDY." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020321-135629.

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From the evolution of the first colleges, residence halls have been viewed as more than a place to eat and sleep. The Oxford and Cambridge models offered residential settings where students and faculty lived, ate, and studied together (Rowe, 1981). The living-learning residential model emerged from the present day American university?s desire to practice learning as a part of living.

The Educational Resources Information Center defines living-learning programs as "Residential facilities of higher education institutions designed to enhance students ' educational experiences by enabling them to integrate their academic activities with their ordinary living activities "(ERIC, 1982, p. 143). Riker (1965) and Rowe (1981) created eight components that give living-learning program administrators a broad based foundation on which to build living-learning program curricula.

Twenty living-learning program administrators listed how their programs incorporate Riker (1965) and Rowe's (1981) components and then prioritized the curricula on these lists. A three round Delphi surveying technique was used to structure this process. In the first round of the process administrators generated lists of program curricula that exist at established programs across the country. Rounds two and three of the process were a tool for building consensus on the most heavily valued living-learning program curricula.

Results indicate that curricula providing opportunities for students to pursue an academic life style were most valued by the group of twenty administrators. Specific curricula that were valued include active learning experiences, student involvement and participation in programs, student accessibility to faculty, and spaces that facilitate discussion and study.

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Samady, Lila Massoumi. "Evaluation of the family nurturing program: The family education component of the Riverside County Dependency Recovery Drug Court Program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2876.

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19

Lewis, Jill Anne. "The Responsible Students Program of the West Virginia Board of Education background, components, and data systems /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=718.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 310 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 169-189).
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20

Owens, Robert William. "Variations in delivery of specific process and content components of the Strengthening Families Program." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/r_owens_072109.pdf.

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Thesis (M.A. in human development)--Washington State University, August 2009.
Title from PDF title page (viewed on Aug. 11, 2009). "Department of Human Development." Includes bibliographical references (p. 62-66).
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21

Rogers, Samuel. "Teacher Induction Programs| How Key Components Influence Teacher Retention Rates in Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668745.

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Upon entrance to the educational arena, new teachers face many challenges, and rural school teachers face a unique series of challenges compared to teachers in urban and suburban school districts (Ingersoll, 2012). Rural school districts often have difficulty both recruiting and retaining teachers (Dadisman, Gravelle, Farmer, & Petrin, 2010). Teacher induction programs presented a possible solution to increase the teacher retention rates for rural school districts (National Commission on Teaching and America's Future, 2007). The purpose of this study was to describe the relationship between the degree of implementation of teacher induction programs and the teacher retention rates for high-performing rural school districts. For the purposes of this study, rural school districts were defined as those with 650 or fewer students enrolled. The sample population was 291 rural school districts in Missouri, and when Missouri Assessment Program (MAP) data and Distinction in Performance recognition filters were applied, the result was a stratified sample of 132 rural school districts. An online survey, created for the purpose of this study, yielded a sample of 46 high-performing rural school district respondents. The analysis of the data revealed no significant relationship between the degree of implementation of a teacher induction program and teacher retention rates for high-performing rural school districts. Specific components of teacher induction programs were not related to teacher retention rates for the sample school districts. Three components of teacher induction programs—rigorous selection of mentor teachers, the requirement of new teachers to observe peer teachers, and the requirement of building administrators to meet at least twice per year with new teachers—were common among sample districts with 100% teacher retention rates.

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Kantz, Jeannine Wells. "Use of a web-based delphi for identifying critical components of a professional science master's program in biotechnology." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1412.

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The primary purpose of this research was to develop a model for a professional science master’s program combining biotechnology and business. The objectives were to identify stakeholder preferences for various dimensions of a professional science master’s program combining biotechnology and business and to identify differences in priorities between subgroups. A secondary purpose was to examine user preferences between Web-based and traditional methods of conducting a Delphi study and the panelist’s impressions of its usefulness for program development. Prior to the first round, demographic data were collected on panelists regarding their gender, age, years experience in their current field, position title and education levels. Round 1 started with eight open-ended questions designed to investigate (a) learning objectives, (b) internships, (c) thesis vs. nonthesis degrees, (d) program focus (e) possible entry level positions, (f) roles for the industry advisory board, (g) recommended hours of hands-on experience and (h) other issues of importance. The final round ended with three questions to assess the panelists’ perception of the usefulness of the Delphi for program development in higher education. Twenty-four panelists started Round 1 and participation in subsequent rounds varied from 17 in Round 2 to 11 in Round 4. Education level varied and included all levels of education in science and business. Issues emerged early in the study regarding development of different program tracks and the program goals, which were clarified in subsequent rounds. Significant differences occurred between industry and academic subgroups for two tracks, six skills designated for tracks, method of evaluating the internship, and entry-level positions appropriate for new graduates. When analyzed by level of confidence (high confidence vs. low confidence), significant differences occurred for (a) the number of semesters of hands-on experience students should have upon graduation, (b) skills recommended for core curriculum, (c) skills recommended for tracks, (d) compensation level and (e) entry level positions for new graduates. Perceived usefulness of the Delphi for program development was varied with only 10 panelists responding--five in favor, three undecided, and two against.
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Harris, Kelly Dion. "A utilization-focused evaluation of the job-embedded component of the collaborataive principal preparation program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4342.

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Thesis (Ed.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (April 25, 2007) Vita. Includes bibliographical references.
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24

Taylor, James Grant. "Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7096.

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The purpose of this study was to identify Core components perceived by faculty to be effective in their prominent graduate entrepreneurship education programs. The study sought to identify the best practices in graduate entrepreneurship education programs from the perceptions of faculty in the field. Research questions guiding the study were: (1) What Core components related to the following Broad question areas are perceived by faculty to be effective in their prominent graduate entrepreneurship education programs: Activities and initiatives; Adult education principles and practices; Alumni and mentoring; Course offerings; Curriculum and degrees; Faculty data; Institutional characteristics; Instructional methods; Student companies; and Student data. (2) What other Core components and/or general observations are identified by faculty in the survey comments? (3) What are faculty perceptions of the popular marketplace publication rankings of graduate entrepreneurship education programs? A survey was distributed via the internet to faculty at 54 prominent graduate entrepreneurship education programs identified by The Princeton Review, US News & World Report, or the AACSB Entrepreneurship Spotlight Challenge. The survey was developed through several phases using panels of individuals with expertise related to this study. The resulting 106 Core components were divided into 10 Broad question areas and were evaluated individually and averaged for each Broad question area. Questions regarding the accuracy of graduate program rankings and student intent were also included, along with demographics, open-ended questions regarding additional Core components, and additional survey comments. The results of the study indicated the most important Core components in the Broad question areas were Alumni and mentoring and Institutional characteristics, while the Curriculum and degrees area was perceived to be much less important to graduate entrepreneurship education effectiveness. The results also indicated that student intent and popular marketplace publications were only moderately accurate in evaluating entrepreneurship education effectiveness. Four top programs dominated the perceptions of faculty as effective programs: Stanford, Babson, MIT, and Harvard. Findings indicated that faculty perceptions differed from other measures of effectiveness of graduate entrepreneurship education programs.
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Whipple, Christine E. "Preservice teachers' views of content and pedagogical knowledge presented in the elementary component of a physical education teacher education program /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462702467371.

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Wollie, John Tamba. "Phenomenological Study of the Educational Component of the Formal Disarmament, Demobilization, and Reintegration Program of Ex-militants in Liberia." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2592.

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A significant number of Liberian ex-militants are unemployed and underemployed despite the job skills, formal education, and entrepreneurial training they received as participants in the Formal Disarmament, Demobilization, and Reintegration (DDR) program that was established to reintegrate combatants into civilian society at the end of the two civil wars in Liberia in 2003. The purpose of this study was to examine the strengths and weaknesses of the vocational training offered by the DDR program. Informed by the theories of Human Capital, Peace Building, and Bronfrenbrenner, the research questions for this study assessed the benefits of the educational component of DDR. A phenomenological study design was employed with a purposeful sample of ex-militant participants that included 12 ex-militants and a focus group of 6-ex-militants drawn from the 12 who completed vocational training at the Monrovia Vocational Training Center in Monrovia (MVTC). All data were inductively coded and analyzed using a constant comparative method. Data analysis uncovered five textural themes: motivation for disarmament, hope to rebuild lives through vocational training, dissatisfaction with reintegration, perception of reintegration, and perception of future combat participation. Findings support human capital, peace building, and ecological systems theories in that ex-militants perceived the benefit of education in their transition to peacetime endeavor, but consider themselves only partially reintegrated since all consider themselves unemployed with no means to survive economically. This study is significant because it provides recommendations to policymakers on how such a program can improve the vocational training offered and provide follow-up life-skills counseling.
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Strommen, Linda. "Evaluation of the Business and Leadership Components of a Registered Nursing to Bachelor of Science in Nursing Program." Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/fse_etd/1.

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This applied dissertation was designed to evaluate the business and leadership components of a Registered Nursing (RN) to Bachelor of Science in Nursing (BSN) program at the university. The problem was that an evaluation of the present RN-to-BSN curriculum had not been conducted since 2006 to determine if the best practices in business and leadership were current, applicable, and relevant in the current RN-to-BSN curriculum. The researcher utilized an evaluation methodology to assess the business and leadership components of an RN-to-BSN nursing program. An evaluation tool was developed and used to compare expected outcomes (criteria) of current practices to expected outcomes (criteria) of best practices in the field of nursing. The expected outcomes (criteria) of current best practices were developed from a review of the literature, data collected from RN-to-BSN alumni students, and input from formative and summative committees. Thirteen specific procedures guided the study to assess the value, merit, and worth of the program and to answer six research questions. The final evaluation by the expert panel revealed that the current best practices in business and leadership taught in Nursing 4020 and Nursing 4030 courses were not current with preferred best practices. The final report recommended updating the courses with current best practices collected from the literature, formative and summative committee members, practicing RNs, and experts in the nursing profession.
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Thomas, Anna Weigel. "A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153957.

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The Virginia Tiered Systems of Support (VTSS) represents the merger of the behavioral side Positive Behavioral Supports (PBIS) and the academic side Response to Interventions (RtI) (Mann & Leutscher, 2014). VTSS is the Commonwealth of Virginia's adaptation of the federally required systemic response program schools are expected to adopt to address the behavioral and academic needs of students (Landers, Courtade, & Ryndak, 2012; Prasse et al., 2012). The development of specific implementation guidelines has been assigned to local levels of leadership. Thus, VTSS programming differences are common between both districts and schools. The purpose of this study is to assess the implementation levels of the behavioral components of three middle schools within the same school district. Three middle schools were selected for this study. The schools operate in the same school district and are separated by approximately ten miles. The study revealed that the schools varied greatly in their interpretation and facilitation of VTSS despite having access to similar resources and external supports. The degrees of behavioral programming implementation and the types of behavioral interventions varied by school location, and these differences are related a variety of different variables: from each school-based VTSS teams' diverse interpretation of VTSS objectives to insufficient faculty buy-in of VTSS-recommended interventions. Additionally, the study revealed that the schools desire to correct the implementation issues and seek to have more central office-driven standardization in programming among their locations.
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Coskun, Abdullah. "Evaluation Of The Writing Component Of An English Languageteaching Program At A Public University:a Case Study." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613295/index.pdf.

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This study has the main objective of evaluating the effectiveness of the writing component of the program applied at the Department of Basic English (DBE) and the Department of Modern Languages (DML) at Middle East Technical University (METU) in the 2010-2011 academic year in terms of program objectives, materials and content, teaching-learning process and the assessment of the writing skills. The opinions of the DBE and DML instructors, program coordinators and students as well as the content course instructors at different departments at METU were mainly obtained via questionnaires and interviews. The data collected via the questionnaires were analyzed using SPSS 15 while the analysis of all the qualitative data was done though content analysis. The results of the questionnaires indicated that the writing components of the program at the DBE and the DML were generally effective as for the dimensions of the programs as specified in the research questions from the perspective of instructors and students. However, the qualitative data revealed participants&rsquo
suggestions for the improvement of the existing writing programs at both departments. Some of the major conclusions that can be drawn from DBE students&rsquo
and instructors&rsquo
suggestions are as follows: There is a need to switch the focus from discourse-level writing to more freewriting practices through more student-centered activities
the materials should be more visually attractive
the assessment procedure applied to test students&rsquo
writing ability in the mid-terms should be standardized and the writing tasks as tested in the English Proficiency Exam (EPE) should be focused on in writing classes. On the other hand, as for the writing program at the DML, the need for the diversification of the writing genres, topics and the citation rules covered in the ENG 101 and ENG 102 courses depending on students&rsquo
departments was emphasized by the DML participants. Similarly, DBE participants underlined the need for departmentrelated content in writing materials. Also, the content course instructors agreed that the writing program applied at the DBE and the DML should be department-specific. In other words, this study displayed the necessity to conduct a needs analysis aiming to reveal DBE and DML students&rsquo
writing needs for their departments.
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30

Bancha, Rattanawai Fisher Robert L. "An investigation of the professional education component of the preservice programs for secondary science teachers in Thailand." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901468.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 19, 2005. Dissertation Committee: Robert L. Fisher (chair), Larry D. Kennedy, Ronald S. Halinski, Douglas X. West, Donald S. Kachur. Includes bibliographical references (leaves 273-283) and abstract. Also available in print.
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31

Springer, Mitchell L. "Evaluation of a planning process considered as a curriculum component in the education of program managers in the defense industry." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941573.

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The purpose of this study was to use evaluation research methods to test the effectiveness of a model for planning programs in the defense industry.One of the major reasons for deficiencies in both training and education of Program Managers is the lack of a generic Program Management Planning Process which contains essential elements of program planning and which can be modified or tailored to accommodate the specifics of a given program.This study addressed the following evaluation research questions with regard to a selected Program Management Planning Process:1. How adequate is the functional Performance Measurement Baseline, as a result of following the Program Management Planning Process of this study?2. What is the quality of the resulting Performance Measurement Baseline?3. To what extent are the efforts in creating a performance measurement baseline as defined by the Program Management Planning Process of this study perceived as justified?4. Is the methodology employed in this evaluation research study generalizable to other studies of planning processes?5. Relative to integrated linear and integrated nonlinear models of planning processes, what does this study reveal?The results indicated:1. All of the activities of the Program Management Planning Process of this study were performed and their culminating products produced.2. The Performance Measurement Baseline for the program of this study was satisfactory, but subject to short-term obsolescence and may have been created without sufficient attention being paid to potentially significant cost, schedule or technical program drivers.3. The program planning team participants did believe the Program Management Planning Process of this study added sufficient value, over alternative methodologies, to merit its continued use.4. On the whole, the methodology employed in this research study proved to be generalizable for use on other programs.5. The findings of this study support the proposition that integrated nonlinear planning models are really macro-models and integrated linear models are really micro-models, as applicable to program planning. They are not separate models, but, in fact, the integrated linear model is a subset of the higher level integrated nonlinear model.
Department of Educational Leadership
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32

Moon, Merchant Vickie V. "A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4265.

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This longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based teacher induction program based on the observation scores of classroom teaching behaviors urban novice teachers exhibited during the first year of teaching. These scores were further analyzed in relation to the socio-economic level of the school and the grade level taught. Additionally, the study explored the past participants’ perceptions of the teacher induction program components of a one-semester program and a two-semester program during their fifth year of teaching. Their perceptions were also examined in relation to the socio-economic level of the school and the grade level taught. The study examined the observation scores of classroom teaching behaviors of 145 urban novice teachers participating in either a one-semester or two-semester universitybased teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching behaviors. However, the length of the university-based teacher induction program did not affect the observation scores of classroom teaching behaviors. Further, neither the socio-economic level of the school nor the grade level taught affected the observation scores of classroom teaching behaviors. Although the three components of the university-based teacher induction program received high means, 82 past participants of a one-semester or a two-semester teacher induction program responding to the Teacher Induction Program Participant Survey (TIPPS) recognized formative observation as the most effective component. Peer support and professional development were perceived second and third respectively. No statistical significant differences of the one-semester or two-semester past participants’ perceptions of peer support, professional development or formative observation were found related to the socio-economic level of the school or the grade level taught.
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33

Bartlett, Michelle. "The evaluation of a nutrition education and fitness program with a contest component among college students using the RE-AIM framework." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10740.

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Thesis (Ph. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 124 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
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34

Krehbiel, Riley M. "Getting the College Experience: Exploring the Effect of the Residential Component of the Upward Bound Summer Program." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248458/.

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Upward Bound is a federally funded program designed to help low-income and first-generation high school students become college graduates by providing them with academic enrichment, financial aid information, and relevant educational experiences. Many Upward Bound programs throughout the country include a 6-week summer program when participants stay in residence halls on a university campus. The Upward Bound program at the University of North Texas is one such program. The goals of this research project are to understand how the residential component of the summer program affects the experience of participants in Upward Bound and the possible benefits it may have towards meeting the overall goals of the program. Participant observation during the 2016 UNT Upward Bound summer program and interviews with participants, RAs, program alumni, and organizational leaders uncovered the ways in which the residential component benefits and enriches the experience of participation in Upward Bound.
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35

Teeple, Kerry S. "Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606.

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36

Salli-copur, Deniz. "Teacher Effectiveness In Initial Years Of Service: A Case Study On The Graduates Of Metu Foreign Language Education Program." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609430/index.pdf.

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Since English has risen as the dominant language in the world, the demand for English language teachers has grown rapidly especially in the last three decades. Hence, English language teacher education has become an important concern in the Turkish national education system, which has forced the governments to implement a series of reforms. One of these was the Foreign Language Education (FLE) curriculum designed by the Higher Education Council (HEC), forwarded to all FLE departments in Turkish universities to be carried out starting from 1998-99. This curriculum was also used for pre-service English language teacher education in the Department of Foreign Language Education at Middle East Technical University (METU). However, a large scale evaluation study was not conducted on the effectiveness of the program or the competence of its graduates. This study primarily aimed at reaching the FLE graduates from 2002 to 2006 to investigate to what extent they perceive themselves competent as EFL teachers and to what extent they find the FLE program components successful in helping them gain these competencies. Besides, it also intended to reach the employers of FLE graduates to explore how competent these graduates are viewed and how successful METU FLE program is considered in serving its graduates gain teacher competencies. For this aim quantitative and qualitative data were collected through two graduate questionnaires, and graduate and elite employer interviews. The findings of the first graduate questionnaire revealed that the FLE graduates perceived themselves competent in most of HEC&rsquo
s competence areas, while the open-ended questionnaire items and interview data demonstrated a need for improvement for competencies of language knowledge, spoken use of English, classroom management, assessment and instruction. It was also seen in these two types of data that graduates&rsquo
perception of their strengths and weaknesses in HEC&rsquo
s foreign language teacher competencies and their need for developing other competencies depend on the level they teach, the type of school they work at and the length of experience they have. Similarly, some of the employers, according to the institution where they have elite positions, indicated a high level of satisfaction with the FLE graduates&rsquo
competence in language and subject knowledge, inclass and out-of class competencies, while some of them emphasized a need for improvement in competencies of language knowledge and use, and putting theory into practice. In addition, although the program was reported to have a strong and positive role on the development of professional competencies in the teacher candidates, it was also stated that the five components and some courses of the program need revisions in terms of their content, methodology of instruction and assessment. Moreover, the need for communication among the components of the program was also expressed, as the graduates mention unnecessary overlaps among some courses. In the light of these findings, some suggestions are made towards program improvement.
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37

Herberg, Todd C. "A Study of the Identification and Referral Components of Substance Abuse Intervention Programs in Washington State's Public High Schools." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1145.

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This multiple-case study investigated the characteristics of successful high school substance abuse intervention programs. The unit of analysis for this multiple-case study is the public high school substance abuse intervention program of twelve selected Washington State high schools. Sub-units of analysis within the multiple-case study include the various components and attributes of a substance abuse intervention program. Examples of these sub-units include: formal drug education policies; staff training on substance abuse issues and intervention skills; formal curriculum and student instruction; central office administration and building administration support for the program; community support for the program, staff time to administer the overall program, a formalized identification strategy, a formalized referral process, a formal reentry (recovery) program and the availability of formal assessment services for students. The case study design developed by this researcher included two major activities: (1) A written survey of all Washington State public high school intervention programs that identified eight public high schools that were particularly successful and four that were relatively unsuccessful in their ability to identify those students who were harmfully involved with alcohol and/or other drugs and refer these students to appropriate services. (2) A comprehensive examination of the substance abuse intervention programs for twelve selected public high schools through site visitations that included staff interviews, student interviews and the collection of various documents. A cross analysis of the results from this multiple-case study indicate that successful substance abuse intervention programs share the following characteristics: (1) Formal, established identification programs; (2) The involvement of various staff members in identifying students harmfully involved with alcohol and/or other drugs. (3) The availability of training in identification strategies for various staff members. (4) The availability of specific training in referral strategies for various staff members. (5) The availability of formal drug assessments to all students at no cost. (6) Administrative support from building principals and central office staff regarding leadership and the allocation of resources.
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38

Carlson, Gregory Dean. "Determining the Essential Components of State and Institution Dual Credit Program Policy in New Mexico: A Delphi Study with High School and College Experts." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/26566.

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The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, dual credit program will be defined as ?a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate? (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding dual credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies.
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39

Koehl, Todd J. Baker Paul J. "Connecting the dots an examination of the Illinois teacher certification system as a component of secondary school improvement planning and professional development /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196669.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Paul Baker (chair), Amelia D. Atkins, Albert T. Azinger, Donald S. Kachur. Includes bibliographical references (leaves 204-210) and abstract. Also available in print.
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40

Blaine, Sarah. "The Effects of the Computer Component of the Headsprout Early Reading Program on the Acquisition of Reading Skills for Elementary Aged Students withModerate to Intensive Intellectual Disabilities." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436823226.

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41

Mogotsi, Barulaganye Jones. "Implementation of local agenda 21's education, awareness and training component : a case study of Gaborone /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/508/.

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42

Al-Nwaiem, Ahmad. "An evaluation of the language improvement component in the pre-service ELT programme at a college of education in Kuwait : a case study." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3720.

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The current research study was conducted with the aim of evaluating the basic language skills component (BLSC) in the ELT pre-service programme at a College of Education in Kuwait by eliciting the participants’ views regarding its quality and using the results as a basis for suggesting amendments and improvements. The BLSC comprises three courses, Writing, Reading and Conversation, which must be taken by new student teachers in the first semester of enrolment in order to improve their language proficiency. In view of the exploratory nature of this study and its context-specificity, the naturalistic orientation of interpretive and social constructivism as an epistemological stance were selected. The research design employed a sequential mixed methods case study using an adapted version of Bellon and Handler’s (1982) evaluation model. The participants in the study were three lecturers teaching the BLSC courses and 55 students in their first year at the English Department. The data, both quantitative and qualitative, were collected through course evaluation questionnaires, semi-structured interviews, diaries, and relevant written documents. Data were analysed quantitatively using SPSS descriptive statistics and qualitatively using exploratory content analysis. The findings revealed that the BLSC has some major shortcomings that need to be addressed. Shortcomings related to the physical environment of the college site include old buildings, a limited number of classrooms, shortages in learning and teaching resources and facilities, and insufficient library resources. With regard to the goals and objectives of the BLSC, the findings showed some critical issues and the need for a certain degree of revision. Moreover, the findings reveal students’ dissatisfaction with some aspects of the content and materials of the BLSC, including boring and non-challenging topics, and outdated textbooks. Teaching methods were found to be traditionally oriented, applying a teacher-centred approach. The findings show that students were extremely critical of the traditional assessment philosophy used by their teachers, which depends on a final exam that tests rote-learned materials. The study concludes by making suggestions that will have implications for the improvement and development of the given programme in particular, as well as educational practice in general. In addition, the study proposes a model for evaluation which can be applied and modified depending on the specifications of any given context.
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43

Brady, Shelley. "Identifying effective components of ABA programs used in the education of individuals with Autism Spectrum Disorder : the role of error-correction procedures in the rate of skill acquisition." Thesis, Ulster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725337.

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44

Adams, Viva. "Report of an internship conducted at Menihek High School, Labrador City, Newfoundland, including a research component on the implementation and evaluation of a solution-focused brief counselling program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ42344.pdf.

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45

Williams, D. Pauline. "The Effectiveness of a Structured, Long-Term, Multi-Component, Family-Based Weight Management Program in Reducing Body Mass Index Z-Scores and Improving Lifestyle Habits in Overweight /Obese Children and Adolescents." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/921.

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Few studies have evaluated structured, long-term, family-based, weight management programs in children. This study’s purpose was to determine if completion of such a program resulted in reduced body mass index (BMI) z-scores and improved lifestyle habits. An observational study overtime from 2008-2010 was conducted with 89overweight/obese children. Subjects were divided into two groups, compliers (completed ≥ 7 intervention classes) and non-compliers (completed <7 intervention>classes.) The LiVe program, a 12-month structured, multi-component, family-based program, served as the study intervention. Anthropometric measurements and a written survey on lifestyle habits were used to obtain changes over 12 months in anthropometric, nutrition, activity, and behavior habits for subjects. Descriptive statistics, chi square, analysis of co-variance, and a mixed modellogistic regression were used to determine anthropometric and lifestyle habits changeover time as well as differences between age, gender, and compliance groups. Nodemographic differences were seen between compliance groups. Compliers had asignificant decrease in BMI z-score (-0.1903 p=.0004) and BMI percentile (-2.02p=.0235) over time. Compliers had a higher probability of meeting vegetable intake (pre 0.31%, post 55.67%; p=<.0001), and physical activity guidelines (pre 13.58%, post 56.58%; p=.0032) post intervention. Males were more likely than females to meet the physical activity guideline (p=.0007). Both compliers and non-compliers had a higher probability of meeting fruit (p=.0015) and sugar-sweetened beverage intake guidelines (p=.0337) at 12 months. No significant differences in age and gender were seen for changes in anthropometric or lifestyle habits except as noted above. Long-term, family-based, structured weight management programs are effectivein reducing BMI z-scores and improving lifestyle habits in children. Continueddevelopment and evaluation of these programs is warranted to address childhood obesity treatment methods.
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46

Ging, Deborah. "Identifying effective components of ABA programs used in the education of children with Autism Spectrum Disorder : the role of deferred imitation in children’s ability to imitate from a video Model." Thesis, Ulster University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725339.

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47

Canbolat, Nilay. "Investigating Elt Instructors." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.

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This study aims at finding out instructors&rsquo
perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
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48

Dornam, Louise Leanne. ""Reaching Out" : the conceptualisation, development, inplementation and evaluation of the bridging component of an adult re-entry program for mature age and teenage parenting women who wish to return to high school." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36478/1/36478_Dornan_1994.pdf.

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The research described in this dissertation begins from the problem of how best to provide a bridging program required to meet the needs of a small group of working class, mature-age and teenage parenting women who wish to re-enter local high schools. In doing so it seeks to determine a literacy pedagogy,appropriate support structures and thematic base for the program. The study design has four main components: conceptualising and developing the bridgingprogram, evaluating its implementation and extracting recommendations. Conceptualising the program involved obtaining information from the women themselves, developing a theoretical base from which to interpret this information and designing an appropriate classroom based bridging program. These aspects are described in chapters two and three. The bridging program was then implemented over a ten week period, using the resultant pedagogical and support structures developed through the research process. The structure of the implementation is reported in chapter four. This is then followed in chapter five by the preliminary evaluation of the program as to whether it has met the needs of the participants and was able to circumvent potential barriers in the light of the theorising and research engaged in above. On the basis of this study it is recommended that similar bridging programs designed for adult re-entry be implemented on an annual basis. In doing so, some aspects of the pedagogy and support structures developed within this pilot bridging program should be modified for future use. It is also recommended that some elements of the pedagogy and support structures be incorporated in the mainstream school.
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49

Antoniassi, Patrícia Vieira. "Projeto Vale Sonhar como componente do currículo do Estado de São Paulo : contextualização, limites e possibilidades." reponame:Repositório Institucional da UFABC, 2016.

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Orientadora: Profa Dra Meiri Aparecida Gurgel de Campos Miranda
Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2016.
A Sexualidade é uma parte importante da nossa personalidade. Durante a puberdade e adolescência passamos por mudanças que têm estreita relação com a construção da nossa identidade sexual. Assim, nessa fase da vida, a Educação Sexual tem um papel fundamental, sendo inclusive prevista em documentos oficiais, como os Parâmetros Curriculares Nacionais e o Currículo do Estado de São Paulo. O Projeto Vale Sonhar é um material didático que foi inserido no Currículo e distribuído para as escolas estaduais do estado de São Paulo. O objetivo principal deste projeto é trabalhar a prevenção da gravidez na adolescência. O objetivo de nossa pesquisa foi de analisar a Educação Sexual proposta no Projeto Vale Sonhar e sua inserção no currículo de Biologia do primeiro ano do Ensino Médio das escolas estaduais de São Paulo. Para tal, foi realizada uma entrevista com duas Professoras Coordenadoras de Núcleo Pedagógico de Biologia e foi aplicado um questionário com a coordenadora do Projeto Vale Sonhar. Para a análise do Projeto Vale Sonhar realizamos as oficinas do Projeto com uma turma de primeiro ano do Ensino Médio de uma escola estadual da cidade de Santo André, estado de São Paulo. Além disso, fizemos uma análise das oficinas, do livro do professor e dos documentos produzidos pelos alunos durante as oficinas. Com relação à inserção deste material no Currículo, entendemos que foi realizada por conta dos resultados promissores de seu projeto piloto, no tocante à prevenção da gravidez na adolescência; entretanto, consideramos que os professores poderiam ter sido consultados à época da escolha deste material. Ademais, o processo de capacitação poderia ser planejado de forma que garantisse a continuidade do uso do Projeto nas escolas. Em nossa análise, percebemos que este material, apesar de ser uma proposta diferenciada, trabalha em duas, de três oficinas, o aspecto biológico da sexualidade, o que nos remete a formas mais tradicionais de educação sexual. Por fim, algumas limitações do material foram destacadas, como a característica heteronormativa das oficinas, algumas questões dos jogos que podiam proporcionar conclusões equivocadas pelos alunos e a ausência da problematização das relações sexuais desprotegidas como fator de risco para a contração de Doenças Sexualmente Transmissíveis. Assim, apresentamos neste trabalho algumas possibilidades do uso deste material dentro de uma proposta emancipatória de educação sexual, a fim de incentivar o uso do Projeto Vale Sonhar nas escolas, uma vez que este material está disponível para alunos e professores da rede estadual paulista e tem potencial para propiciar ricas discussões em sala de aula, extrapolando seu objetivo inicial de prevenção da gravidez na adolescência.
Sexuality is an important part of who we are. During puberty and adolescence, we go through changes that have a very close relationship with the construction of our sexual identity. Thus, in this period, Sexuality Education has a central role, being inclusive forecast at official documents, such as National Curriculum Standards and the State of São Paulo Curriculum. The Project Vale Sonhar is a teaching material which was inserted in São Paulo's Curriculum and distributed to public schools of the state of São Paulo. This Project's major objective is to work with the prevention of adolescence¿s pregnancy. This research intended to analyze the Sexuality Education proposed in Project Vale Sonhar and it's inclusion the High School's first year's Biology Curriculum of the public schools at the state of São Paulo. For this, it was realized an interview with two Pedagogical Center's Coordinator's Biology Teachers and it was applied a questionnaire with the Project Vale Sonhar coordinator. For the Project's analysis, we did the Project's activities with a first year's High School class of a public school located in the city of Santo André, state of São Paulo, Brazil. Moreover, we did an analysis of the workshops, the teacher's book and the documents. Concerning to the insertion of this material in the Curriculum, we understand that it was done justified by the promising results of it's pilot project when it comes to adolescence pregnancy; however, we consider that the teachers could have been consulted at the time this material was chosen. Furthermore, the capacitation process could have been planned in a way it would assure the continuity of this Project's use at the schools. In our analysis, we realized that this material, although is a differentiated proposal, works in two out of three workshops, the biological sexuality aspect, what refers to us more traditional ways of the sexuality education. Lastly, we highlight some limitations of this material, such as the workshop's heteronormative characteristic, some game questions that could proportionate misguided student's conclusions and the problematization default of unprotected sex a risk factor for the Sexually Transmitted Diseases. Thus, we present in this work some possibilities of this material use within an emancipatory sexuality education proposal, to encourage it's use in the schools, since Project Vale Sonhar is available for São Paulo public students and teachers and has potential to propitiate rich discussions in classrooms, extrapolating its main objective that is to prevent adolescence pregnancy.
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50

Van, Rooyen Marinda. "An evaluation of the feasibility of using Moodle to develop an online learning program for the Grade 12 Literature component of the First Additional Language syllabus in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6620.

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Abstract:
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern. While this decline in is the result of the interplay of many factors, one of them is undoubtedly that teachers and pupils often find themselves in situations where they do not have access to adequate resources. This study is a formative evaluation of material that was created with the Moodle learning management system, in order to provide teachers and learners with resources that can be made readily available online. These resources are accessible from computers and cellular phones with internet connectivity. The resources not only provide content, but also learning activities that can be used either by individual learners, or with a teacher in a classroom environment. In the absence of a teacher, the activities could also provide meaningful feedback to aid learners in the learning process. Two courses were created in the Moodle Learning Management System that cover work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010; namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of activities are evaluated according to usage and feedback that they provide. The outcome of the study is that it is possible to provide learners with online learning materials which will enable them to prepare thoroughly for the final examinations.
AFRIKAANSE OPSOMMING: Die daling in die Graad 12 slaagsyfer veroorsaak kommer in baie geledere. Alhoewel hierdie daling die gevolg kan wees van baie faktore, is een van die redes dat onderwysers en leerlinge hulle dikwels in 'n situasie bevind waar hulle nie die nodige toegang tot die nodige leermateriaal het nie. Hierdie studie doen ‘n formatiewe evaluering van die leerprogram wat ontwerp is met behulp van Moodle, 'n leerbeheerstelsel, om onderwysers en leerders van die nodige leermateriaal te voorsien. Die leermateriaal is toeganklik vanaf beide ‘n rekenaar en 'n selfoon met internet toegang. Hierdie leermateriaal verskaf nie net statiese inligting nie, maar bevat leeraktiwiteite wat deur leerders op hulle eie gebruik kan word, of saam met 'n onderwyser in 'n klaskamer. In die afwesigheid van 'n onderwyser kan die leermateriaal ook die nodige terugvoering verskaf, sodat dit leerders kan help in die leerproses. Twee kursusse is ontwerp as deel van 'n Moodle stelsel wat van die voorgeskrewe werk dek vir Graad 12, Engels Eerste Addisionele Taal vir die tydperk 2009 tot 2010; naamlik die voorgeskrewe kortverhale en die verhoogstuk, Nothing But The Truth, deur John Kani. 'n Aantal aktwiteite word evalueer ten opsigte van die gebruik en ook die terugvoering wat dit voorsien. Die resultate van die studie is dat dit wel moontlik is om voldoende studie materiaal aan Graad 12’s besikbaar te stel wat hulle kan gebruik om voor te berei vir die eindeksamen.
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