Дисертації з теми "Curricular Pathway"
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Thompson-Arjona, William G. "Curricular Optimization: Solving for the Optimal Student Success Pathway." UKnowledge, 2019. https://uknowledge.uky.edu/ece_etds/139.
Повний текст джерелаGriffin, Melinda Rose. "Curricular pathways to Algebra I in eighth grade." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154079.
Повний текст джерелаMoran, Renee Rice, Karen Keith, and Huili Hong. "One University’s Pathway to Implementation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/977.
Повний текст джерелаGower, D. M. "Pathways to understanding science." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377746.
Повний текст джерелаMoran, Renee Rice, Karen Keith, and Huili Hong. "One University's Pathway to a Change in Practice." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/986.
Повний текст джерелаTalley, Nancy Hoggard. "The effect of SAS curriculum pathways on student science achievement." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/talley/TalleyN0811.pdf.
Повний текст джерелаMoran, Renee Rice, and Stacey J. Fisher. "Photo-ethnography: A Pathway to Understanding One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3597.
Повний текст джерелаImbrenda, Jon-Philip. "For argument's sake: Building a pathway to college for urban adolescents." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/373054.
Повний текст джерелаPh.D.
Drawing on a sociocultural view of learning as acculturation into the distinct social language of academic communities, this study reports the developmental impacts of an intervention program designed to prepare students from a comprehensive urban high school for the rigors of college reading and writing. Statistical analysis of students’ pre-, mid- and post-test performances on a university writing placement exam demonstrates significant growth. Qualitative analysis of their formal and informal writing employing three semantic differential scales designed to measure reciprocity, indexicality, and intertextuality, however, illuminates how struggles to negotiate the terms of participation in an academic community of practice and students’ conceptual orientations toward written texts limited the extent to which students could fully master the social language of academic argumentation.
Temple University--Theses
Moran, Renee Rice, Karin J. Keith, and Huili Hong. "Using Performance Based Assessments with Pre-Service Teachers: One University’s Pathway to Implementation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3593.
Повний текст джерелаLamb, Richard Lawrence. "Review of the Efficacy of SAS Curriculum Pathways on Student Understanding in Chemistry." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-06032008-214734/.
Повний текст джерелаMoran, Renee Rice, Monica Billen, Huili Hong, Karin J. Keith, Audra Gray-Dowdy, and Stacey J. Fisher. "Participant-Driven Photo Elicitation: One Pathway to Understanding English Language Arts Common Core Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3603.
Повний текст джерелаKorzh, Alla. "Educational inequalities and Ukrainian orphans' future pathways| Social reproduction or transformation through the hidden curriculum?" Thesis, Teachers College, Columbia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590370.
Повний текст джерелаThis qualitative multi-site case study, situated in the context of Ukraine's post-Soviet political economy, examined how orphanage educators' expectations and beliefs about orphans' academic abilities and potential, curriculum, peer relationships, and education policy shaped orphans' post-secondary education decisions and trajectories. Examination of the educational experiences of orphans and children deprived of parental care shed light on socio-economic inequalities confronting these marginalized youth in and beyond state care. This dissertation is informed by critical theories of social and cultural reproduction that examine the relationship between schooling and socio-economic inequalities. I draw mainly on the concepts of the hidden curriculum and forms of capital (cultural, social, and economic).
Research conducted in Ukraine, primarily through quantitative surveys, tends to pathologize orphans and neglects to investigate how their secondary education experiences impact their trajectories post-institutionalization. This study, framed in qualitative methodology, was informed by observations of daily in- and out-of-classroom activities in two orphanages; in-depth, semi-structured interviews and focus groups with Grade 10 and 11 orphanage students, orphanage educators and administrators, and orphanage alumni; and document analysis. I focused on 81 orphanage youth and 41 educators as key participants embedded in the orphanage system.
My findings demonstrated that, despite some institutional changes, the ideologies, regimes, and cultures of Ukrainian orphanages still reflect the Soviet legacy of sequestered institutions providing substandard quality education. My examination of orphanage education revealed that many teachers, informed by genetic deficit ideology, communicated low expectations for student success and implemented an unchallenging curriculum characterized by watered-down teaching and learning materials, oversimplified assignments, canceled classes, and inflated grades. This study uncovered nuanced use of a hidden curriculum that ensured social reproduction and what I term a "transformative hidden curriculum" that fostered student success through art therapy, soft pedagogy, and hard caring.
Furthermore, this study shed light on factors that influenced orphans' complex post-secondary education decision-making processes, including peer pressure to attend vocational school; teacher-directed versus teacher-encouraged decisions; and informed, independent decisions largely thwarted by structural constraints. Lack of cultural and social capital significantly limited orphans' options and disenfranchised them in the labor market, thus perpetuating social reproduction in Ukrainian society.
Gilbert, Candace June. "Large-scale portfolio assessment: Pitfalls and pathways." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1524.
Повний текст джерелаRitchey, Alicia D. "Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/789.
Повний текст джерелаCounsel, Shelly, Lawerence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenburg, Meeteren Beth Dykstra Van, Sonia Yoshizawa, and Betty Zan. "STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways." Digital Commons @ East Tennessee State University, 2015. https://www.amzn.com/0807757497.
Повний текст джерелаhttps://dc.etsu.edu/etsu_books/1136/thumbnail.jpg
Hopper, Tacey Keller. "Parents, perceptions, passions, pathways, and patterns: Exploratory case studies of home education in the development of intellectually gifted individuals." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154092.
Повний текст джерелаSaddler, Derrick. "Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5571.
Повний текст джерелаShin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
Повний текст джерелаBoone, Robert. "EXPLORING THE IMPACT OF WORK-BASED LEARNING OPPORTUNITIES FROM THE STUDENT PERSPECTIVE: THE DEVELOPMENT OF CAREER PATHWAYS, WORKFORCE EXPECTATIONS, AND THE TRANSMISSION OF CULTURAL CAPITAL." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/64.
Повний текст джерелаKershaw, Lorraine H. "Journeys towards expertise in technology-supported teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1776.
Повний текст джерелаBeese, Elizabeth Brott. "A vision of the curriculum as student self-creation: A philosophy and a system to manage, record, and guide the process." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345336992.
Повний текст джерелаFebbo-Hunt, Maria. "The other side of the track curriculum tracking and the pathway to delinquency /." 2003. http://www.lib.ncsu.edu/theses/available/etd-04292003-203732/unrestricted/etd.pdf.
Повний текст джерелаTomé, Maria de Fátima Simão Mendes. "As TIC e a motivação escolar : um estudo numa turma de percursos curriculares alternativos." Master's thesis, 2012. http://hdl.handle.net/10400.14/13468.
Повний текст джерелаCom este trabalho pretende-se compreender se a utilização das Tecnologias da Informação e Comunicação, em contexto de sala de aula, contribui para a motivação dos alunos de uma turma de Percurso Curricular Alternativo. Do ponto de vista do enquadramento teórico, o trabalho centrou-se nas temáticas/conceitos de Necessidades Educativas (NE), Percurso Curricular Alternativo (PCA), Abando escolar, Insucesso escolar, Integração e inclusão, Motivação escolar, Teorias da aprendizagem e Tecnologias da Informação e Comunicação (TIC). Ao longo do trabalho procuramos compreender se o uso das TIC promove a motivação escolar de alunos de PCA, contribuindo assim para melhorar a sua aprendizagem. Ao mesmo tempo, procurámos compreender o modo como os alunos encaram as TIC. Para atingir esta finalidade adotamos uma metodologia de estudo de caso, optando-se por uma análise eminentemente qualitativa dos dados recolhidos. Como técnicas de recolha de dados recorremos à observação de aulas, pesquisa documental e entrevistas aos alunos da turma em estudo. Os resultados evidenciaram que os alunos de PCA preferem aulas onde são utilizadas as TIC, pois consideram-nas mais motivadoras e facilitadoras de aprendizagem. Esperamos que as conclusões obtidas contribuam para uma melhor compreensão do binómio TIC/Motivação em turmas com caraterísticas semelhantes à estudada.
Scanlon, Donna M. Babski. "Pathways of elementary school mathematics teachers seeking to improve their instruction through professional development." 2003. https://scholarworks.umass.edu/dissertations/AAI3078718.
Повний текст джерелаGomes, Ana Sofia Pereira. "Relatórios de Estágio e Monografia intitulada: Ensaios alternativos ao uso de animais, imposições legais e abordagens à luz do novo paradigma da Toxicologia preditiva." Master's thesis, 2017. http://hdl.handle.net/10316/83739.
Повний текст джерелаI Relatório de Estágio em Farmácia Comunitária: O presente relatório tem como objetivo descrever e avaliar o estágio curricular que frequentei em Farmácia Comunitária na Farmácia Moderna, em Aveiro. O seu desenvolvimento tomará a forma de uma análise SWOT. Análise que complementarei com alguns casos clínicos relevantes à minha aprendizagem. Abordarei as atividades desenvolvidas e as competências adquiridas, através de uma reflexão sobre os vários pontos fortes, fracos, oportunidades e ameaças. II Relatório de Estágio em Informação do Medicamento: O presente relatório tem como objetivo descrever e avaliar o estágio curricular que frequentei no Centro de Informação do Medicamento da Ordem dos Farmacêuticos. O seu desenvolvimento tomará a forma de uma análise SWOT, onde abordarei as atividades desenvolvidas e as competências adquiridas, através de uma reflexão sobre os vários pontos fortes, fracos, oportunidades e ameaças. III Monografia: Ensaios alternativos ao uso de animais, imposições legais e abordagens à luz do novo paradigma da Toxicologia preditiva: A área da Toxicologia, nomeadamente o seu campo associado à avaliação da segurança de produtos para uso humano, tem sofrido fortes alterações nos últimos anos. A utilização continuada de elevado número de animais, o custo elevado associado a processos morosos e a fiabilidade controversa de algumas extrapolações estão na base das pressões económicas, políticas e sociais que fomentaram essas alterações.Neste contexto, a toxicologia preditiva propõe uma abordagem mecanística como solução. Apresenta uma nova abordagem que aplica os avanços em disciplinas como a biologia molecular, genómica, proteómica, engenharia de tecidos, e bioinformática no desenvolvimento de novos métodos que suprimam ou reduzam o número de animais usados. Como exemplo, abordarei ensaios alternativos validados para a avaliação da corrosão e da irritação cutânea.
I Internship in Community Pharmacy: The aim of this report is to describe and evaluate the curricular internship I completed in the community pharmacy “Farmácia Moderna” in Aveiro. It will be presented as a SWOT Analysis, which I will complement with some clinical cases. I will address the activities developed and the skills acquired, through a reflection of the various strengths, weaknesses, opportunities and threats. II Internship in Drug Information: The aim of this report is to describe and evaluate the curricular internship I took in the Portuguese Pharmaceutical Society’s Drug Information Center. It will be presented as a SWOT Analysis, in which I will address the activities developed and the skills acquired, through a reflection of the various strengths, weaknesses, opportunities and threats. III Alternative methods to animal testing, legal impositions and approaches towards the new paradigm of predictive toxicology: The field of toxicology, namely the safety assessment of human use products, has suffered significant changes in the last few years. The continuous and intensive use of animals, the high cost associated with the time needed to generate data and questionable relevance of some extrapolations are in the basis of the economic, political and social pressures that led to those changes.With this in mind, predictive toxicology envisions a mechanistic approach as a solution. It is concerned with the development of a new non-animal testing approach that builds on recent advances on molecular sciences, genomics, proteomics, tissue engineering and bioinformatics and computational. As an example, I will address validated alternative methods for the assessment of skin corrosion and irritation.
Yang, Ya-Hui, and 楊雅惠. "Finding the needs and interests of children through the implementation of Early Childhood Education & Care Curriculum Framework—A pathway toward “Child-Centered” for a preschool teacher’s teaching." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/b8fke5.
Повний текст джерела國立臺灣師範大學
人類發展與家庭學系
106
The purpose of this study was to investigate how the teacher adjusted the way of guiding children into the theme-integrated curriculum by implementing the teaching philosophy of child-centered and reflective teaching. The participants in this study were 13 children, 7 boys and 6 girls, attending the senior class in the kindergarten. The 2.5 month- long action research of the theme-integrated curriculum was applied to the class. Data were collected primarily by means of picturing, recording, professional peer meetings, children’s drawing, reflection on teaching practice and for later analysis. Five of this findings are worth summarizing: 1. The teaching philosophy of child-centered can be achieved by the group of discussions and curriculum adjustments. Group discussions can help the teacher listen to the children and understand them when the teacher adjusts her way to lead the group of discussions, in order to follow the belief of respecting children. In addition, applying whole-class and small-group activities alternatively can make the teacher be more aware of the needs of children. 2. Children’s interests and needs can be summarized below: dramatic, creative, self-expressive, satisfied, sharing, and funny are six elements of children’s interests; future abilities, emotional support, the bridge of communication between children and the world, efficient time and opportunities for interactions are five parts of children’s needs. 3. The core value of child-centered curriculum is to pay attention to the needs of each child. The teacher will be aware of individual needs of every child while guiding them one by one and interacting with them during the process of different types of curriculum. 4. Both children’s and teacher’s voices should be taken into consideration in child-centered curriculum. The curriculum cannot be only followed what children say, the teacher’s professional consideration should be included. 5. Children are willing to learn and get improved under the instruction of the teacher with the philosophy of child-centeredness. Also, children tend to show how they get involved in the curriculum happily by their verbal or physical presentation. While this study has its limitations, it is hoped that it can serve as a basis for future study in child-centered action research.
Testa, Doris. "Silos to symphonies: social work and its contribution to student wellbeing programs within a Victorian Catholic School." Thesis, 2010. https://vuir.vu.edu.au/16068/.
Повний текст джерела