A dissertação de mestrado analisa os artigos publicados a respeito do Comportamento Eleitoral no Brasil em periódicos científicos com impacto nacional. Para tal, discute os primeiros trabalhos publicados, datados do fim dos anos 50, até os dias atuais, em revistas nacionais de Qualis A1 e A2. O trabalho discute a evolução das teorias de explicação do voto na ciência política brasileira e tem como argumento principal que os estudos sobre o comportamento eleitoral foram cruciais para a construção da autonomia acadêmica da disciplina e a introdução e difusão do paradigma comportamentalista, ajudando a construir uma Ciência Política no Brasil que se preocupa com a análise empírica e a quantificação. Entretanto, as revistas que servem de plataforma para as publicações, os pesquisadores e seus vínculos institucionais mostram que há uma concentração dessa linha de pesquisa e da produção em instituições de pesquisa da região Sudeste. Também há uma concentração moderada no tipo de abordagem utilizada, pois predomina a explicação psicológica e, em segundo lugar, estudos de geografia eleitoral. Ao analisarmos o desenvolvimento teórico dos estudos publicados no formato artigo em revista, defendemos que a próxima etapa da construção da autonomia acadêmica da disciplina, pelo menos no que se refere à subárea de estudos de comportamento eleitoral, é a descentralização dos meios de produção científica – revistas, editoras, etc. – e a própria produção científica, assim como o aumento do pluralismo teórico e metodológico no estudo desse tema. / The master's thesis analyzes the articles published about the Voting Behavior in Brazil in scientific journals with national impact. As such, it discusses the first published works, dating from the late 50s until the present day, in national journals Qualis A1 and A2. The paper discusses the evolution of theories of vote explanation in Brazilian political science and its main argument is that the studies on voting behavior were crucial to the construction of the academic autonomy of discipline and the introduction and dissemination of the behaviorist paradigm, helping to build a political science in Brazil that cares about the empirical analysis and quantification. However, the magazines that serve as a platform for publications, researchers and their institutional links show that there is a concentration of such research and the production line at research institutions in the Southeast. There is also a moderate concentration in the type of approach used, as predominates the psychological explanation and, secondly, electoral geography studies. By analyzing the theoretical development of the studies published in article magazine format, it is argued that the next stage of construction of the academic autonomy of the subject, at least in regard to the subfield of electoral behavior studies is the decentralization of scientific production means - magazines, publishing houses, etc. - And the scientific production itself, as well as the increase of the theoretical and methodological pluralism in the study of this subject.

The number of American students with insufficient post-secondary mathematical abilities is increasing and the related rate of student attrition increases alongside the upsurge in college developmental programs. As a consequence, the demand for quality remedial mathematics classes is also growing. Institutions that place learners into remedial classes must also fund these same programs and are increasingly faced with disgruntled students, the appearance of having lower standards, and a demoralized faculty. The legal implications concerning placement and access have gone as far as litigation over student rights. The threat of performance based funding means that educational institutions are in need of demonstrably effective mathematical remediation techniques. This study examines the effect of pedagogical style for college-level remedial mathematics students and the effect of the chosen assessment method in determining student success. Specifically, this study explains student achievement for college students exposed to a pedagogical style from either the constructivist or behaviorist foundation as measured with short-answer, rote-knowledge questions and with long-answer, deductive-reasoning questions. Furthermore, consideration of student self-efficacy is investigated in order to account for any variation in instructional method. Ultimately, this study describes the effects of both instruction type and assessment method on the success of college-level remedial mathematics students. The findings in this study reveal quality teaching is of paramount importance in educating the remedial college student. Students from both methods, with instruction being performed with high fidelity, demonstrated statistically significant improvement over the semester. Moreover, the findings in this study further reveal that remedial students with strong reasons to succeed (combined with the quality teaching method) find success in the developmental mathematics classroom regardless of assessment method. In fact, though students tend to score higher on short-answer questions than extended-answer questions, the amount of improvement after a semester of quality teaching is nearly equal in question types under both instructional methods.

As online learning increases and classroom use of print textbooks are gradually replaced by web-based instruction, what features of online instruction prove beneficial to student learning? The present study has three purposes; (1) To examine the effects of conversion of textbook content to web-based instruction for an extant Internet search course. The researcher examined performance differences of an online textbook to web tutorial compared to a second version that included interactive features found in classroom instruction. (2) To investigate students perceptions of material that afforded high levels of learner control and compared responses to a more structured instructional module. (3) To document the design process used to convert textbook material to web-based instruction. GagnsÌ? Events of Instruction (1985) differentiated features for comparison and treatment online modules; one featured content-centered, the other learner-centered instructional strategies.

The focus of this study is a strategy for the creation of a teaching-learning culture in higher education that facilitates assessment as learning, in line with constructivist principles and congruent with the outcomes-based approach to teaching and learning. The rationale behind the study was based on the researcher's observation that the assessment practices of learning accompanists in the health sciences tend to be traditional and behaviourist in nature, while the official and dominant approach to teaching and learning is outcomes-based. A critical ethnographic process served as research method. A primary record was compiled from the investigation into the assessment practices of the learning accompanists in health sciences by means of direct observation during academic contact sessions with students, 15 (fifteen) semi-structured individual interviews and analysis of assessment documents. The 30 (thirty) participating students' experience of the assessment practices of their learning accompanists was explored by means of 3 (three) semi-structured focus group interviews as triangulation. The data was qualitatively analysed in collaboration with an experienced qualitative researcher as co-coder; and relevant relationships between concepts were emphasised. Literature (national and international) was continuously explored, interpreted and integrated with the empirical data for enrichment of the findings. The results were reduced to 12 (twelve) condensed statements that served as a basis for a theoretical framework. A conceptual framework, which explains the relationship between the central concepts, is visually presented and discussed. A strategy for a teaching-learning culture that facilitates assessment as learning was formulated on the basis of 7 (seven) goals and a tactical plan to achieve the stated goals. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.

The focus of this study is a strategy for the creation of a teaching-learning culture in higher education that facilitates assessment as learning, in line with constructivist principles and congruent with the outcomes-based approach to teaching and learning. The rationale behind the study was based on the researcher's observation that the assessment practices of learning accompanists in the health sciences tend to be traditional and behaviourist in nature, while the official and dominant approach to teaching and learning is outcomes-based. A critical ethnographic process served as research method. A primary record was compiled from the investigation into the assessment practices of the learning accompanists in health sciences by means of direct observation during academic contact sessions with students, 15 (fifteen) semi-structured individual interviews and analysis of assessment documents. The 30 (thirty) participating students' experience of the assessment practices of their learning accompanists was explored by means of 3 (three) semi-structured focus group interviews as triangulation. The data was qualitatively analysed in collaboration with an experienced qualitative researcher as co-coder; and relevant relationships between concepts were emphasised. Literature (national and international) was continuously explored, interpreted and integrated with the empirical data for enrichment of the findings. The results were reduced to 12 (twelve) condensed statements that served as a basis for a theoretical framework. A conceptual framework, which explains the relationship between the central concepts, is visually presented and discussed. A strategy for a teaching-learning culture that facilitates assessment as learning was formulated on the basis of 7 (seven) goals and a tactical plan to achieve the stated goals. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.

A dissertação de mestrado analisa os artigos publicados a respeito do Comportamento Eleitoral no Brasil em periódicos científicos com impacto nacional. Para tal, discute os primeiros trabalhos publicados, datados do fim dos anos 50, até os dias atuais, em revistas nacionais de Qualis A1 e A2. O trabalho discute a evolução das teorias de explicação do voto na ciência política brasileira e tem como argumento principal que os estudos sobre o comportamento eleitoral foram cruciais para a construção da autonomia acadêmica da disciplina e a introdução e difusão do paradigma comportamentalista, ajudando a construir uma Ciência Política no Brasil que se preocupa com a análise empírica e a quantificação. Entretanto, as revistas que servem de plataforma para as publicações, os pesquisadores e seus vínculos institucionais mostram que há uma concentração dessa linha de pesquisa e da produção em instituições de pesquisa da região Sudeste. Também há uma concentração moderada no tipo de abordagem utilizada, pois predomina a explicação psicológica e, em segundo lugar, estudos de geografia eleitoral. Ao analisarmos o desenvolvimento teórico dos estudos publicados no formato artigo em revista, defendemos que a próxima etapa da construção da autonomia acadêmica da disciplina, pelo menos no que se refere à subárea de estudos de comportamento eleitoral, é a descentralização dos meios de produção científica – revistas, editoras, etc. – e a própria produção científica, assim como o aumento do pluralismo teórico e metodológico no estudo desse tema. / The master's thesis analyzes the articles published about the Voting Behavior in Brazil in scientific journals with national impact. As such, it discusses the first published works, dating from the late 50s until the present day, in national journals Qualis A1 and A2. The paper discusses the evolution of theories of vote explanation in Brazilian political science and its main argument is that the studies on voting behavior were crucial to the construction of the academic autonomy of discipline and the introduction and dissemination of the behaviorist paradigm, helping to build a political science in Brazil that cares about the empirical analysis and quantification. However, the magazines that serve as a platform for publications, researchers and their institutional links show that there is a concentration of such research and the production line at research institutions in the Southeast. There is also a moderate concentration in the type of approach used, as predominates the psychological explanation and, secondly, electoral geography studies. By analyzing the theoretical development of the studies published in article magazine format, it is argued that the next stage of construction of the academic autonomy of the subject, at least in regard to the subfield of electoral behavior studies is the decentralization of scientific production means - magazines, publishing houses, etc. - And the scientific production itself, as well as the increase of the theoretical and methodological pluralism in the study of this subject.

A dissertação de mestrado analisa os artigos publicados a respeito do Comportamento Eleitoral no Brasil em periódicos científicos com impacto nacional. Para tal, discute os primeiros trabalhos publicados, datados do fim dos anos 50, até os dias atuais, em revistas nacionais de Qualis A1 e A2. O trabalho discute a evolução das teorias de explicação do voto na ciência política brasileira e tem como argumento principal que os estudos sobre o comportamento eleitoral foram cruciais para a construção da autonomia acadêmica da disciplina e a introdução e difusão do paradigma comportamentalista, ajudando a construir uma Ciência Política no Brasil que se preocupa com a análise empírica e a quantificação. Entretanto, as revistas que servem de plataforma para as publicações, os pesquisadores e seus vínculos institucionais mostram que há uma concentração dessa linha de pesquisa e da produção em instituições de pesquisa da região Sudeste. Também há uma concentração moderada no tipo de abordagem utilizada, pois predomina a explicação psicológica e, em segundo lugar, estudos de geografia eleitoral. Ao analisarmos o desenvolvimento teórico dos estudos publicados no formato artigo em revista, defendemos que a próxima etapa da construção da autonomia acadêmica da disciplina, pelo menos no que se refere à subárea de estudos de comportamento eleitoral, é a descentralização dos meios de produção científica – revistas, editoras, etc. – e a própria produção científica, assim como o aumento do pluralismo teórico e metodológico no estudo desse tema. / The master's thesis analyzes the articles published about the Voting Behavior in Brazil in scientific journals with national impact. As such, it discusses the first published works, dating from the late 50s until the present day, in national journals Qualis A1 and A2. The paper discusses the evolution of theories of vote explanation in Brazilian political science and its main argument is that the studies on voting behavior were crucial to the construction of the academic autonomy of discipline and the introduction and dissemination of the behaviorist paradigm, helping to build a political science in Brazil that cares about the empirical analysis and quantification. However, the magazines that serve as a platform for publications, researchers and their institutional links show that there is a concentration of such research and the production line at research institutions in the Southeast. There is also a moderate concentration in the type of approach used, as predominates the psychological explanation and, secondly, electoral geography studies. By analyzing the theoretical development of the studies published in article magazine format, it is argued that the next stage of construction of the academic autonomy of the subject, at least in regard to the subfield of electoral behavior studies is the decentralization of scientific production means - magazines, publishing houses, etc. - And the scientific production itself, as well as the increase of the theoretical and methodological pluralism in the study of this subject.

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Syfte och frågeställningar. Syftet med studien var att undersöka lärares och elevers syn på feedback i ämnet idrott och hälsa, samt om och i så fall hur denna feedback påverkar elevernas upplevda lärande. Detta skedde utifrån följande frågeställningar; Anser eleverna att feedback är viktigt för det upplevda lärandet i ämnet idrott och hälsa och hur tänker de kring detta? Anser lärarna i ämnet idrott och hälsa att feedback är viktigt för utvecklingen av elevernas lärande och hur tänker de kring detta? Har lärarna ett medvetet användande av feedback och uppfattar elever lärarnas feedback som konstruktiv och utvecklande? Använder lärarna formativ bedömning i sin undervisning och är det i så fall ett medvetet val? Metod. Detta är en kvalitativ studie med intervju som metod. Vid datainsamlingen genomfördes totalt åtta semistrukturerade intervjuer. Fem lärare med gedigen erfarenhet intervjuades enskilt samt tre elevgrupper bestående av totalt tolv elever. Urvalet skedde enligt bekvämlighetsprincipen. Vår teoretiska ansats grundar sig på tre lärandeteorier; sociokulturellt-, behavioristiskt- och konstruktivistiskt lärande. Vi har valt att använda grounded theory som analytiskt verktyg och teoretisk koppling till dessa teorier. Resultat. Studien visar att lärare och elever är överens om att nyttjandet av feedback är viktigt för att nå till upplevt lärande hos elever. Lärarna påstår sig ha ett medvetet, individ-, och situationsanpassat användande av feedback och detta speglar sig i att eleverna uppfattar lärarnas arbete med feedback som konstruktivt och framåtsträvande. Lärarna uppger att de känner sig trygga i användandet av formativ bedömning och att de litar på metodens funktionalitet men de efterlyser resurser för att kunna använda formativ bedömning i ökad utsträckning. Slutsats. Lärarfeedback tenderar att utmynna i en enkelriktad kommunikation och utgör således bara en bråkdel av lärandet som helhet i ämnet idrott och hälsa. Utöver att kunna ge feedback bör en skicklig lärare kunna skapa lärandemiljöer som även möjliggör för elevers lärande utifrån elevens egna erfarenheter och i samspel med andra elever. / Purpose and issues The purpose of this study was to investigate teachers' and students' view regarding the role of ‘feedback in physical education’ and if such feedback affects a person’s perceived learning. This study was based on the following questions: do students believe that feedback is important for their perceived learning in physical education and what are their thoughts about it? Do teachers of physical education believe that feedback is important for the development of student learning and what are their thoughts about it? Do teachers have a conscious use of feedback and do their students perceive such feedback as constructive and stimulating? Do teachers use formative assessment in their work and if so is that a deliberate choice? Method A qualitative method was used for data collection throughout this study. Eight semi-structured interviews were carried out; five teachers with extensive experience and three student groups consisting of a total of twelve students. The selection of who to interview was made according to the principle of convenience. Our theoretical approach is based on three learning theories; ‘sociocultural’, ‘behaviorist’ and ‘constructivist’ learning. We have chosen to use grounded theory as an analytical tool and theoretical links to these theories. Findings This study shows that teachers and students agree that the use of feedback is important to experience learning. The teachers claim to have a conscious, individual, and situational use of feedback and this is reflected in the students' understanding of the work of teachers with feedback as constructive and progressive. The teachers say they feel secure in the use of formative assessment and that they trust the method's functionality, but they call for resources to use formative assessment to a greater extent. Conclusion Teacher feedback tends to result in a one-way communication and thus represents only a fraction of the overall learning in physical education. Beside the ability of giving the right feedback, a skilled teacher should be able to create a learning environment that also allows for learning based on the student's own experience and in their interaction with other students.

The dissertation is focused on exploring the aspects of the Accelerated Christian Education curriculum that shows its individualized nature. The aim of the study was to explore individualized instruction from the view of the ACE program with a view of possible recommendation for use on a wider scale in Nigerian schools. This was considered because of the several lapses identified in the present Nigerian education program. The research explored other teaching and learning methodologies to establish commonality and assess if indeed the programs form of individualization is related to any existing form. Interviews were conducted to get the experiences of students and supervisors who are using the program. Recommendations were made for consideration to the users of the program on the strengths and weaknesses examined and suggestions for possible improvement given based on the responses of the research participants. / M. Ed. (Didactics)