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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.
Pełny tekst źródłaTitle 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.
Spalaris, George. "The Key Components of a Highly Effective Title I Reading Program". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2299.
Pełny tekst źródłaZavala, Frank Alcorta. "Principals' Perceptions of the Most Important Components in an Effective Principal Preparation Program". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/26.
Pełny tekst źródłaChen, 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.
Pełny tekst źródłaChaulk, 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.
Pełny tekst źródłaBliss, Kathyleen. "First-Year Teachers' Perceptions of Effective Induction Program Components". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1046.
Pełny tekst źródłaRoberts-Dahm, Louise Danielle. "Inclusive Higher Education and Employment: A Secondary Analysis of Program Components". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7012.
Pełny tekst źródłaDUNLAP, 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.
Pełny tekst źródłaMcCrumb, 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/.
Pełny tekst źródłaWilkerson, Stephanie. "Assessing the Parent Involvement Component of a Head Start Program". TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/982.
Pełny tekst źródłaThomas, 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.
Pełny tekst źródłaRoberts, George. "Usefulness of Field Experience Component of a Principal Preparation Program". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7503.
Pełny tekst źródłaMaricich, 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.
Pełny tekst źródłaCalifornia'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.
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.
Pełny tekst źródłaSolari-Vaccarezza, Sarah K. "Critical components of effective programs that offer alternative routes to certification". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2499.
Pełny tekst źródłaSpielman, 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.
Pełny tekst źródłaPh. D.
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.
Pełny tekst źródła
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.
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.
Pełny tekst źródłaLewis, 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.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains v, 310 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 169-189).
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.
Pełny tekst źródłaTitle from PDF title page (viewed on Aug. 11, 2009). "Department of Human Development." Includes bibliographical references (p. 62-66).
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.
Pełny tekst źródłaUpon 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.
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.
Pełny tekst źródłaHarris, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaWhipple, 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.
Pełny tekst źródłaWollie, 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.
Pełny tekst źródłaStrommen, 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.
Pełny tekst źródłaThomas, 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.
Pełny tekst źródłaCoskun, 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.
Pełny tekst źródłasuggestions 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.
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.
Pełny tekst źródłaTitle 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.
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.
Pełny tekst źródłaDepartment of Educational Leadership
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.
Pełny tekst źródłaBartlett, 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.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vi, 124 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
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/.
Pełny tekst źródłaTeeple, 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.
Pełny tekst źródłaSalli-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.
Pełny tekst źródłas 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.
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.
Pełny tekst źródłaCarlson, 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.
Pełny tekst źródłaKoehl, 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.
Pełny tekst źródłaTitle 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.
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.
Pełny tekst źródłaMogotsi, 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/.
Pełny tekst źródłaAl-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.
Pełny tekst źródłaBrady, 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.
Pełny tekst źródłaAdams, 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.
Pełny tekst źródłaWilliams, 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.
Pełny tekst źródłaGing, 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.
Pełny tekst źródłaCanbolat, Nilay. "Investigating Elt Instructors". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.
Pełny tekst źródłaperceived 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.
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.
Pełny tekst źródłaAntoniassi, Patrícia Vieira. "Projeto Vale Sonhar como componente do currículo do Estado de São Paulo : contextualização, limites e possibilidades". reponame:Repositório Institucional da UFABC, 2016.
Znajdź pełny tekst źródłaDissertação (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.
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.
Pełny tekst źródłaENGLISH 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.