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Meaker, Tashina M. "Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1334.
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Severe problem behavior may interfere with the education of children as well as cause serious injury to person and property. This study examined the correspondence of results obtained from trial-based and standard functional analyses for identifying function of problem behavior with high-school aged students. This study also examined the feasibility of school personnel conducting trial-based functional analyses within the classroom environment with procedural integrity. School personnel conducted four trial-based functional analyses with three high-school aged students referred for problem behavior. One student had two topographies of problem behavior assessed. The trials were interspersed throughout the school day. Results of the trial-based functional analyses were compared with results from standard functional analyses conducted by trained graduate students to show correspondence, or lack thereof between assessment results. Two cases showed correspondence between the two assessments. Two participants showed partial correspondence, which was attributed to limited exposure to contingencies during the brief trials in the trial-based functional analyses as well as differences in the analysts’ opinion of function depicted by the data. These results indicate that a trial-based functional analysis may be a viable assessment tool when school personnel lack the resources needed to complete a standard functional analysis. Two teachers and a paraprofessional were able to conduct trial-based functional analyses with high procedural integrity. Future direction of trial-based assessment research is discussed.
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Hervelin, Jérémy H. "School-to-Work Transitions and Related Public Policies : Evidence from Field Experiments in France Apprenticeship and Youth Unemployment Is There a Second Chance for High-School Dropouts? Evidence from a Large-Scale Correspondence Study Agencies: Evidence from a Text Messaging Experiment". Thesis, Institut polytechnique de Paris, 2020. http://www.theses.fr/2020IPPAG010.
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Cette thèse se concentre sur les transitions école-emploi et les politiques du marché du travail qui y sont liées, en particulier pour les jeunes en difficulté. Basée sur des expériences de terrain menées en France en 2018 et 2019, elle comprend trois chapitres qui ajoutent de nouvelles preuves empiriques à la littérature économique.Le premier chapitre apporte de nouveaux éléments sur la forte insertion professionnelle des apprentis. Il montre que le succès de l'apprentissage ne repose pas, dans le contexte français, sur un meilleur accès à l'emploi de ceux qui ne restent pas dans leur entreprise de formation. L'expansion de l'apprentissage a donc des effets très limités sur le chômage des jeunes si elle ne s'accompagne pas d'une augmentation de la rétention en entreprise de formation.Le deuxième chapitre contribue à mieux comprendre les préférences des employeurs concernant des profils de jeunes décrocheurs scolaires. Il montre que les décrocheurs qui sont restés inactifs pendant plus de deux ans ont beaucoup moins de chances d'être rappelés pour un emploi que les diplômés du secondaire. L'emploi subventionné et la formation professionnelle augmentent les chances des décrocheurs, mais leurs chances restent encore faibles. Seule la combinaison de ces deux politiques permet aux jeunes décrocheurs de rattraper ceux qui n'ont pas abandonné l'école, réduisant les signaux négatifs associés au décrochage scolaire et à la durée d'inactivité.Le troisième chapitre présente une expérience de terrain visant à analyser l'efficacité de SMS envoyés pour diriger des jeunes ni en emploi, ni en formation, vers des structures publiques d'aide. Tous les SMS ont été individualisés et comprenaient des informations spécifiques sur ces structures. Les résultats indiquent que les textes n'ont pas eu d'effet significatif sur la probabilité de s'adresser à ces structures. Ces résultats montrent que l'envoi de SMS à cette population n'est pas une stratégie efficace pour la diriger plus facilement vers une solution d'aide publique.L'argument principal de cette thèse est donc de combler les écarts entre les écoles et les entreprises, afin qu'une proportion significative de jeunes puisse éviter une situation de non-emploi comme première expérience sur le marché du travailThis thesis focuses on school-to-work transitions and related labor market policies designed to smooth these transitions, especially for young people in difficulty. Based on field experiments carried out in France in 2018 and 2019, it comprises three chapters that add new empirical evidence to the economic literature.The first chapter brings new evidence on the higher employment rate of apprentices than vocational students after graduation. It shows that the success of apprenticeship does not rely, in the French context, on better job access to those who do not remain in their training firms. The expansion of apprenticeship thus has very limited effects on youth unemployment if this is not accompanied by an increase in the retention of apprentices in their training firm.The second chapter contributes to the understanding of employers’ preferences regarding young school dropout applicants. It shows that school dropouts who have remained inactive over two years have a significantly smaller chance of being called back for a job compared to non-dropout high school graduates. Subsidized employment and vocational training boost dropouts’ chances, but their chances remain still lower. Only the combination of the two policies lets young dropouts to catch up with their non-dropout peers. Manipulation of the profiles indicates that both dropping out of school and inactivity duration entails negative signals for the employers.The third chapter presents a field experiment designed to analyze the effectiveness of text messaging by public assistance agencies seeking to enroll young people who are not in employment, education, or training (NEET). All texts were individualized and included specific information about the agencies. Results indicate that the texts had no significant effect on the probability of going to those agencies. These findings show that sending texts to this population is not an effective strategy for enrolling it more easily.The main argument of the thesis thus advocates closing gaps between schools and firms, so that a significant proportion of young people may avoid a non-employment situation as their first experience in the labor market
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Carlsson, Rebecka. "Skogsväxters utbredning i relation till pH, latitud och trädsammansättning : Exkursion för ekologiundervisning". Thesis, Linköpings universitet, Biologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131633.
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This study investigated the impact of three edaphic factors on the distribution of forest plants in Sweden. Based on 2657 plots with 22 common species, Canonical Correspondence Analysis (CCA) and Generalized-linear-model (GLM) were performed with pH measurements in the top layer of the soil, latitude and deciduous tree proportion as explanatory variables. Variation of the species occurrence could to a substantial degree be explained by pH, latitude and proportion of timber volume of deciduous tree species. Furthermore, the majority of species were affected by the studied environmental variables. Therefore, these factors have an important role in the ecological interactions in the forest. All species also showed broad pH-niches with many occurrences spread out within the species entire pH-range. Finally, the study relates to educational science through designing a meaningful excursion for secondary school when teaching ecology.
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Domeniconi, Camila. "Auto-relato de erros em tarefas de leitura: efeitos de um treino de correspondência". Universidade Federal de São Carlos, 2006. https://repositorio.ufscar.br/handle/ufscar/2820.
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Previous issue date: 2006-03-06Financiadora de Estudos e Projetos
When children with a history of school failure report on the outcomes of reading responses, most of them tend to report mostly correct responses, even after they make mistakes. This study investigated variables influencing correspondence in these reports and attempted to train correspondence to ensure accurate reports of errors, as well as of correct responses. Experimental sessions presented series of words on a computer screen. The computer dictated the correct word and children selected a green or a red window to report that the response had been correct or wrong. Baseline sessions showed that reports of errors as correct responses increased as a function of error probability. Training sessions then reinforced correspondence, providing points contingent to selections of the green window after a correct response and selections of the red window after an error. Correspondence quickly increased and was maintained in subsequent baseline sessions. Correspondence training was effective to establish accurate reports of errors in these children.
Quando crianças com história de fracasso escolar relatam seus resultados em leitura de palavras, a maioria delas tende a relatar a maior parte as respostas como corretas, mesmo que tenham cometido erros. Este estudo investigou as variáveis que influenciam a fidedignidade desses relatos e tentou treinar a correspondência para assegurar relatos correspondentes de erros, bem como de acertos. As sessões experimentais apresentaram diversas palavras em uma tela do computador. O computador ditou a palavra correta e as crianças selecionaram uma janela verde ou vermelha para relatar que a resposta tinha sido correta ou errada. As sessões da linha de base mostraram que os relatos de erros como respostas corretas aumentaram em função da probabilidade de erro. As sessões do treino reforçaram então a correspondência, fornecendo os pontos contingentes às seleções da janela verde após uma resposta correta e às seleções da janela vermelha após um erro. A correspondência aumentou rapidamente e foi mantida em sessões subsequentes de linha de base. O treinamento da correspondência foi eficaz para estabelecer relatos exatos dos erros nestas crianças.
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Sanchez, Sindy. "What’s the Function? Assessing Correspondence between Functional Analysis Procedures". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7361.
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In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in problem behavior that may lead to suspension or expulsion (Ervin et al., 2001; Yell & Katsiyanis, 2010). As a result, research has expanded to include ways to adapt the functional assessment process in school settings. The purpose of this study was to compare the correspondence between functional analysis procedures for students in a private school and validate the assessment outcomes with interventions conducted in the classroom settings. The results indicate that both assessments corresponded in 87% of all functions identified in the study. Furthermore, the interventions yielded reductions in problem behaviors for all participants.
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Wood, Samantha (Soprano). "Distance Learning in Singing Education: An Overview of Historical and Modern Approaches and Future Trends". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505254/.
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This research of distance learning in singing study provides some historical framework of long-distance singing study, including research on three former distance singing courses, which exemplify the "best practices" of their time: Siegel-Myers Correspondence School of Music, the Perfect Voice Institute, and the Hermann Klein Phono-Vocal Method: Based Upon the Famous School of Manuel Garcia. I also discuss current trends in long-distance singing study, including interviews and insights from current long-distance singing teachers using cutting edge technology in their virtual studios. Lastly, I make predictions and projections, based on analyses of past "best practices," where this information may have impact upon future methods of distance singing lessons, including conceivable distance singing course components of online degree programs offered at universities.
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Cortez, Mariéle de Cássia Diniz. "Correspondência verbal/não verbal: efeitos da intermitência de reforçamento e da história de fracasso escolar". Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2999.
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Previous issue date: 2008-02-25Universidade Federal de Minas Gerais
The present proposal is based on the assumption that verbal responding is operant behavior established and maintained by reinforcement contingencies, and that this behavior can be analysed as a dependent variable. Recent research about say-do correspondence have used the educational context to investigate conditions able to guarantee corresponding reports of errors and correct responses about academical activities. The present study investigated the influence of a history of school failure and task difficulty on self-report of two groups of children about their reading performance, as well the effects of reinforcement schedules on the establishment and maintenance of accurate reports. Four children with history of school failure and four children without such history, all of them attending Fundamental Education, participated. Doing consisted in reading aloud a written word presented on the computer s screen and Saying in reporting if the reading was correct or not. The experiment began with a General Pretest that evaluated the participants reading repertoire, followed by baseline sessions that verified frequency of corresponding reports as a function of increasing probability of errors in a session (10, 25, 50 e 70%). On the next phase, correspondence training sessions, in which corresponding reports were reinforced continuously and later intermittently (variable ratio), were conducted. Finally, a baseline return was conducted to evaluate if the previously trained conditions were sufficient to promote accurate self-report maintenance. Points exchangeable for gifts were used as consequences. There were no pronounced differences on the average of corresponding reports of errors or correct responses between the two groups during the first baseline, along the different error probabilities programmed (except during 50% error probability). On the other hand, most non-corresponding reports of error occurred when the programmed error probability was about 50% for the children with history of school failure and about 25% for those without such history. The correspondence training was effective to produce corresponding reports for all participants. The high correspondence level was maintained during the intermittent reinforcement phase as well during the subsequent extinction condition. Error frequency seemed to be a relevant variable for self-report accuracy for all children on this study, independently of the presence or absence of history of school failure and of the increasing levels of task difficulty. The intermittent reinforcement training was effective to maintain corresponding reports of errors and correct responses during subsequent conditions in which no consequences for responding were programmed.
A presente proposta apóia-se na suposição de que o responder verbal é um comportamento operante estabelecido e mantido por contingências de reforçamento, podendo ser analisado como variável dependente. Pesquisas recentes sobre correspondência fazer-dizer têm utilizado o contexto educacional para investigar condições capazes de garantir relatos correspondentes de acerto e erro em atividades acadêmicas. O presente estudo investigou a influência da história de fracasso escolar e da dificuldade da atividade sobre o auto-relato de dois grupos de crianças sobre seus desempenhos em leitura, bem como o efeito de esquemas de reforço sobre o estabelecimento e a manutenção de relatos acurados. Participaram deste estudo quatro crianças com história de fracasso escolar e quatro crianças sem história de fracasso escolar, todas do Ensino Fundamental. Fazer consistiu em ler em voz alta uma palavra escrita no computador e Dizer em relatar se a leitura foi ou não correta. O experimento foi iniciado com um pré-teste geral que avaliou o repertório de leitura dos participantes, seguido por sessões de linha de base que verificaram a freqüência dos relatos correspondentes em função da probabilidade de erro crescente ao longo das sessões (10, 25, 50 e 70%). Na fase seguinte, foram realizadas sessões de treino de correspondência, em que os relatos correspondentes foram reforçados, primeiramente de forma contínua e, num segundo momento, de forma intermitente (razão variável). Por fim, houve o retorno à linha de base, que avaliou se as condições anteriores de treino foram suficientes para promover a manutenção de auto-relatos acurados. Como conseqüências foram utilizados pontos trocáveis por brindes. Não houve diferenças acentuadas entre as médias de relatos correspondentes de acertos e erros para os dois grupos, durante a linha de base inicial, nas diferentes faixas de probabilidade de erro (apenas na faixa de 50%). No entanto, a maior freqüência de relatos não-correspondentes de erro ocorreu quando a probabilidade de erro programada era de 50% para as crianças com fracasso escolar e de 25% para as crianças sem fracasso escolar. O treino de correspondência produziu relatos correspondentes para todos os participantes. O nível elevado de correspondência foi mantido tanto na fase de reforçamento intermitente quanto na condição subseqüente de extinção. O erro pareceu ser variável relevante para a acurácia do relato de leitura de todas as crianças, independentemente da presença ou ausência de histórico de fracasso escolar e do aumento da dificuldade da tarefa. O treino com reforçamento intermitente mostrou-se eficaz na manutenção de relatos correspondentes de acertos e erros em situações subsequentes, em que nenhuma conseqüência foi programada para o responder.
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Wong, Charles Kit Hung. "Measuring completion rate in distance education". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28313.
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The purpose of this study was to create and examine the conceptual and psychometric properties of four components that comprise 'programme outcome' sought by distance educators, and to examine the extent to which student (socio-demographic) and programme (e.g. duration) variables related to them. This ex post facto study utilised the records of 773 correspondence students enrolled at The Chinese University of Hong Kong for the 1984 Summer session and who submitted one or more assignments. Four variables were derived from the data set - completion rate, deviation (lateness in submitting assignments), turnaround (time taken to return marked assignments) and grades. These variables were more conceptually defensible than the NUEA or other formulae typically used to measure 'outcomes'. It was hypothesized that when students had to wait longer for the return of their assignments in the first quarter of the course, completion rate would be lower, but this would not happen after the course was half over. When students were late submitting assignments, it was expected that their completion rate would be lower than those submitting on time. It was found that turnaround had a significant association with completion rate throughout the course. Deviation, that is, delays in submitting assignments, was also related to completion. Each of the four variables had significantly different associations with programme outcome. The measures employed here can be used elsewhere as the data that comprise them are found in the records of most distance education programmes. This should facilitate research in distance education and provide practitioners with a way to monitor programmes.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Stella, Paulo Rogério. "Ordem? Qual ordem? A circulação de valores em um arquivo de correspondências de um grupo escolar (1905-1911)". Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/13708.
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Previous issue date: 2006-02-02Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This text aims at the discursive study of six Files for the Registration of Correspondence from the Escola Complementar e Grupo Escolar de Itapetininga (Complementary and Publica School at Itapetininga). The Files contain 648 letters written by a writer contracted by the school in the period of 1905 to 1911. Starting from a study of the possible circulation of the Files and the contents of the correspondence, we established four major subjects: communication, requests, delivery and reception of documents. We constituted a corpus of 36 letters. The turning point of the work is the relation between the seemingly stability of the written language registered in the Livros de Registro da Correspondência and the possible aspects of instability as a consequence of the chances of regime from Empire to Republic in Brazil in the end of the XIXth century and beginning of the XXth century, same period as the creation of the school where the Files were found. The theoretical point of view is related to the notions of locutor (BENVENISTE, 1974/1989), interlocutor (BAKHTIN, 1979/2003), others (BAKHTIN, 1929/1988), discourse genre (BAKHTIN 1979/2003), immediate verbal context and extraverbal context (BAKHTIN/VOLOCHINOV (1926/2000). The analysis of the material was done in three stages: 1) the observation of the language forms (BAKHTIN/VOLOCHINOV (1926/2000) working in relation to person, space and time in the texts; 2) the observation of the organization of the forms of the language working as a discourse genre (BAKHTIN 1979/2003) named Livro de Registro da Correspondência; and 3) the interference of the extraverbal context in the forms of the language. We noticed that the locutor constitutes itself in a stable environment, organized under the theme of order which stabilizes and organizes the forms of language. But, an exterior reality, less stable, imposes itself in the reality of the language. We reached the conclusion that the Livros Registros da Correspondência are a way of dialogue (BAKHTIN/VOLOCHINOV, 1929/1988) of the direction of the school. The value of order in circulation in the Files stabilizes the writing, but this value is only a wish of the locutor in relation to the interlocutors. A wish to come (BAKHTIN/VOLOCHINOV (1926/2000), opposing itself to the value of disorder circulating in the reality during the beginning of the Republican regime in Brazil.
Este texto visa ao estudo discursivo de seis Livros de Registro da Correspondência da Escola Complementar e Grupo Escolar de Itapetininga. Os livros contêm no total 648 cartas registradas por amanuenses da escola durante o período de 1905 a 1911. A partir de um estudo sobre a possível circulação dos livros e o conteúdo da correspondência arquivada, definimos quatro assuntos gerais tratados na correspondência, que são: comunicações de eventos, pedidos, remessas e recebimentos de documentos. Constituímos um corpus de pesquisa de 36 cartas. A tese que perseguimos neste trabalho visa à relação entre a aparente estabilidade apresentada na linguagem do material registrado nos Livros de Registro da Correspondência e possíveis aspectos de instabilidade subjacentes, decorrentes da mudança de regime político de Império para a República no Brasil no final do século XIX e início do XX, mesma época em que a escola foi criada e o arquivo de correspondências foi feito. O ponto de vista teórico utilizado diz respeito às noções do locutor (BENVENISTE, 1974/1989), interlocutor (BAKHTIN, 1979/2003), outros (BAKHTIN, 1929/1988), gêneros do discurso (BAKHTIN 1979/2003), contexto verbal imediato e contexto extraverbal (BAKHTIN/VOLOCHINOV, 1926/2000). A análise do material foi feita em três etapas: 1) a observação das formas da língua (BAKHTIN/VOLOCHINOV, 1926/2000) em funcionamento a partir das relações de pessoa, espaço e tempo nos textos das cartas arquivadas; 2) a observação da organização das formas da língua em funcionamento no gênero (BAKHTIN 1979/2003) Livro de Registro da Correspondência; e 3) a interferência do contexto extraverbal nas formas da língua. Percebemos que o locutor se constitui em um ambiente estável, marcado pelo tema da ordem que estabiliza e organiza as formas da língua no interior do arquivo. Entretanto, à realidade da língua se impõe uma realidade exterior, menos estável. Com o estudo, chegamos à conclusão que os Livros Registros da Correspondência são uma forma de diálogo (BAKHTIN/VOLOCHINOV, 1929/1988) da direção do estabelecimento de ensino, locutor dos registros com os outros órgãos públicos. O valor da ordem, circulante nos livros, estabiliza a escrita, contudo, esse valor é apenas um desejo que se opõe ao valor da desordem circulante na realidade durante início do regime republicano no Brasil.
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Wagner, Pamela Jean, i Christal June Quam. "Electronic access to academic records by Department of Children's Services social workers". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2184.
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The purpose of this study was to examine whether or not DCS social workers would obtain client's educational records if they had electronic access to these records. If a social worker could access client school records quickly and easily and then enter the information into the case management computer system, the school history would travel with the client to their new environment. This information would insure that the foster child with special education needs was placed in the proper classroom, giving the child a better chance to succeed.
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Nill, John G. "istance-Mediated Christian Higher Education: Student Perceptions of the Facilitative Nature of Selected Instructional Development Factors". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2784/.
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A national survey was conducted to assess student perceptions of the helpfulness of specific instructional development factors in a distance education print-based program. Participants were all students who had successfully completed at least one distance education correspondence course with Global University or were currently enrolled in their first course. Instructional development factors studied included lesson openers, lesson outlines, lesson artwork, written objectives, amount of information presented before a study question is asked, typographical features, graphic art, study questions, answers to study questions, self tests, and unit progress evaluations. Basic demographic information was collected and survey respondents located their perceptions of instructional development factor helpfulness both on a Likert scale and on a rank-order scale. Respondents also were asked for comments on the instructional development factors studied. Differences among respondent groups were examined. Major findings include a tiered ranking by all groups showing formative evaluation factors to be the most helpful, content organization and presentation factors next most helpful, and visual enhancement features (graphic art, typographical design) the least helpful. Overall, perceptions of the facilitative nature of the instructional development factors were similar among most groups. Older students seem to focus more on organization while younger students exhibit a balance between their perceptions of the facilitative nature of content and testing. Students enrolled in their first course perceive several of the formative evaluation factors to be less helpful than do more experienced students while at the same time perceiving content pacing to be more helpful than do more experienced students.
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Thomas, Alison Rebecca. "Sidetracks in remote digital teaching – Facilitating a sense of presence, closeness and immediacy in times of physical distancing". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22163.
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With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.
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Larson, Christina F. "America Seen through the Work of Paul Sample". Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1427980908.
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Jesus, Tamires Alice Nascimento de. "“Do pedido à mercê”: investigação das correspondências sobre doação de livros às escolas públicas da Bahia no século XIX ou a instrução pública na Bahia oitocentista: o que revelam as correspondências sobre doação de livros às escolas públicas?" Faculdade de Educação, 2018. http://repositorio.ufba.br/ri/handle/ri/26954.
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Este estudo se pauta em um levantamento de dados feito nas Correspondências recebidas sobre doação de livros às escolas públicas, documento manuscrito que compõe o acervo do Arquivo Público do Estado da Bahia, e contém os títulos dos manuais didáticos doados às escolas públicas da Bahia, entre os anos de 1837 e 1868. A coleção de Correspondências sobre doação de livros às escolas públicas do Arquivo Público do Estado da Bahia é bastante rica e diversa. A pesquisa além de possibilitar o acesso aos títulos dos manuais que circulavam nas escolas naquele momento histórico e que, consequentemente, concorriam para a aprendizagem e difusão da escrita, contribui para o enriquecimento dos estudos voltados para a compreensão da consolidação e desenvolvimento da instrução pública baiana nesse período. Objetiva-se, portanto, desvelar aspectos importantes do cenário da instrução pública baiana oitocentista, a partir da construção de uma narrativa que apresente a política de doação de livros às escolas públicas de acordo com as informações reveladas na Coleção de correspondências sobre doação. Para isso, são observados os princípios e procedimentos do paradigma indiciário, que é um método heurístico focado nos detalhes, nas pistas que são deixadas, nesse caso, no documento que á principal fonte de investigação. O referencial teórico é pautado na relação entre a História Cultural em diálogo com a História da Educação e a História da Cultura Escrita. Pode-se caracterizar a presente pesquisa como histórica, já que investiga uma mudança ocorrida na sociedade, ainda que visando à investigação de assuntos educacionais.
ABSTRACT This study is based on the collection of data from the Correspondências recebidas sobre doação de livros às escolas públicas, handwritten document which belongs to Arquivo Público do Estado da Bahia, containing the titles of didactic handbooks donated to the public schools of Bahia, between 1837 and 1868. The collection of correspondences about donation of books to the public schools of Arquivo Público do Estado da Bahia is very rich and varied. The research besides granting access to the titles of the manuals that circulated in schools at that historical period and that, consequently, concurred for the learning and spread of writing, contributes to the strengthening of the studies towards the comprehension of the consolidation and development of Bahia public instruction at that time. Therefore, the objective is to unveil important aspects of the scenario of Bahia public instruction of the nineteenth century, based on the construction of a narrative that shows the policy of book donation to the public schools according to the information gathered from the Collection of correspondences about donation. For this purpose, the principles and proceedings of the indiciary paradigm, heuristic method focusing the details, clues left, in this case, on the document which is the main source of the investigation are observed. The theoretical references are based on the relation between Cultural History in dialog with History of Education and History of Written Culture. It’s possible to characterize this research as historical, for it investigates a change in society, even if it aims to investigate education affairs.
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Weeks-Earp, Erin. "Pathways into Teaching: Daytime and Correspondence Education in Russia". Thesis, 2015. https://doi.org/10.7916/D8FT8K3R.
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This dissertation is about teacher education and employment in Russia, with a particular focus on correspondence teacher education programs. Correspondence education is the focus of the study because it is typically excluded from research on teachers in Russia, and thus little empirical knowledge exists for the evaluation and comparison of correspondence program outcomes among teacher education graduates. The two major types of higher education programs in Russia are daytime (students acquire content by attending lectures) and correspondence (students acquire content through independent reading).
The research questions in the dissertation are: (a) how does recruitment into teaching differ for daytime and correspondence educated teachers (including who applies to the two different types of study programs)?, and (b) how does the type of study program (daytime or correspondence) impact employment at school level? Primary data were gathered in Russia from school records (quantitative) and interviews (qualitative) with schoolteachers, directors, teacher education program students and faculty, and education policy makers.
The qualitative analysis include the development of two typologies of students, the daytime and correspondence groups, with special attention to their decisions in choosing institutions of higher education, enrolling in programs of study, and career networking after graduation. The cycle of recruitment into teaching describes the real work and life circumstances for prospective and current teachers in Russia.
The quantitative analysis includes ordinary least squares regression to test relationships between teacher variables, such as rate of pay and years of experience, across the daytime and correspondence program groups. The quantitative findings indicate some differences between daytime and correspondence educated teachers in employment at the school level, although the type of education program was not a very influential factor.
The study contributes to research on teachers in Russia by substantiating and deepening knowledge about university enrollment, in particular into correspondence education, and about professional programs for current and future teachers in Russia.
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Hsiao, Liang-Fang, i 蕭喨方. "An Action Research of Art Correspondence Principle Applied to Postmodern Music Appreciation Instruction in Junior high school". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6zu5j7.
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碩士國立彰化師範大學
美術學系藝術教育碩士班
105
The science and technology develop rapidly in early 21th century. The education should take its right way in reflecting this radical change. Based on this point of view, postmodern education believes in that to re-think, doubt and observe some things by different aspects is valuable. In taking account of this, art education, we enhance the depth and breadth of learning with open-minded to develop curriculum. And the course should relate to student’s life experience closely, so they can understand music clearly. This study is conducted via designed a teaching strategy with the idea of postmodern education to make students to do music appreciation. In the process of action research, some music lessons for the participants were developed and constantly adjusted its’ contents by the feedbacks echo from the teaching practice in each circle of study. Through collection reflections from talking with the research participants, observed their learning behavior or homework, that guides this study to adjust its strategies. The study participants were eighth grade of the Junior High School in Changhua County. In this study, four findings were emerging: First, the theory of art correspondence can help students to do music appreciation more focused. Second, the enforce of teaching aspects and in-depth situation has its variables in the theme of music. Third, the implementation of the strategy before and after the arrangement will result in a different sense of learning outcome, teaching-led oral demonstration is the critical part of the impact of music imagination. The teaching strategy be careful about artificial manipulation. Finally, the theory of art correspondence for postmodern music appreciation activities is pursuable.
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Jung, Inn, i 鐘穎. "A Survey Study on the Perceived Degree of Importance and Correspondence of Professional Competency among Secondary School Counselors". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13523352291783736048.
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碩士國立臺灣師範大學
教育心理與輔導學系
100
The purpose of the study was to explore the perceived degree of importance and correspondence of professional competency consisting of following dimensions: knowledge, skills and attitudes among secondary school counselors. A questionnaire survey was employed, and the Scale of the Professional Competency was constructed as tools for pretest, which translated School Counselor Competencies of ASCA into Chinese, held two focus group interviews, and also polished the terms for better practicability. Participants in the study were school counselors who worked in secondary school in the northern part of Taiwan. In formal test, a total of 614 valid questionnaires were received. Data were analyzed by using T-test, Pearson product-moment correlation, one-way ANOVA, two-way ANOVA and multiple linear regression methods. Main findings of this research were listed as below: 1. Secondary school counselors on average showed a middle- high level of recognition toward the perceived degree of importance of three dimensions described in the Scale of the Professional Competency which was based on School Counselor Competencies of ASCA. 2. Secondary school counselors with different age, gender, educational degree, majors, job title, school category and school size showed no significant differences in the perceived level of importance of professional competency, except for those who were non-guidance major. 3. There was a highest level of correlation between the perceived degree of importance of professional skills and the sum of the importance degree; also, the latter could effectively predict the former. 4. Secondary school counselors on average showed a middle level of recognition toward the perceived degree of correspondence of three dimensions described in the Scale of the Professional Competency which was based on School Counselor Competencies of ASCA. 5. Significant differences were found on the perceived degree of correspondence of professional competency among secondary school counselors of diverse age, educational degree, majors, job title, school category and school size. On the contrary, secondary school counselors with different gender showed no significant differences in professional knowledge and attitudes; school counselors with different school size had no differences in professional attitudes either. 6. There was a highest level of correlation between the perceived degree of correspondence of professional skills and the sum of the correspondence degree; furthermore, the latter could effectively predict the former. 7. Significant differences were found on the discrepancies between the perceived level of importance and correspondence among secondary school counselors. Especially, the perception of correspondence degree was lower than that of importance degree. Finally, based on the results, suggestions were made for secondary school counselors, counselor training institutes, supervisors, and for future research as well.
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Makgopa, Mmatjie Evelyn. "Challenges facing primary school governing bodies in financial management within the Shiluvane Circuit of Mopani District, Limpopo Province". Diss., 2012. http://hdl.handle.net/11602/44.
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HUANG, TING-YU, i 黃亭瑜. "A Study on Analyzing the Arts and Humanities Textbooks of Han-Lin Edition in Junior High School through the Perspective of Art Correspondence". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/69gh23.
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碩士國立臺南大學
音樂學系碩士班
105
The study aims at using the perspective of art correspondence to analyze The arts and humanities textbooks of Han-Lin Edition in junior high school. It applies content analysis as the research method and is based on qualitative analysis to analyze the elements of music, visual arts and performing arts as well as the correspondence of the three. In addition, it also uses quantitative analysis and number of pages to calculate the ratio of each art element and correspondence. The researcher takes advantage of literature review, exploratory analysis, expert consulting and discussing with the instructor to research and develop the research tool. In terms of reliability control, it uses scorer reliability, expert consulting and triangulation for tests in order to improve the research reliability. The research findings are as follows: 1. The teaching contents of the arts and humanities textbooks of Han-Lin edition in junior high school include the main art elements of every subject; as for the ratio of art elements of each subject, the ratio of the elements of music and visual arts and each grade is balanced, while the ratio of the elements of performing arts and each grade seems not. In terms of the length, visual arts takes up the most, music takes up the second, and performing arts takes up the least. 2. It applies art correspondence to analyze each arts and humanities textbook of Han-Lin edition in junior high school and then presents the contents and ratio of using correspondence teaching; based on grades, the 7th, 8th and 9th grades present the highest in the correspondence of music and visual arts elements, the second in visual arts and performing arts elements and the lowest in music and performing arts elements.
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Teliščaková, Martina. "Motivace studentů středních škol ke studiu geologie prostřednictvím korespondenčního semináře". Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322096.
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Master thesis is focused on how to promote secondary school students' interest in the next study of Geology as a subject of their future professional specialization. The convenient motivational tool seems to be the use of special correspondence seminar to gain and expand their knowledge. Experimental part of this thesis consists of the application the correspondence seminars through the current communication media (e.g. web portal or social network), directly in secondary schools. The results are statistically analysed and evaluated by a questionnaire at the model secondary school. Key words: motivation, Geology, correspondence seminar, secondary school, questionnaire
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CHEN, LIAO JEI, i 廖瑞珍. "An analysis of the correspondence between the content and the curriculum guideline of the textbooks used at the second stage in elementary school Hakka teaching". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/30202534649369710929.
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碩士國立臺北教育大學
台灣文學研究所
95
With the practice of the Nine-year Integrated Curriculum, dialect teaching has finally returned to classrooms, which marks a significant meaning as well as mission in preserving and passing down valuable cultures. The purpose of this study is, therefore, to analyze the correspondence between the content and the curriculum guideline of the textbooks used at the second stage in elementary school Hakka teaching. In addition, evaluation for the Ten Basic Abilities is included through the study of the content. Hopefully, in the process of comparison and analysis, a complete understanding of Hakka textbooks’ content and the advantages and deficiencies among different versions will be achieved, which may provide useful information for future Hakka teaching materials. I. Research objects: Four different versions of textbooks and teacher’s manuals used at the second stage in elementary School Hakka teaching—Kang Sham, Han Lin, Nan Yi and the official versions. II. Four main aspects in conclusions: 1. Curricular target 2. Structure and organization 3. Learning content 4. Language use III. Suggestions for future researches Numerous researches showing concern for dialect education have emerged since 1987; however, most of them simply discuss the teaching process instead of the materials in itself. Although some researches into the first stage dialect education were being conducted at the beginning of the practice of the Nine-year Integrated Curriculum, first Books of different versions were the only materials available for researchers. With the full practice of the Nine-year Integrated Curriculum, it is time to examine the integrity of the content in those textbooks. This study only focuses on analyzing different versions of textbooks used at the second stage for Hakka teaching based on the Nine-year Integrated Curriculum. Nevertheless, some other textbook selection criteria are not included in this study. Future researches aiming at different versions of Hakka teaching materials may be extended to various subjects in order to provide thorough suggestions for the production of better qualified Hakka textbooks.
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Fidalgo, Cidália Morais. "Coleção Micológica de S. Fiel no Herbário de Coimbra. Perspetiva científica e histórica". Master's thesis, 2020. http://hdl.handle.net/10316/92287.
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Dissertação de Mestrado em Biodiversidade e Biotecnologia Vegetal apresentada à Faculdade de Ciências e TecnologiaO Colégio jesuíta de S. Fiel, localizado no distrito de Castelo Branco, foi um importante estabelecimento de ensino em Portugal. Durante os seus 47 anos (1863-1910) formou diversas personalidades importantes da cultura portuguesa. O destaque aí dado ao ensino experimental era complementado com o uso de coleções científicas reunidas pelos professores no âmbito das suas áreas de ensino e investigação. Após a Implantação da República e a expulsão da Companhia de Jesus, estas coleções foram confiscadas e muitas nunca devolvias, transitando muitas delas para a Universidade de Coimbra. Entre essas coleções encontra-se o Herbário do Colégio de S. Fiel que ficou no Herbário da Universidade de Coimbra, na altura sob a orientação do professor Júlio Henriques. A coleção de S. Fiel incluía plantas, musgos, líquenes e fungos, a maioria entretanto incorporada no Herbário de Coimbra, mas a de fungos manteve-se até agora separada e no seu acondicionamento original.O objetivo desta dissertação foi estudar, preservar e divulgar a coleção de fungos de S. Fiel.Os materiais desta coleção científica foram restaurados e mantidos separadamente. Os nomes dos taxa foram atualizados seguindo Index Fungorum. A coleção foi informatizada no software SPECIFY. Verificou-se que possui 1.868 exemplares de 252 famílias (a mais comum é Polyporaceae), 701 géneros (o mais comum é Puccinia) e 1.448 espécies (a mais comum é Trametes versicolor) colhidos por 85 coletores (o mais comum é Camille Torrend) na Europa, América e um em África. Esta informação está disponibilizada gratuitamente no Catálogo online do Herbário da Universidade de Coimbra (https://coicatalogue.uc.pt/). Foram investigados detalhadamente 55 exemplares verificando-se que 16 são tipo. Foi analisada criticamente toda a correspondência no Arquivo de Botânica da Universidade de Coimbra entre professores Jesuítas Camille Torrend S.J., Joaquim da Silva Tavares S.J., Cândido Azevedo Mendes S.J., Carlos Zimmemann S.J., Alphose Luisier S.J. e Júlio Henriques e seus colaboradores no Herbário de Coimbra (Joaquim de Mariz e Alphoso Möller) num total de 171 cartas e postais. Foram, assim, revelados os trajetos da coleção, os processos na identificação de materiais e ainda identificados outros materiais relacionados com S. Fiel e micólogos jesuítas no Herbário da Universidade de Coimbra. A informação recolhida da correspondência, da bibliografia e de bases de dados biológicas online de outras instituições botânicas permitiu compreender vários aspetos da metodologia de investigação e troca de informação no período precoce da micologia, finais do séc. XIX – princípio do séc. XX, em Portugal e no mundo.
The Jesuit High School of S. Fiel, located in the Castelo Branco district, was an important educational establishment in Portugal. During its 47 years (1863-1910), various important personalities of the portuguese culture were educated there. The focus given to the experimental teaching was complemented with the use of the scientific collections gathered by the teachers within their areas of expertise. With the establishment of the Republic in Portugal (1910), the Society of Jesus was expelled from the country and their collections were confiscated and never returned to their former owners. Many of them came to the University of Coimbra. Among these collections is the Herbarium of S. Fiel, transferred to the Herbarium of the University of Coimbra, at the time under the directorship of Júlio Henriques. The collection included plants, mosses, lichens, and fungi, most of them now incorporated in the Coimbra Herbarium, but the fungi remained separate until now and in their original packaging. The purpose of this dissertation was to study, to preserve and to divulge the fungi collection of S. Fiel.The specimens of this scientific collection were restored and remained separate. The names of taxa were updated according to Index Fungorum. The collection was databased using SPECIFY software. It totals 1.868 specimens in 252 families (the most common is Polyporaceae), 701 genus (the most common is Puccinia) and 1.448 species (the most common is Trametes versicolor) gathered by 85 collectors (the most common being Camille Torrend) in Europe, America and Africa. This information is available for free in the online catalogue of the Coimbra Herbarium (https://coicatalogue.uc.pt/). A total of 55 specimens were studied in detail and 16 were confirmed types.All the correspondence, 171 letters and postcards, between the teachers Camille Torrend S. J., Joaquim da Silva Tavares S. J., Cândido Azevedo Mendes S. J., Carlos Zimmermann S. J., Alphonse Luisier S. J. and Júlio Henriques and his collaborators in Coimbra, Joaquim de Mariz and Alphoso Möller, was critically analysed. This revealed the trajectory of the collection, the specimen identification methods and other material and mycologists related to S. Fiel in the Coimbra Herbarium. The information gathered from the correspondence, the literature and the biological database online from other botanical institutes made possible to understand the research methodology and information exchange during an early period in mycology, the end of the 19th century - beginning of the 20th century, in Portugal and in the world.
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Toutant, Tara. "Equality by mail : correspondence education in British Columbia, 1919 to 1969". 2003. http://hdl.handle.net/1828/373.
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Davis, Amy Katherine. "Dance-making online teaching choreography in virtual space /". 2006. http://www.oregonpdf.org.
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"An empirical assessment of Bowles and Gintis's correspondence principle: the case of Hong Kong secondary schools". Chinese University of Hong Kong, 1992. http://library.cuhk.edu.hk/record=b5886966.
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by Tse Kwan-choi.Thesis (M.Phil.)--Chinese University of Hong Kong, 1992.
Includes bibliographical references (leaves 181-185).
TITLE PAGE
ACKNOWLEDGMENTS
DECLARATION
ABSTRACT
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
CHAPTERS:
Chapter 1. --- INTRODUCTION
Chapter 1.1 --- The Constitutional Questions --- p.1
Chapter 1.2 --- Objectives and Significance --- p.2
Chapter 1.3 --- Organization of Chapters --- p.4
Chapter 2. --- THE REPRODUCTION THESIS IN SOCIOLOGY OF EDUCATION
Chapter 2.1 --- Controversies over School as an Agent of Socialization --- p.5
Chapter 2.2 --- Samuel Bowles and Herbert Gintis on Education and Reproduction:What do schools do for capitalism? --- p.7
Chapter 2.3 --- The Correspondence Principle: How do schools produce workers --- p.9
Chapter 2.4 --- A Synopsis: the Formalization of Correspondence Principle --- p.11
Chapter 2.5 --- Research on the Reproduction Thesis: An Overview --- p.13
Chapter 2.6 --- Theoretical Criticisms and Evaluation: --- p.17
Chapter 2.7 --- Setting the Research Agenda: Hypothesis for Test in the Present Study --- p.22
Chapter 3. --- RESEARCH METHOD
Chapter 3.1 --- General Research Design --- p.25
Chapter 3.2 --- Subjects and Sampling --- p.25
Chapter 3.3 --- Procedures of Data Collection and Analysis --- p.27
Chapter 3.4 --- Instruments and Measurements --- p.29
Chapter 3.5 --- A Portrait of the 56 Schools --- p.39
Chapter 4. --- "THE CONTEXT OF HONG KONG SECONDARY SCHOOL SYSTEM: DEVELOPMENT, DIFFERENTIATION AND INEQUALITIES"
Chapter 4.1 --- Political Economy and Education: The Structure and Development of Secondary Educational System Under a Colonial-capitalist Society --- p.42
Chapter 4.2 --- The Differentiation of Hong Kong Secondary School System --- p.46
Chapter 4.3 --- Differentiation and Inequalities --- p.49
Chapter 4.4 --- Conclusion --- p.59
Chapter 5. --- THE RESEMBLANCE THESIS
Chapter 5.1 --- Preamble --- p.61
Chapter 5.2 --- The Dominate-subordinate Relationship between Teachers and Students --- p.61
Chapter 5.3 --- Alienated Learning in School Life --- p.68
Chapter 5.4 --- "Competition, Ranking and Evaluation" --- p.74
Chapter 5.5 --- Personality and Reward System --- p.76
Chapter 5.6 --- A Recapitulation --- p.81
Chapter 6. --- THE FORMATION OF CONSCIOUSNESS THESIS
Chapter 6.1 --- Foreword --- p.83
Chapter 6.2 --- The Formation of Personality --- p.83
Chapter 6.3 --- The Orientation to Discipline --- p.88
Chapter 6.4 --- Work Orientation --- p.91
Chapter 6.5 --- Views on Knowledge --- p.94
Chapter 6.6 --- Students' Educational Endeavour --- p.96
Chapter 6.7 --- Meritocratic Orientation and Social Justices --- p.99
Chapter 6.8 --- Students' View on the Possibility of Social Change --- p.101
Chapter 6.9 --- A Recapitulation --- p.103
Chapter 7. --- THE DIFFERENTIATION THESIS
Chapter 7.1 --- Preamble --- p.105
Chapter 7.2 --- A Sketch of the Six groups of Schools --- p.106
Chapter 7.3 --- Who Get Admitted --- p.111
Chapter 7.4 --- Social Relationships in the Six Groups of School --- p.115
Chapter 7.5 --- Social Consciousness of the Six Groups of School Students --- p.133
Chapter 7.6 --- Review of the Chapter --- p.151
Chapter 8. --- EPILOGUE:RETHINKING THE REPRODUCTION THESIS
Chapter 8.1 --- A Recapitulation --- p.153
Chapter 8.2 --- Theoretical Discussion on the Correspondence Principle --- p.160
Chapter 8.3 --- Limitations --- p.165
Chapter 8.4 --- Research Directions --- p.167
CHAPTER NOTES --- p.169
BIBLIOGRAPHY --- p.175
APPENDICES
Copies of Student's and Teacher's Questionnaires
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Chen, Li-Mei, i 鄭麗玫. "The analysis of the correspondence course in cram schools for civil service exams ~ An Example of S Company". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/knpsrv.
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碩士國立中興大學
高階經理人碩士在職專班
102
The uncertainty of global economy and high unemployment rate around the world induce people to look for a safe job, such as government jobs. The positions of public servant are the best choice for most people and, therefore, the cram schools for the examination of public servant become popular recently. The traditional operation in these cram schools is different from the correspondence courses. Hence, we focus on the analysis of the important factors that affect the operation of correspondence courses. We utilize the empirical data from the S company that having most of correspondence courses of civil service and apply the multivariate regression analysis to find the important factors that affect the company’s operational performance. Based on the empirical evidence, we find that the population of qualified examinee, the consumption, especially the educational consumption, and national income play important roles in the operational revenues of correspondence courses. The saving rate and unemployment rate, however, have no significant impact on the revenues. This finding would help firms of correspondence courses to make their operational strategies that can maximize their stockholders’ wealth.
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Schoeman, Sanet. "Instructional design for distance music education". Thesis, 2004. http://hdl.handle.net/2263/25760.
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s". Thesis, 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s". 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Yu, Teng-Ke, i 游登科. "The study on working stress and the correspondent strategies of elementary school teachers who also serve administrative jobs in New Taipei City". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/74323676074174429831.
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碩士中華大學
科技管理學系碩士班
101
The purpose of this study is to understand the working stress of elementary school teachers who also serve administrative jobs in New Taipei City and the correspondent strategies as facing the pressures as well as compare the differences of working stress and correspondent strategies among teachers under different backgrounds. The study adopted questionnaire survey of random samples aiming at elementary school teachers who also serve administrative jobs in New Taipei City. There were 550 questionnaires distributed to elementary schools in different administrative regions of New Taipei City, in which 522 questionnaires were collected and 480 of them were effective, accounting for 91.95% of questionnaires collected. The data obtained was tested by descriptive statistical analysis and ANOVA analysis and the results are shown as follows: 1.The elementary school teachers who serve also administrative jobs in New Taipei City feel medium level of working stress 2.The working stress of elementary school teachers who serve also administrative jobs in New Taipei City is biggest in term of “administrative loading”, followed by “pressure from superiors”, “internal conflict” and “professional knowledge”, while the “personal interaction” is the smallest one. 3.The elementary school teachers who serve also administrative jobs in New Taipei City highly agree with the correspondent strategies toward working stress. 4.Among the five dimensions of correspondent strategies toward working stress of the elementary school teachers who serve also administrative jobs in New Taipei City, “rational analysis” is the highest, followed by “deal zealously”, “emotion adjustment” and “seeking for help”, while the “Keep putting off and escape” stands in bottom. 5.Regarding different backgrounds of elementary school teachers who serve also administrative jobs in New Taipei City, there is significant difference on “administrative loading” in term of different genders, administrative seniority, service years, marriage status; there is significant difference on “pressure from superiors” in term of different administrative seniority, service years and administrative regions; and there is significant difference on “professional knowledge” in term of different administrative seniority, service years, education, positions, marriage status and administrative regions. 6.Regarding the correspondent strategies toward working stress of elementary school teachers who serve also administrative jobs in New Taipei City, there is significant difference on the agree level of “deal zealously” in term of different genders, ages, administrative seniority, education, positions, marriage status and classes scale, while there is significant difference on agree level of “rational analysis” in term of different ages, administrative seniority, service years, education, positions, marriage status and classes scale
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Smith, Mary Gale. "Theorizing practice/practicing theorizing: inquiries in global home economics education". Thesis, 1996. http://hdl.handle.net/2429/6192.
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Eight home economics teachers and I took up the invitation of Coulter (1993) to
explore the work of Mikhail Bakhtin as a way of making us more "wide awake" (Greene,
1978) and "answerable" (Clark & Holquist, 1984) for our teaching and researching
practices. The study involved learning from our own experiences inquiring into global
home economics education. We met as a group once a month, and I met periodically with
each teacher, for one semester. Using action research, conceptualized as grounded ethical
practice, the research methods were primarily dialogues as conversational inquiry, whereby
greater emphasis was given to listening and hearing than ocularcentric methods of gathering
data. The three research questions that guided the study related to learning from experience
in: the substantive area, in this case developing curriculum for a global perspective in home
economics; the action research process, in this case as a process to effect a specific
educational change; and the self or personal growth, in this case primarily professional
development (Reinharz, 1992).
This research report includes narrative and reflective accounts from three forms of
action research within the study: teachers cooperating with an outside researcher where the
researcher defines the topic and purpose of the research; teachers collaborating with a
researcher where the research is seen as mutually beneficial and the topics and purposes are
jointly defined; and teachers defining and conducting their own research independently or
in collaboration with one another. It captures the diversity and complexity of the teachers'
and the researcher's experiences and explores some of the struggles, the tensions, and the
inner turmoil associated with action research for educational change.
As a result of this research, we have become more consciously intentional in our
practices and more thoughtful and reflective of their consequences. The phrase theorizing
practice/practicing theorizing captures this notion as the teachers and I turned/retumed to the
ethical questions that hold us in education.
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Smith, Anthony. "Managing a British higher education institution with a mainly South African market : a case study". Thesis, 2008. http://hdl.handle.net/10500/1331.
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The research investigated the perspectives of the management team on strategies in managing a British college with a mainly South African market, namely Blake Hall College (BHC). The study aimed to identify teaching methods used at the college to be competitive in the distance education and higher education market. The approach was qualitative. Eight participants were purposefully selected and interviewed by means of an interview schedule that focused on management and teaching methods in particular. Information was also collected on quality assurance and cooperation between BHC and other higher education institutions. The results illustrated the influences of institutional growth and progress, maintenance, management structure and leadership, quality control, collaboration and communication. Regarding teaching methods, the advantages and disadvantages of distance education and face-to-face methods were illuminated. Participants also described a number of innovative teaching methods used. From the aforementioned, recommendations were made for surviving the competitive higher education market.Educational Studies
M.Ed (Educational Management)
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Velychko, Hanna. "Činnost ukrajinské emigrace v Poděbradech (1. polovina 20. století)". Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-341956.
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The thesis research is devoted to activities of the Ukrainian Husbandry Academy, which existed in Podiebrady during 1922-1935 and developed into the first Ukrainian Polytechnic, where youth from the different Ukrainian territories, belonging to Poland, Hungary, Romania, USSR could get free education. This academy became "an island of Ukrainian culture" in a foreign land. The paper reviews the formation of this unique high school and its periodization, as well as its successor - the Ukrainian Technical Husbandry Institute of correspondence education (1932-1945), which appeared in exile due to the financial support of Czechoslovak government and donations of Ukrainians around the world. The last chapter is devoted to UHA broad publishing activities and attemp to list its educational works, which have been found in the several Czech archives as the parts of raw archival funds. Some aspects of the thesis concern the little-studied UHA contribution to the formation of economic, polytechnic and agricultural terminology in the modern Ukrainian language, as well as its librarianship together with the information about the location of UHA library in the Czech Republic.
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Mitchell, Euan Wallace. "Making noises: contextualising the politics of Rorty’s neopragmatism to assess its sustainability". Thesis, 2005. https://vuir.vu.edu.au/1462/.
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This creative thesis is written in two parts: Volume 1 is a novel and Volume 2 is the accompanying exegesis which explains the process of contextualising a school of philosophy’s politics within the novel. These volumes combine to build a new window onto contemporary theoretical debate regarding the sustainability of so-called liberal democracy. Volume 1, the novel, provides a fictionalised account of federal government involvement with the popular music industry in Australia during the 1990s. The story is told from the point of view of a newcomer to a music industry organisation funded by the federal government called the ‘Oz Rock Foundation’. This organisation is run by a former federal politician who maintains close links with his political colleagues still in government. When the newcomer discovers a young Aboriginal prisoner with exceptional musical talents, the former politician seizes this opportunity to help launch the Oz Rock Foundation in the ‘Year of the Indigenous Person’. This venture, however, has unexpected consequences which emerge as the story develops. Volume 2, the exegesis, employs a narrative framework to explain the process by which an analysis of philosopher Richard Rorty’s version of neopragmatism fed into the creation of the novel. Political issues raised by neopragmatism are thematically linked to fictional contexts informed by the history of government experimentation with the Australian music industry. The process is guided by questions designed to assess whether a neopragmatic version of liberal democracy is sustainable in this form. The novel is further shaped by its attempt to extend a particular tradition, within the genre of the political novel, that contextualises themes related to ‘natural rights’ as the foundation of liberal democracy. The exegesis, in its discussion of issues raised by the completed novel, then draws on existing research into the sustainability of democracy in order to synthesise an overall perspective. NOTE: Due to copyright arrangements with the publisher of Making Noises, the text of the novel (Volume 1) is not available as part of the digital version of this thesis. The novel was published in November 2006 by OverDog Press (Melbourne, Australia). The ISBN is: 9780975797921
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Fourie, Maria Elizabeth. "Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief". Thesis, 2015. http://hdl.handle.net/10500/19163.
Pełny tekst źródłaStreszczenie:
Text in AfrikaansDie doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat as grondslag vir verdere wiskunde-onderrig kan dien. In die literatuurstudie is die verskillende wiskunde konsepte in diepte ondersoek. Daar is ook gefokus op die oordra van wiskunde konsepte aan jong leerders. Verder is daar in die literatuurstudie ondersoek ingestel na die doel, waardes, tipes, ontwikkeling van spel asook spel in die moderne era. Vir die empiriese ondersoek is 103 Graad R-leerders van ses verskillende skole betrek. Daar is gebruik gemaak van ʼn ewekansige steekproef by die skole wat bereid was om aan die studie deel te neem. Die ondersoek het plaasgevind deur die gebruik van die positivistiese kwantitatiewe navorsingsmetode. Daar is gebruik gemaak van vraelyste om te bepaal wat die bemeestering van wiskundige vaardighede by Graad R-leerders is. Gestruktureerde spel is as hulpmiddel gebruik vir die insameling van die navorsingsmateriaal. Die resultate is bekom deur die vraelyste statisties te verwerk. Daar is ook vraelyste aan die onderwysers gegee om meer agtergrond oor hulle onderrigmetodes asook die onderwysers se eie gevoel teenoor en kennis van wiskunde te bekom. Die navorsingsresultate bevestig dat die meerderheid van die Graad R-leerders oor ʼn goeie wiskundige grondslag beskik. Dus is daar deur die studie gevind dat dit belangrik is dat jong kinders baie moet speel om nuwe vaardighede aan te leer, maar ook die geleentheid moet hê om die vaardighede te beoefen.
The purpose of this research was to determine whether learners in Grade R mastered the necessary math skills through structured play that could serve as a basis for further mathematics training. In the literature various math concepts were studied in depth. The main focus was on the transfer of math concepts to young learners. The literature study further focussed on the purpose, values, and types of play, development of play and play in the modern era. An empirical study using random sampling was done using 103 Grade R learners from six different schools who were willing to participate in the study. The study was done using the positivism quantitative research methodology. Questionnaires were used to determine the mastery of mathematical skills by Grade R learners. Structured play was used as a tool to collect the research material. The results were obtained by processing the questionnaires statistically. Questionnaires were also completed by the teachers to confirm their background knowledge, teaching methods as well as to determine the teachers‟ own feelings towards and their knowledge of mathematics. The research results confirm that the majority of Grade R learners have obtained a good math foundation. The study also confirmed that it is important that young children need to play to learn new skills and must have the opportunity to practise the new skills.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)