<p> This study focused on the development of specific aspect of beginning teacher Pedagogical Content Knowledge (PCK) in an Alternative Certification Program (ACP). Data was collected over a period of over two years and included lesson plans, interviews with the participants and their mentors as well as classroom observations and participant reflections. Four participants were purposefully selected to represent one cohort in the ACP. Individual profiles constructed for each case and the subsequent cross-case analysis revealed that the participants shifted their beliefs about students as learners and assessment based on the influence of the context under which they were developing at each point in time. These shifts, while dependent on their views of the context, were strongly influenced by their initial views as they relate to these aspects of PCK. Participants would resolve any conflict arising with new views presented to them in a subjective manner, prioritizing coherence with their prior knowledge on the specific aspect of PCK and with the other aspects of their PCK. These findings provide an alternative perspective on the nature of the shift in knowledge that occurs during teacher preparation and the initial years of teaching. It allows us to provide a different angle on the dynamics among PCK components based on the interaction among them as they develop over time. Moreover they allow us to see that this development is neither linear nor unidirectional. Additionally it shows us that teachers constantly revalue their views of students as learners and assessment based on the experiences provided by both their academic and professional context. </p>

Thesis (Ed.D.)--Boston University.

<p> The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents&rsquo; perceptions of their child&rsquo;s experience. The following research question framed this study: <i>What is the perceived impact of the Community Involvement Program?</i> </p><p> Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans? </p><p> This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming. </p><p> The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child&rsquo;s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.</p><p>

A necessary corollary of any progressive movement is research. In the United States business has become the chief corner-stone of our social and economic systems, and it is a recognized fact that every phase of the welfare of this nation has business implications. Since these effects are inescapable by society, and since business is so vital to the progress of our civilization, it is in the field of business education that we find one of the greatest needs for research.

Thesis--University of Toronto. / eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 122-123.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

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