Thèse (Ph. D.)--Université Laval, 2004. / Bibliogr.: f. [278]-297. Publié aussi en version électronique.

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed October 13, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

AN ABSTRACT OF THE DISSERTATION OF Sharon Angella Hayden, for the Doctor of Philosophy degree in Education, presented on July, 25th, 2011, at Southern Illinois University Carbondale. TITLE: ENABLING CURRICULA: THE DEVELOPMENT OF A TEACHING OBSERVATION PROTOCOL TO ADDRESS STUDENTS' DIVERSE LEARNINNG NEEDS MAJOR PROFESSORS: Dr. Grant R. Miller and Dr. D. John McIntyre Diverse learning needs are students' learning needs in areas such as language, learning styles, background, disabilities, technology skills, motivation, engagement, and access. Teacher candidates must be aware of and plan to meet these needs. The Universal Design for Learning (UDL) provides guidelines that can increase the level of student engagement and variety in materials and activities incorporated in a lesson, and will improve the extent to which teacher candidates meet students' diverse learning needs. This research incorporated design research and systematic observation methodologies and was informed by data from lesson observations collected with the proposed observation protocol. It also relied on data from a focus group discussion with cooperating teachers, email feedback from university supervisors, and document analysis of lesson plans and materials. Analysis of this data showed that teacher candidates' perceptions about diverse learning needs were informed by the school's curriculum, the subject area they taught, their experiences, and theories such as multiple intelligences. Their perceptions were modified during the study which also resulted in changes in the way they planned and taught their lessons. Participants found the proposed observation protocol to be both clear and useful. It is proposed that teacher candidates, cooperating teachers, and university supervisors should be informed about the Universal Design for Learning. It is expected that the observation protocol will be incorporated into methodology courses, as well as in teacher candidate conferences with university supervisors. It is also expected that future research will incorporate university supervisors and cooperating teachers in the implementation of the observation protocol. Future research is also expected to explore the possibility of developing a subject-specific observation protocol for use at the secondary level.

This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine whether they were able to translate the theoretical principles from their teacher preparation program into practice during their first year of teaching. It also examined the supporting and limiting contextual factors that affected translation both during their teacher preparation and in their first year of teaching. Multiple case study methodology was used to look closely at each case independently providing consistency through replication, while also allowing the ability to look across both cases to develop more powerful findings (Stake, 2006; Baxter & Jack, 2008; Yin, 2014). A conceptual frame was developed around translation, revisiting how it has been used in other fields of research in the past (Catford, 1974; Bassnett, 2013; Major & Cordey-Hayes, 2000; Holden & Von Kortzfleisch, 2004; Jacobson, Butterill & Goering, 2003; Davison, 2009; Straus, Tetroe, & Graham, 2009) and how it is currently being used as a metaphor in the field of education (Cook-Sather, 2001, 2006) to provide a lens into the intricacies and flexibility of the process of translation. Literature was reviewed to provide background into research that has looked closely at the impact teacher preparation programs have on the first year of teaching, and to provide background information into the conceptualization of the work undergirding the principles of CREATE. It is crucial for teacher preparation programs to follow their own graduates into their classrooms to gain a deeper understanding of what concepts, theories, and principles translated from university classrooms and field experiences to practice in first year teacher's classrooms, in order to make changes to their teacher education curriculum to prevent a breakdown of translation. This study offers insight into what supports and limits translation and offers suggestions for future research in the area of translation.

The high demand of novel peptide and peptidomimetics based on the amount of genomic and proteomic data need be matched by synthesis and screening. The design and synthesis of peptide and peptidomimetics are so important because the peptide and protein-protein interaction play a key role in molecule recognition and signaling. The modified peptides have better stability and pharmacokinetic properties which may be guided by rational design and molecular modeling. Now many organic and medicinal chemists have chosen peptide and peptidomimetics as potential drug candidates for many targets. In this dissertation, research efforts in design and synthesis of cyclic peptides with stabilized secondary structure have been investigated. Cyclization of linear peptides may restrict the number of available conformations which may improve the affinity attaching to the target. In this study, different beta turn linkers have been designed and synthesized to achieve more stable cyclic peptides with beta-sheet structures. Based on different beta turn linkers, analogs of cyclic peptides have been synthesized and screened. The structure activity relationships (SAR) of these cyclic peptide analogs have been studied. In chapter three, analogs of peptidomimetic inhibitors have been designed and synthesized. These peptide analogs are targetingHuman Rhinovirus (HRV) and Coronavirus (CoV) by inhibiting the cysteine protease. The docking and modeling studies have been shown. The structures of this kind of inhibitors include five fragments. The warhead provides the activity, which can covalently react with the thiol of cysteine protease and permanently eliminate its proteolytic activity. The warhead is linked to a peptide backbone including the other four parts that are designed to position the warhead where it can specially react with the critical thiol of the cysteine protease active site. The side chain of each amino acid has been optimized to achieve better solubility and permeability. We successfully synthesized some compounds with good potency.

This book contains more than 30 stories about the positive impact of SIM on individual students, teachers, schools, districts, and states.

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Magister Philosophiae - MPhil / This study deals with the evaluation research conducted to evaluate the Accounting curriculum of Asmara Commercial College (ACC), Eritrea. The purpose of the Accounting programme in this college is to train middle level skilled manpower to satisfy the dire shortages of Accounting personnel in the country. Accounting education in Eritrea seems to lag behind the rest of the world, particularly in curriculum administration and development aspects of the discipline.

This study examines the lived experience of teacher candidates through a professional inquiry process and the influence of that experience on their eventual teaching practice. Literature in this area typically follows teacher candidates and teachers through curriculum and instruction pedagogy coursework and then into the classroom to observe the incorporation of inquiry strategies and changes in disposition towards inquiry. This work fails to address a teacher candidate’s experience through their own personal open inquiry process and whether or not that experience transfers into their teaching practice. A nested case study approach - including both quantitative and qualitative data - were used to provide insight and build understanding towards the following questions: 1) What is the effect on a teacher candidate’s likelihood to employ an inquiry approach to science in their classroom following their own participation in an open-inquiry process during their teacher education? 2) How does participation in an inquiry process influence a developing teacher’s understanding of teaching and learning? Teacher candidates and teachers at varying stages of practice, completed a survey and three recently certified teachers were interviewed to explore the use of inquiry in their teaching. The evidence suggests a key component to affecting the incorporation of inquiry approaches into the classroom was that personal experience with inquiry served to unsettle held beliefs and led to a change in disposition towards inquiry. This study also explores the implications for the inclusion and importance of inquiry experiences early within teacher education programs. / Graduate

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