Thesis (Ed. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 105-121).

Detta arbete är ett resultat av en deskriptiv undersökning om lärares arbete i mångkulturell skola. Med utgångspunkt från arbetets syften och problemformulering formulerades enkätfrågor som besvarades av 29 lärare på tre skolor. Frågorna handlar främst om på vilka/vilket sätt lärare använder ett interkulturellt arbetssätt i undervisning och bedömning samt vilka problem och möjligheter verksamheten kan innebära. Resultatet visar att lärarna är väl medvetna om vad ett interkulturellt arbetssätt innebär. Samtliga lärare uppger att de i sin undervisning och bedömning av elever med annan bakgrund i något avseende anpassar verksamheten efter behoven även om metoderna varierar från person till person. Lärarna är överens om att arbetssättet innebär såväl problem som möjligheter. / This is the product of a descriptive study about teaching in multicultural schools. With regards to my purpose and leading question, aquestionnaire was distributed and answered by 29 teachers in three schools. The questions focused teachers' opinion on an intercultural teaching and its possibilities and problems. The results show that teachers are well aware of the meaning of an intercultural teaching. They claim that they in their teaching and assessment of students with different cultural backgrounds adjust their activities regarding the students needs, in different ways. The teachers all agrees that an intercultural teaching imply problems as well as possibilities.

nÃo hà / O trabalho de tese teve por objetivo avaliar a concepÃÃo de ensino, aprendizagem e prÃtica avaliativa, de professores de MatemÃtica, do Ensino MÃdio, de escolas da cidade de Fortaleza. No intuito de atingir o objetivo, partiu-se da perspectiva metodolÃgica de MORIN, pela qual o mÃtodo à um caminho a ser traÃado, à medida que a pesquisa se desenvolve. Utilizou-se a tÃcnica de amostragem e determinou-se a quantidade de 15 escolas, da rede pÃblica, e 10 escolas privada, que seriam pesquisadas, de um universo de 282 escolas. No entanto, o trabalho de pesquisa foi feito em 13 escolas particulares e 17 pÃblicas, sendo entrevistados, ao final, 57 professores de MatemÃtica, em efetivo exercÃcio profissional. Para a coleta de dados foi elaborado um roteiro de entrevista contendo 14 assertivas e 1 questÃo aberta. Para cada assertiva o entrevistado respondeu, inicialmente, à escala (concordo, concordo em parte, discordo) e, a seguir, justificou sua escolha externando sua opiniÃo de forma mais detalhada. Para o registro desse procedimento, usou-se um gravador de fita cassete. Cada entrevista foi gravada, em sua Ãntegra, e depois transcrita usando-se o editor de texto Word for Windows. A anÃlise dos dados foi feita em duas etapas: uma descriÃÃo das respostas por meio da EstatÃstica Descritiva, utilizando-se o programa Statistical Parckage of Social Sciences (SPSS) e uma elaboraÃÃo de categorias por meio do mÃtodo de reduÃÃo fenomenolÃgica de HUSSERL. As categorias finais â prÃtica tradicional de ensino, visÃo renovada de ensino, ensino deficitÃrio, aprendizagem deficiente, Ãnfase no trabalho do professor â direcionaram a anÃlise feita para caracterizar a concepÃÃo dos professores de MatemÃtica, do Ensino MÃdio, sobre ensino, aprendizagem e prÃtica avaliativa. Partindo-se da anÃlise, apontou-se que o professorado possui idÃias consolidadas advindas de suas vivÃncias e prÃticas profissionais, que, estando internalizadas, precisam ser operacionalizadas na prÃtica. Boa parte das idÃias, do professorado, converge para as determinaÃÃes legais expressas nos ParÃmetros Curriculares Nacional para o Ensino MÃdio. / This study has as its objective the evaluation the teaching, learning and assessment practices of mathematic teachers at Intermediate Level Schools in the city of Fortaleza. To attain this object the methodological perspective of MORIN was used. Morin insists that method is a route to be followed as the research develops. The sample was technically arrives at and it determined that 15 public schools and 10 private ones be used in the research from a universe of 282 schools. However, the study in fact covered 13 private schools and 17 public schools. Fifty seven mathematics teachers, currently teaching, were interviewed. The data was collected through interviews containing 14 closed questions and one open one. In each closed question the person being interviewed initially answered as follows on the scale: I agree, I agree in part, I disagree. This was followed by justifying his choice or opinion in more precise detail. All interviews were fully recorded on a tape recorder. Afterwards these recordings were transcribed and edited by the text editor Word for Windows. An analysis of the data was carried out in two stages: a description of the answers by means of Descriptive Statistics, using the program Statistical Package of Social Science (SPSS) and the elaboration into categories using the phenomenological method of reduction of Husserl. The final categories â traditional practice of teaching, renewed vision of teaching, deficient teaching, emphasis in the work of the teacher, - directed the analysis being carried out to characterize the conception of mathematic teachers at Intermediate Level regarding teaching, learning and academic assessment. The results showed that the teachers have consolidated ideas concerning their professional practice that when internalized need to be put into operation in practice. A considerable part of the teachers ideas are in accordance wit the legal determinations expresses in National Curriculum Parameters for Intermediate Teaching.

Thesis (Ph. D.)--University of California, San Diego, 2002. / Vita. Includes bibliographical references (leaves 300-305).

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-10-19T20:13:02Z No. of bitstreams: 1 MARIA JOSÉ GRANDO ROVAI.pdf: 1455274 bytes, checksum: 04f8dd9ff99e59351cf9cb66686b56d2 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-10-19T21:30:49Z (GMT) No. of bitstreams: 1 MARIA JOSÉ GRANDO ROVAI.pdf: 1455274 bytes, checksum: 04f8dd9ff99e59351cf9cb66686b56d2 (MD5) / Made available in DSpace on 2015-10-19T21:30:49Z (GMT). No. of bitstreams: 1 MARIA JOSÉ GRANDO ROVAI.pdf: 1455274 bytes, checksum: 04f8dd9ff99e59351cf9cb66686b56d2 (MD5) / O Centro Estadual de Educação Técnológica Paula Souza desenvolveu e implantou a Organização Curricular da Habilitação Profissional de Técnico em Administração nas modalidades presencial e a distância. A partir da investigação da autopercepção dos egressos desse curso, buscou-se identificar se todas as competências previstas na Organização Curricular das duas modalidades foram apreendidas e as diferenças significativas de competências em cada modalidade. Para tanto, foi realizada pesquisa quantitativa utilizando o método de levantamento survey por meio de questionários com 8 perguntas fechadas aplicadas a técnicos em administração recém-formados, obtendo-se 1 943 respondentes. A análise das respostas foi realizada por meio de análise descritiva, fatorial e teste de hipóteses (teste t), utilizando-se o software SPSS. Nessa análise, as 47 competências foram expressas em sete fatores denominados: Finanças e tributos, Gestão de pessoas, Gestão e estratégias, Marketing e empreendedorismo, Metodologia, Pessoais e Produção e Logística. Verificou-se que todas as competências de cada fator têm alta aderência (cargas fatoriais > 0,6). A análise fatorial foi adequada ao conjunto de dados, como observado nos testes de Bartlett e de Cronbach, o que demonstra a confiabilidade dos dados obtidos. Por meio da análise de resultados, verificou-se que na autopercepção dos egressos houve desenvolvimento de todas as competências. As médias de todos os fatores na modalidade presencial apresentaram diferença não significativa, a maior, em relação às médias dos fatores da modalidade à distância, denotando que a Habilitação Profissional Técnica em Administração está atingindo os objetivos de formação nas duas modalidades de educação. / The Centro Estadual de Educação Técnológica Paula Souza (State Centre of Tecnicalogical Education Paula Souza) has developed and implemented the curriculum Organization of professional qualification for Technician in Administration in both face-to-face and distance modalities. The investigation of the self-perception of the graduates of this course, sought to identify whether all the competencies of the curriculum organization in both modes have been developed and if there are significant differences in the development of skills in each mode. For both modes was carried out a quantitative research using the method survey through questionnaires with 8 close-ended questions applied to new graduate in Administration technicians obtaining 1943 respondents. The analysis of the responses was carried out by means of descriptive analysis, factorial and what-if analysis (t test), using the SPSS software. In this analysis, the 47 competencies were expressed in seven factors denominated: Tax and Financial, Personnel management, Management and Strategies, Marketing and Entrepreneurship, Personal, Methodological Approach and Production and Logistics. It was found that all the competencies of each factor have firmer grip (0.6 factorials loads). The factor analysis was adequate to the dataset, as observed in the tests of Bartlett and Cronbach's alpha, which demonstrates the reliability of the data obtained. Through the analysis of results, it was found that the graduates have the self-perception of the development of all skills. The averages of all the factors in the face-to-face mode showed no significant difference, the largest, compared to averages of factors of distance mode, denoting that the Technical professional qualification in administration is reaching the goals of training in two modes of education.

The aim of my diploma thesis was to find out how teachers lead their pupils to self - assessment and how this effort relates to the type of their teaching style. The individual teaching styles, their suitability for pupils self-esteem, the particularities of individual development periods and the pupils self-evaluation in these developmental periods are characterized in the theoretical part. The practical part contains a case study, which describes the teaching styles of ten elementary school teachers and their influence on pupils' self-assessment. For the research task I used the data processing via observation and interviewing methods. Another method used in my research is the action teacher research, which helped me to find out my own teaching style and the level of self-esteem students are able to achieve in the 5th grade. The results of the research point to the influence of teacher's teaching style on self-assessment of pupils. Teachers focusing on the facilitating or liberal teaching style really lead pupils to the ability of self- assessment. Fifth-grade pupils who have not been lead to self-assessement since the first grade are not able to self-assess on the level of upper secondary school age.

Attention Deficit Hyperactivity Disorder (ADHD), an intellectual impairment, generally characterised by inattentiveness and impulsivity has become prevalent in South African schools. ADHD learners require support from within the classroom to accommodate their academic and behavioural needs. A quantitative research was undertaken to determine the impact of an educator's knowledge of ADHD on teaching support strategies. An educator's ADHD knowledge is based on their understanding of the diagnosis, causes, symptoms and management of ADHD as well as the effect that ADHD has on a learner's classroom skills. Data was obtained from responses to questionnaires from randomly selected respondents within randomly selected government secondary schools in the Umlazi District of Kwa-Zulu Natal. The data was descriptively analysed to conclude that the level of ADHD knowledge possessed by educators impact on the appropriateness of their teaching strategies. There is a need to impart knowledge regarding learning barriers to educators, to ensure the efficacy of teaching strategies. / Inclusive Education / M. Ed. (Inclusive Education)

This study investigated the relationship between student ratings of teaching and the mindfulness attributes of teaching assistants in freshmen courses consisting mostly of discussion. Regression analyses were run to determine whether teaching assistant data (n = 19), related to their teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns, were predictive of student ratings of teaching assistants' combined scores on three concatenated Likert-scale evaluation items--the teaching assistant is kind and respectful of me, is patient with my questions, and is receptive to my questions. As modeled, there was no significant relationship between these teaching assistant characteristics and the components that were examined. A subset of the population (n = 6), participated in follow-up interviews. A comparative and interpretative analysis of the interview data followed, which examined the teaching assistant narratives using the following variables as filters--teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns--in addition to the metacognitive constructs of Knowledge of Cognition and Regulation of Cognition. Overall, the interview component of the study found that teaching assistants who could better articulate their teaching processes and instructional goals reported purposefully engaging in the internal and external dialogic processes of instruction. Moreover, interview analysis suggests that teaching assistant evaluations were a poor means of assessing instructional skills, aptitude, or performance. In addition, while the tools used in this study, the Five Facet Mindfulness Questionnaire, the Mindfulness Process Questionnaire, the Self-Compassion, Scale, the Teacher's Sense of Efficacy, and the Teacher's Concerns Checklist, might reliably assess attributes of good instructors, they do not appear to capture the whole essence of one's instructional narrative. Whether it is through interviews, or intricate scenarios, instructional evaluation, especially when its purpose is to improve instruction, should have a qualitative and reflective component. / text

Attention Deficit Hyperactivity Disorder (ADHD), an intellectual impairment, generally characterised by inattentiveness and impulsivity has become prevalent in South African schools. ADHD learners require support from within the classroom to accommodate their academic and behavioural needs. A quantitative research was undertaken to determine the impact of an educator's knowledge of ADHD on teaching support strategies. An educator's ADHD knowledge is based on their understanding of the diagnosis, causes, symptoms and management of ADHD as well as the effect that ADHD has on a learner's classroom skills. Data was obtained from responses to questionnaires from randomly selected respondents within randomly selected government secondary schools in the Umlazi District of Kwa-Zulu Natal. The data was descriptively analysed to conclude that the level of ADHD knowledge possessed by educators impact on the appropriateness of their teaching strategies. There is a need to impart knowledge regarding learning barriers to educators, to ensure the efficacy of teaching strategies. / Inclusive Education / M. Ed. (Inclusive Education)

Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig den verschiedenen Formen des E-Assessments, mit deren Hilfe Sie Ihren Studierenden mehr Feedback ermöglichen und Ihre Lehre so verbessern können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.:Grußwort 3 Grundlagen des E-Assessments 4 Gute Gründe für das E-Assessment 6 Elektronische Tests 7 Trend: E-Klausuren 15 Live-Abstimmungen in der Vorlesung 21 E-Portfolio 29 Studentische Medienprodukte 37 Trend: Peer-Assessment 45 Unterstützung, Services, Kontakt 51