Twenty subjects were audio and video taped during their exercise leadership examination. The tapes were used to code the interactions that occurred between the exercise leaders and the participants in the simulated cardiac rehabilitation exercise session using an interaction analysis system developed specifically for this physical activity setting group. The system identified interactions that could occur during the warm-up, stimulus, and cool-down phases of the session. The tapes were coded using the Datamyte 801 Observational Recorder. The phases of the sessions were coded individually. A frequency count was made as the interaction categories occurred. The frequencies were converted into rates of interaction (f•min⁻¹) for comparison. The mean rates of interaction were low for the phases and overall (warm-up= .38/min; stimulus= .59/min; cool-down= .29/min; total= .46/min). The individual subject's rates of interaction were all less than 1 interaction per minute (minimum= .28/min; maximum= .72/min). Related t-tests across category facets between phases showed the instruction and explanation facets in the warm-up phase differed significantly from the same facets in the stimulus phase. The compliance facet differed significantly in the stimulus phase from the compliance facet in the other two phases. The monitor facet in the stimulus phase differed significantly from the monitor facet in the cool-down phase. There was no significant differences across facets between the warm-up and cool-down phases. Higher rates of interaction occurred more frequently in the stimulus phase. The coding showed the differences in the interactions of the exercise leaders in the different phases in the simulated exercise session. The low rates of interaction suggest that the exercise leaders may have been reactive to the specific examination situation in which these data were collected. / M.S.

Previous research has shown that female students participate less often than male students in the interactions of the college classroom. Research findings also have suggested that women students interact less because some teachers differentially treat men and women students. Particular findings have indicated that women college students initiate fewer interactions only in classes taught by men, whereas, other findings have shown lessened interaction only in classes taught by women. Still other results have revealed essentially no difference between men and women students in the numbers and types of interactions in which they engage. This qualitative study examined (a) differential treatment by teachers based on gender, (b) differential behavior by students based on gender, and (c) differential teaching methods. On-site observations analyzing student-teacher interaction for 16 classes during two summer school sessions and six classes during the fall semester at a small, private, liberal arts college showed no differences, overall, in male and female student behavior. No evidence was noted of general differential treatment of male and female students by male and female teachers. Additionally, female teachers were not observed to be more likely than male teachers to create a participatory climate for all students. / Master of Arts

This exploratory study examined the nature of the relationships between two preschool teachers and four of the children in their care. Of particular interest was the influence of primary attachment models or mental representations of each individual, on the interactions between teachers and children. Data on the teacher-child interactions were gathered through classroom observations and in depth interviews. Parents of the children were interviewed to obtain information on the children's primary attachment models. Findings support the conclusion that early attachment models were influential in defining current teacher-child relationships. These findings have implications for the training of teachers and for further research. / Ph. D.

Thesis (M. Ed. (Education )) - Central University of Technology, Free State, 2014 / This study investigates mediation of learning in Grade 10 Business Studies. Mediation of learning is one of the roles that have to be fulfilled by educators in the teaching and learning situation. Learning theories that focus on teaching and learning provide insight about the study under investigation. Aspects such as teaching, learning, constructivism, mediation of learning, teaching strategies, teaching and learning through different learning theories and assessment for learning are dealt with. A qualitative research design is employed in this study. Data is gathered through observations of Grade 10 Business Studies lessons and questionnaires completed by Grade 10 Business Studies educators. Purposive sampling is used to sample the participants for this study. Ten schools in the Lejweleputswa district and ten Business Studies educators from these schools are sampled. Data is analysed qualitatively and emerging trends are reported on and interpreted. Observations in the study indicated that most Grade 10 Business Studies educators do not implement mediation of learning in their lesson presentations. Learners are mostly passive listeners in the classrooms. Most educators indicated that they implement mediation of learning in their lessons, although observations portrayed the opposite. Educators are in need of training to be successful mediators of learning. Conclusions and recommendations are made regarding mediation of learning in Grade 10 Business Studies classrooms.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

Interactions of children and adults in two child care groups were observed and examined. Each group was observed as a same-age multiple caregiver group and eight months later as a multi-age constant caregiver group. Twenty indicators were used to evaluate positive interactions. Analysis showed positive interactions occur in multi-age constant caregiver groups. Multi-age constant caregiver groups enhance the interest of caregivers in children and promote development and interaction of language between caregivers and peers. This study indicates a multi-age constant caregiver group is an alternative to meet the needs of young children by increasing and enhancing positive interactions with caregivers and peers.

This thesis is focused on assessing applications of educational contents and goals of the subject Art in the school for pupils with special educational needs. Firsly are characterized the Framework educational programme and School educational programme. Consequently is analyzed the content of School educational program at Elementary and Practical school Svítání, o.p.s. Through action research there are compared the contents of the above binding documents with reality of teaching in the school, which deals with the education of pupils with special educational needs. Action research was realized through video record, transcriptions and analysis of recorded lessons, evaluation of used forms and methods in teaching practice, suggestions and subsequent implementations of didactic art education project with pupils of this school. The work with Framework and School educational programme revealed that the School educational programme subjected to analysis is too focused only on art techniques and specific themes, almost disregards Framework educational programme and very limitedly works with curriculum or expected outcomes discussed herein. Teachers have just narrow space for motivation focused on actual topics and art work. Action research has shown that these specific and serious deficiencies of School...

Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers. / by Karline S. Prophete. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-22T12:11:47Z No. of bitstreams: 1 Adriano Gonçalves Felix.pdf: 2526600 bytes, checksum: 7a40584a748e0b738d4d4a6d201e8d86 (MD5) / Made available in DSpace on 2018-08-22T12:11:47Z (GMT). No. of bitstreams: 1 Adriano Gonçalves Felix.pdf: 2526600 bytes, checksum: 7a40584a748e0b738d4d4a6d201e8d86 (MD5) Previous issue date: 2018-07-30 / This research had as objective to analyze didactic procedures, that from the interaction teacher-student, contribute to the learning of the child. These pedagogical devices were developed and analyzed within a class of 4th Year of Elementary School, in a public school in Greater São Paulo. As theoretical references of the research, the concepts of Wallon and Freinet were used to understand the learning process and interpersonal relations of the class. This work took as an inspiration some of the pedagogical devices developed at Ponte's school in Portugal, based on the ideas of Freinet and Pacheco, its founder. As a research methodology, the following didactic procedures were developed: roaming diary, letters to the teacher, "I think good / I think bad" mural, assemblies, theater games, mural "I need help / I can help in ...", were applied during the academic year of 2017, together with a group of 25 students, by the teacher and researcher of this dissertation. In order to separate teacher from researcher, a flow chart of the activities was elaborated, and the analysis was done by sampling of documents and observations, and by categories. The results of the research indicated that the child learns more when he is heard and takes the classroom environment as his own. The relations between teacher-student and student-student improved after assemblies and murals, when everyone started to bring the conflicts and difficulties into the group and treat them as part of the context and therefore a problem of all of them. There was a democratization of the environment, in which everyone came to participate in the proposed situations and decisions of the group. The class also became more participatory in class and content, with fewer absences, forming help groups to study. The research concluded that a respectful relationship in teacher-student and pupil-student relations, and a democratization of the classroom environment, promote favorable results in the teaching-learning process for students and teachers. When the teacher is attentive to the affectivity that happens in the relations in the classroom, and is oriented to reflect for the planning of the didactic procedures until its execution, the scholastic performance of the students improves, as well as the performance of the teacher / Esta pesquisa teve por objetivo analisar procedimentos didáticos, que a partir da interação professor-aluno, contribuem para a aprendizagem da criança. Estes dispositivos pedagógicos foram desenvolvidos e analisados dentro de uma turma de 4º Ano do Ensino Fundamental, em uma escola pública da Grande São Paulo. Como referenciais teóricos da pesquisa, foram utilizadas as concepções de Wallon e Freinet para entender o processo de aprendizagem e relações interpessoais da turma. Este trabalho tomou como inspiração, alguns dos dispositivos pedagógicos desenvolvidos na escola da Ponte, em Portugal, a partir das ideias de Freinet e de Pacheco, seu fundador. Como metodologia da pesquisa, desenvolveu-se os seguintes procedimentos didáticos: diário de itinerância, cartas ao professor, mural “Acho bom/Acho ruim”, assembleias, jogos teatrais e mural “preciso de ajuda/posso ajudar em...”, que foram aplicados durante o ano letivo de 2017, junto a uma turma de 25 alunos, pelo professor e pesquisador desta dissertação. Para diferenciar o ato de professor do ato de pesquisador, foi elaborado um fluxograma das atividades, e a análise foi feita por amostragem de documentos e observações, e por categorias. Os resultados da pesquisa indicaram que a criança aprende mais quando é ouvida e toma o ambiente da sala de aula como seu. As relações entre professor-aluno e aluno-aluno melhoraram após as assembleias e os murais, quando todos passaram a trazer os conflitos e as dificuldades para dentro do grupo e tratá-los como parte do contexto e por isso, um problema de todos eles. Aconteceu uma democratização do ambiente, no qual todos passaram a participar das situações propostas e decisões do grupo. A turma tornou-se, também, mais participativa nas aulas e nos conteúdos, com menos ausências, formando grupos de ajuda para estudar. A pesquisa concluiu que uma convivência respeitosa nas relações professor-aluno e aluno-aluno, e uma democratização do ambiente da sala de aula promovem resultados favoráveis no processo ensino-aprendizagem para alunos e professores. Quando o professor se atenta na afetividade que acontece nas relações em sala de aula, e se orienta a refletir para o planejamento dos procedimentos didáticos até sua execução, o desempenho escolar dos alunos se aprimora, bem como a atuação do professor

江光榮. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 173-189) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Jiang Guangrong. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 173-189) / Zhong Ying wen zhai yao.