Conteúdo, Intencionalidade E Prática Docente [Content, Intentionality And Teaching Practices], 2011 Sacred Heart University
Conteúdo, Intencionalidade E Prática Docente [Content, Intentionality And Teaching Practices], Karl M. Lorenz
Karl M Lorenz
O trabalho explora a relação entre a prática docente e as fontes de conteúdos acadêmicos e pedagógicos, especificamente o livro didático. Central a essa discussão é a premissa que os compêndios escolares do passado possam oferecer-nos uma ideia da atuação do professor em sala de aula. Através da analise do seus conteúdos pode-se inferir certos comportamentos pedagógicos do professor. Características dos livro escolares, tais como a natureza e organização dos conteúdos de saber; a presença e localização de quadros, tabelas, figuras, ilustrações, problemas e exercícios na obra; o estilo narrativo do texto, as representações sociais de ideias importantes, e as ...
O Debate Ciências Versus Humanidades No Século Xix: Reflexões Sobre O Ensino De Ciências No Collegio De Pedro Ii [The Science Vs. Humanities Debate In The Xix Century: Reflections On The Teaching Of The Sciences In The College Pedro Ii], 2011 Sacred Heart University
O Debate Ciências Versus Humanidades No Século Xix: Reflexões Sobre O Ensino De Ciências No Collegio De Pedro Ii [The Science Vs. Humanities Debate In The Xix Century: Reflections On The Teaching Of The Sciences In The College Pedro Ii], Karl M. Lorenz, Ariclê Vechia
Karl M Lorenz
O trabalho analisa a organização e a composição dos estudos do Colégio Pedro II no âmbito dos debates travado na Europa e nas Américas sobre a importância dos estudos humanísticos e científicos, durante o século XIX, em decorrência do desenvolvimento cientifico e tecnológico. Apresenta algumas reflexões sobre o ensino de Ciências no referido colégio e aponta que essa instituição seguiu a tendência verificada no ensino de países europeus, notadamente na França.
The chapter analyzes the changes in the organization and composition of the program of studies of the College Pedro II during the XIX century. The discussion of the changes ...
A Case Study: Participation Motives Of Strength And Conditioning Training For College Students, 2011 Marshall University
A Case Study: Participation Motives Of Strength And Conditioning Training For College Students, Jennifer Y. Mak, Siu Yin Cheung
Management Faculty Research
The aim of this study was to investigate the participation motives of college students taking part in strength and conditioning training. The subjects were four university students. Observations, interviews and documents were utilized as the primary sources of data collection. The data were analyzed using number checking and triangulation techniques. The findings were organized into the following sections: need recognition, and belonging and affection motives. The participants’ needs to work out included losing weight, keeping fit, staying in shape, securing physical appearance, releasing stress, and establishing healthy lifestyles. The most important motive for them to work out was spending time ...
The Promotion Of 'Character' And Its Relationship To Retention In Higher Education, 2011 Australian Catholic University
The Promotion Of 'Character' And Its Relationship To Retention In Higher Education, Karen Diane Noble, Robyn Henderson
Faculty of Education and Arts Publications
With transition to university a strong focus across most higher education institutions, undergraduate teacher education programs have been increasingly scrutinised regarding their (in)ability to adequately prepare students for the challenging social contexts that they will meet. As a result, there has been a burgeoning of approaches which initiate beginning students. In the Education Faculty of a regional Australian university, the FYI (First Year Infusion/For Your Information) Program attempts to build capacity among pre-service students in a supportive learning community. In an intentionally created context, the program provides a Learning Circle approach to student support. Through consciously infusing the ...
Behind The Veil: Cultural Challenges And Opportunities For A New International Student Group, 2011 University of Dayton
Behind The Veil: Cultural Challenges And Opportunities For A New International Student Group, Nasser Razek, Sandra C. Coyner
Counselor Education and Human Services Faculty Publications
The number of Saudi students studying in the United States quintupled from 3,035 students in 2005 to 15,810 students in 2010 due to a fully funded Saudi government scholarship (Open Doors, 2010). As students originating in a cultural background differing from the prevailing principles of their higher education institutions, Saudi students face several challenges. The cultural challenges are one of the most frequently apparent among these challenges (Constantine, Okazaki, & Utsey, 2004; Miller, 2002). Building upon the relationship between the cultural beliefs and student academic achievement, this study aimed at examining the cultural aspects of the increased presence of Saudi students ...
Using Real World Applications To Policy And Everyday Life To Teach Money And Banking, 2011 University of Richmond
Using Real World Applications To Policy And Everyday Life To Teach Money And Banking, Dean D. Croushore
Economics Faculty Publications
Teaching a course in money and banking can be simultaneously challenging and easy. It is challenging because teaching the course well often requires a fair amount of institutional knowledge, which an instructor may not have acquired in graduate school. However, it is easy because the course can be geared to the coverage of current events, so economic data releases and the state of the economy help the instructor develop a new course every semester and produce an interesting lecture every day.
There are many different ways to teach a course on money and banking. At most schools, the only prerequisite ...
Accountability Models For Alternative Schools, 2011 Louisiana State University and Agricultural and Mechanical College
Accountability Models For Alternative Schools, Belinda B. Brand
LSU Doctoral Dissertations
Using historical test data from the standardized testing program (LEAP, iLEAP) in the state of Louisiana, this sequential mixed methods study utilized hierarchical linear modeling (HLM) and a logistic regression method to test alternate measures of school performance (student achievement model, growth model, and transition to 9th grade) applied to alternative middle schools serving students who are academically behind. These schools are defined as those serving students who have not yet been able to transition to high school due to grade retention and are substantially older than their grade peers (Aron, 2003). The quantitative study sample included both students attending ...
Spiritual Development As A Component Of Holistic Development In Higher Education, 2011 Louisiana State University and Agricultural and Mechanical College
Spiritual Development As A Component Of Holistic Development In Higher Education, Mary Claire Gilder
LSU Master's Theses
The purpose of this study is to examine spirituality in terms of development among college students. A review of literature and best practices was conducted, and students were interviewed regarding their spiritual identities, their collegiate experiences, and the relationship between the two. The findings of this study show that college students value spirituality in multiple ways, although they are typically uncomfortable discussing spirituality and spiritual issues on campus.
Development Of Attitudes Of Children Toward Coastal Environment Themes Survey: Exploring Attitudes Of Louisiana Middle School Students, 2011 Louisiana State University and Agricultural and Mechanical College
Development Of Attitudes Of Children Toward Coastal Environment Themes Survey: Exploring Attitudes Of Louisiana Middle School Students, Rebecca Mary Jones
LSU Master's Theses
Louisiana’s coast is losing land due to erosion at the startling rate of approximately 24 square miles per year (Lockwood & Gray, 2005). Coastal erosion has serious implications for human safety and Louisiana’s economy. There are many environmental education programs throughout coastal regions of the United States that educate school children about coastal issues. LSU Coastal Roots (CR) is one such program. Students at approximately 40 participating schools raise native plants in nurseries at their school and then travel to a restoration site to transplant their plants. The goal CR is to build an attitude of stewardship and awareness ...
Double Reading: Young Black Scholars Responding To Whiteness In A Community Literacy Program, 2011 Indiana University - Bloomington
Double Reading: Young Black Scholars Responding To Whiteness In A Community Literacy Program, Carter Power Stephanie, Kafi D. Kumasi
School of Information Sciences Faculty Research Publications
This paper examines how W.E.B. DuBois' concept of double consciousness influenced the interactions of 13 Black youth inside an after school Community Literacy Intervention Program (CLIP). Du Bois, a pre-eminent 20th century Black sociologist, used double consciousness as a lens to help explain social and psychological tensions that African Americans encounter while negotiating their identities in a societal context structured mainly upon dominant white cultural and linguistic norms and values. The authors provide a conceptual framework for understanding the interpretive processes that signify double consciousness which includes: surveying the context; assessing risks and identity consequences; articulating mainstream or ...
Benchmarks For Transition: Do St. Louis High Schools Promote Graduates That Can Make The Transition To Higher Education?, 2011 Loyola University Chicago
Benchmarks For Transition: Do St. Louis High Schools Promote Graduates That Can Make The Transition To Higher Education?, Kevin Harrman
Are St. Louis area high schools designed to create graduates that are prepared to enter schools of higher education, or are their graduation requirements structured such that graduates even qualify for entrance to higher education institutions? This study is geared towards answering this question and will do so by comparing two lines of inquiry. First this study will analyze four sets of three randomly picked area high schools (three sets designated by per capita income and one set of private catholic schools). Information will be gathered concerning graduation requirements and how many Advanced Placement and/or International Baccalaureate courses are ...
Politics And Pupils: How The Conflict Between The Washington Teachers' Union And The Fenty Administration Impacted Education Reform In The District Of Columbia, Maureen Therese Costello
Upon gaining mayoral control of DCPS on June 12, 2007, Mayor Fenty and Chancellor Rhee immediately challenged DCPS procedure and outspokenly called for increased accountability from all stakeholders. Washington's contemporary reform reveals that not only was teacher accountability an important component of reform policy in Mayor Fenty and Chancellor Rhee's educational ideology, it functioned as an essential standard. This document based analysis utilizes the WTU/DCPS teachers' contract, DCPS and WTU press releases, and the framework of the IMPACT/IMPACTplus performance-based pay system to examine the relationship between the WTU and the Fenty Administration amidst Chancellor Rhee's ...
Systemic Barriers To The Implementation Of International Education Policy: A Comparative Analysis Of The United States And France, Zephranie Buetow
This thesis will argue that systemic barriers hinder the implementation of international education laws designed to eliminate inequality. Discriminatory practices are frequently embedded in national views. These views present themselves in legislative choices despite the form of government. Further, embedded beliefs influence a nation's commitment or resistance to international human rights instruments. An analysis of state commitment and resistance to international education laws will serve as a guide for identifying and understanding the legislative barriers preventing the enactment of meaningful international education policy.
Analyses on this subject have been reductionist in nature. They have failed to sufficiently consider all ...
Constructing A "Good" Colonial Society: Representations Of Philippine Colonial Education At The 1887 Philippine Exposition In Madrid And The 1904 St. Louis World's Fair, 2011 Loyola University Chicago
Constructing A "Good" Colonial Society: Representations Of Philippine Colonial Education At The 1887 Philippine Exposition In Madrid And The 1904 St. Louis World's Fair, Erin Hardacker
World's fairs and expositions were major social, political, economic, and cultural events in the late nineteenth and early twentieth centuries. These events were places where colonial states could display their achievements in their colonies, as well as produce knowledge and organize people as part of / in aid of the colonial project. It is a generally agreed fact among historians that the colonial exhibits at world's fairs and expositions were often idealized representations, or even deliberate misrepresentations, of colonies and colonial projects. Examining world's fairs and expositions should shed light on how colonial states developed and displayed their ...
Projects Of Identity Creation In English Languate Textbooks Aimed At Adult Immigrants: 1900 And 2000, 2011 Loyola University Chicago
Projects Of Identity Creation In English Languate Textbooks Aimed At Adult Immigrants: 1900 And 2000, Steven Herbert Fehr
The purpose of this study is to investigate the temporal parallels and differences between adult immigrant education and latent identity projects intertwined with the textbooks being used in the classrooms. By analyzing a sample of textbooks from both the turn of the 20th and 21st century I attempt to find both similarities and differences between these two time periods. These two periods are similar in that they are when the largest number of immigrants arrived in America, but in many ways (global context, technology, and political environment) they are also very different. How the American educational system responded to these ...
Indigenous Intercultural Universities In Latin America: Interpreting Interculturalism In Mexico And Bolivia, 2011 Loyola University Chicago
Indigenous Intercultural Universities In Latin America: Interpreting Interculturalism In Mexico And Bolivia, Luciano Pedota
The newly created Indigenous Intercultural Universities in Latin America challenge the conventional conception of universities and their "universal" quality. Such universities seek to decolonize knowledge by generating knowledge that is relevant to the communities in which they are located. These intentions, however, do not necessarily exclude the knowledge and research methods imparted by long-established Western universities. Instead, they have been conceived as Intercultural institutions designed to train indigenous community leaders capable of hybridizing or carrying out a "dialogue of knowledges"(Mato, 2007) and research methods of what are ultimately two different, and often times, opposing and contentious paradigms, one stemming ...
Principals Attitudes Toward Inclusion In Dubai Public Schools: Where Do They Stand?, 2011 Loyola University Chicago
Principals Attitudes Toward Inclusion In Dubai Public Schools: Where Do They Stand?, Fouzia Usman
Inclusion in the UAE has been a concern for many over the years and lately, has gained the attention at national level. Through this study, the researcher confines the research within Dubai only and looks forward to the responses and expects that the results will be used as a guideline to enhance special education services in a fast developing city such as Dubai.
This study discusses the purpose of the study, available literature and research conducted on the topic, sample population, instrumentation, and procedure and data analysis techniques to carry out the research. Based on that, primary research questions are ...
Global Influences And Resistance Within: Inclusive Practices And South Africa's Apartheid Government, 2011 Loyola University Chicago
Global Influences And Resistance Within: Inclusive Practices And South Africa's Apartheid Government, Jean Marie Fagin
South Africa's racially segregating apartheid government officially lasted for over forty years, from 1948 to 1994. Black South Africans were the victims of established oppression resulting in poverty, poor health care, and limited educational opportunities. Black South Africans with disabilities faced even greater exclusion from society due to their physical and cognitive challenges. Education for black students was neither compulsory nor free, and few black students with disabilities received services.
During the apartheid regime (1948-1994), disability issues were being address globally. The United Nations issued declarations, conventions, and a programme of action devoted to people with disabilities. In the ...
Effects Of Sexual Assault Education On College Students' Rape-Supportive Attitudes, 2011 University of Northern Iowa
Effects Of Sexual Assault Education On College Students' Rape-Supportive Attitudes, Jessica Ann Ueland
Honors Program Theses
Few studies have measured the effectiveness of sexual assault programming is in decreasing acceptance of rape myths. This study examined two research questions. First, would students in a class that included a sexual assault education component be more likely to demonstrate a change in degree of rape myth acceptance than students who were not in a class that included sexual assault education? Second, within the treatment group, would males demonstrate a larger change in rape myth acceptance than females? At the end of the course, the treatment group showed a significant decrease in rape myth acceptance; there was not a ...
An Historical Study Of Teaching Biology To Science-Illiterate Students In Eighteenth-Century France: Instructional Strategies Employed By Madame Du Coudray - Royal Midwifery Educator, 2011 Louisiana State University and Agricultural and Mechanical College
An Historical Study Of Teaching Biology To Science-Illiterate Students In Eighteenth-Century France: Instructional Strategies Employed By Madame Du Coudray - Royal Midwifery Educator, Trudy Lynn Gammill Witt
LSU Doctoral Dissertations
In August 1767 King Louis XV of France appointed Madame du Coudray, a 52-year-old midwife, to teach midwifery “throughout the whole extent of the Realm.” In so doing he acknowledged the “science and experience” and “high degree of perfection” that she had obtained in midwifery. Over the next 20 years Madame du Coudray traveled throughout France teaching midwifery to illiterate peasant women. It is estimated that she taught over 4,000 students. How did she teach midwifery to these women who had no previous experience with science? Could modern biology educators learn from her methods? This case study addressed these ...