Published Article / The article revisits the concept and phenomenon of human communication to show that it deserves to be part of a first-year undergraduate core curriculum which aims to further knowledge and advance learning. Conceptual analysis and critical and rational argumentation are employed. Teaching students about what human communication really is and, concomitantly, what it entails existentially as well as adopting the appropriate spirit, stance and method for authentic intercultural communication, could go a long way in equipping them to be critical thinkers, competent citizens, and compassionate human beings in the worlds in which they live.

Thesis advisor: Diana Pullin / In recent years, critical race theory (CRT) has garnered much attention in education scholarship as a way to examine the racialized practices that persist in U.S. schooling. This study was a grassroots attempt at using CRT as the theoretical framework to engage a group of administrators and teacher leaders at one urban school in inquiry-based discourse that focused on raising the educators' race consciousness and co-constructing an antiracist pedagogy. A combined method of action research and critical case study was used as the research methodology. This dissertation reports on three notable findings that surfaced from the study. One, the participants largely perceived racism an individual pathology, not as a system of privilege. Because the participants regarded themselves as educators who were committed to social justice, they were often deceived by their activism to recognize their own complicity in the perpetuation of racist ideologies in their practice. Two, despite the overwhelming criticisms against NCLB in scholarly literature, the participants at this low-income, racially-diverse, urban school were passionately in favor of the goals behind the statute. With the recent push toward the development of common core content standards through the Race to the Top program, increased dialogue regarding what knowledge should be considered "common" and "core" needs to occur in order to breach the impasse between the divergent curricular viewpoints held by all stakeholders. Three, although culturally relevant pedagogy is widely espoused and utilized in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the three-pronged elements of academic success, cultural competence, and sociopolitical consciousness. Findings revealed wide misconceptions and misuse of the theory that stemmed from teachers' cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice. ` All of these findings revealed issues of power, positionality, and privilege that were deeply entrenched in the policies and practices of the school, which suggested that greater collaboration between scholars and practitioners was necessary in order to engender ongoing critical self-reflection and reconceptualization of theories as viable pedagogical tools to begin the work of antiracism. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

As school accountability intensifies, school districts strive not only to prepare their students to meet the No Child Left Behind (NCLB) mandates, but also to prepare students for college and careers after high school. Understanding the necessary reading rigor to ensure academic success is key for educators. Although Texas opted not to adopt the Common Core Curriculum Standards and the accompanying Stretch Lexile measures for reading that require higher reading levels at each grade, Texas educators must still prepare students for academic success. This study determined how the use of more rigorous Lexile standards found in other states and associated with the Common Core Curriculum Standards would affect passing scores on Texas reading assessments in grades 6-8. The population for this study included three middle schools during the 2010 school year within one large suburban school district. State reading assessment data collected from these three schools included students' scores from grades 6, 7, and 8. A Chi-square Test for Independence determined that there was statistical significance for some groups of students in the accountability system: all students, Hispanic students, and economically disadvantaged students. Each of these groups was found to pass at a significantly lower rate when using the Stretch Lexile standard. Results were also examined in terms of political, economical, educational, and social policy implications. The policy implications discussed in this study are far-reaching for Texas educators and students, especially economically disadvantaged and Hispanic students. The higher standards can potentially trigger the school improvement process for campuses and districts failing to make NCLB's required adequate yearly progress. Additional expenses related to supplemental educational services, school choice, and professional development drain district Title I budgets due to mandatory set-aside amounts, disallowing funds for other student-centered programs. Implications for practitioners include clearly establishing intervention systems, adhering to a multi-tiered intervention system, and providing a screening tool for teachers so that progress monitoring can be accomplished for students as they move toward more rigorous reading expectations that will result in college and career preparedness.

Missing pages 28, 32. Thesis (Ed.M.)--Boston University

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-04-27Bitstream added on 2014-06-13T20:13:11Z : No. of bitstreams: 1 zaneti_jc_me_bauru.pdf: 676390 bytes, checksum: 3ad1789c795a36907da2032b4812af84 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação se insere na área de pesquisa em formação inicial de professores, investigando especificamente a licenciatura em Ciências Biológicas - modalidade que habilita para a atuação como professor(a) de ciências e biologia. O currículo que investigamos é fruto de uma reestruturação de 2004 que visava atender as Diretrizes Curriculares Nacionais para a formação de professores da Educação Básica. Esta legislação tem como uma de suas pretensões a superação do antigo modelo de organização curricular conhecido como 3+1, no qual a formação de professores figurava como complementação do bacharelado. Entendemos que a formulação do Projeto Pedagógico (PPP) para os cursos de licenciatura e bacharelado em Ciências Biológicas é, até então, orientada por um mesmo documento que, como discutido nesta dissertação, enfatiza a formação do bacharelado, em detrimento da licenciatura. Observamos que este documento não colabora para a superação da organização curricular 3+1. No ano de 2009 foram decretadas novas normas para os cursos de bacharelado em Ciências Biológicas que aparentemente desfazem a equivalência entre este e a licenciatura no mesmo curso. A forma como o professor entende a origem do conhecimento e o modo como esta compreensão influencia sua prática caracteriza o conceito de epistemologia do professor. Nossa crítica à formação de professores se encerra na necessidade do desenvolvimento de uma epistemologia adequada à identidade docente. É sobre este contexto que a presente pesquisa se assenta, ao investigarmos os documentos curriculares de um curso de licenciatura em Ciências Biológicas de uma Universidade Pública do interior do Estado de São Paulo, assumimos que existe uma relação entre currículo e epistemologia e, discutimos a influência... / The present work is inserted in the research area of teacher initial formation, investigating, specifically, the degree in Biological Sciences - modality that enables to work as science and biology teacher. The curriculum that the investigate is the result of a restructuring in 2004 which aimed to meet the National Curriculum Guidelines for Teacher Formation in Basic Education. This legislation has a one of its claims to overcome the old model of curriculum organization kwnow as 3+1, in which the formation o teachers was a complement of the bachelor. The formulation of the Political Pedagogical Project (PPP) for licentiate and bachelor of Biological Sciences so far is driven by the same document, as discussed in this thesis, emphasizes the formation of bachelor, rather than licentiate degree. We note that this document does not help to overcome the curriculum 3+1. In 2009 new rules were enacted for the bachelor of biological sciences that apparently undo the equivalence between this and the licentiate in the same course. The way of the teacher understands the origin of knowledge and how this understading influences their practice characterizes the concept of epistemology of the teacher. Our criticism of teacher training ends the need to develop an adequade epistemology of theacher identy. It is about this context that this research is based, by looking at the curriculum documents of a licentiate program in Biological Sciences of a public university in the state of Sao Paulo, we assume that there is a relationship between curriculum and epistemology, and discuss the influence the bachelor program still has on the licentiate. Our claim while seeking to identify the concept of professor that underlies the PPP and the curriculum plan was to... (Complete abstract click electronic access below)

Orientador: Renato Peixoto Dagnino / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-09T10:26:10Z (GMT). No. of bitstreams: 1 Fraga_LaisSilveira_M.pdf: 768686 bytes, checksum: 9445f9a61abc65e09783c03586f95c91 (MD5) Previous issue date: 2007 / Resumo: A necessidade de repensar o processo de formação nas engenharias tem sido ressaltada por autores que centram sua crítica na concentração dos currículos em aspectos técnicos em detrimento dos aspectos sociais e políticos. O que levaria engenheiros e engenheiras a atuar de forma limitada e, principalmente, alienada diante da complexidade das relações entre ciência, tecnologia e sociedade. Partindo desse entendimento, a pesquisa que originou este trabalho analisou o currículo do curso de graduação da Faculdade de Engenharia de Alimentos da UNICAMP (FEA) à luz do campo da Educação em Ciência, Tecnologia e Sociedade (CTS). Na primeira etapa, as disciplinas foram classificadas segundo uma taxonomia elaborada a partir de três critérios: ênfase nos aspectos técnicos, aplicabilidade do conteúdo e flexibilidade da disciplina. O que sugere a existência de quatro tipos de disciplina que foram denominados: básica, aplicada, múltiplos aspectos e fechada. A seguir, observou-se o modo como esses tipos de disciplina se distribuem ao longo do curso. Essa primeira etapa apontou que o currículo possui as seguintes características: tecnicista, fechado, com clara separação entre teoria e prática e com foco na indústria. A segunda etapa da pesquisa consistiu numa interpretação desse resultado à luz das críticas que a Educação CTS faz à educação tecnocientífica convencional. Foram utilizadas as contribuições de Gordillo e Galbarte (2002), que apresentam sete ¿visões distorcidas¿ presentes na educação convencional; de Gordillo, Osório e Lopéz Cerezo (2000), que apresentam cinco ¿dicotomias¿ nela presentes; e Dagnino (2006), que organiza sua crítica em quatro possíveis visões da tecnociência. As duas primeiras críticas permitem evidenciar que o currículo da FEA apresenta ¿visões distorcidas¿ e ¿dicotomias¿. A terceira mostra que ele está fortemente influenciado pela ¿concepção instrumentalista da tecnociência¿. A conclusão indica que as críticas feitas pela Educação CTS são pertinentes ao curso da FEA: que ele traz implícita uma visão neutra de tecnociência e que, por ter como foco a indústria, não é plural. O contraste do resultado alcançado com a idéia de onde se partiu, de que a ausência de uma formação humanística não prepara o engenheiro para a crítica do sistema socioeconômico e político em que está inserido, levou a outra conclusão: não parece que a introdução de humanidades no currículo seja capaz de torná-lo mais plural. Isto é, de proporcionar ao engenheiro a capacidade de conceber formas tecnológicas que atendam a outros atores que não os que formam a ¿indústria¿ (leia-se a empresa privada). Alavancar uma sociedade alternativa, baseada em outros valores, interesses e atores, exige do engenheiro(a) uma reflexão sobre o caráter da tecnociência e de sua relação de coorganização com as forças que estruturam a sociedade / Abstract: The necessity of rethinking the formation process in the engineering courses has been pointed out by authors that focus their criticism on the emphasis given on the curriculum to technical aspects compared to the social and political aspects. What would take engineers to act in a limited way and, mainly, alienated before the complexity of the relations between science, technology and society. Based on this understanding, the research that originated this project analyzed the curriculum of the undergraduate course from the Food Engineering Faculty of UNICAMP (FEA) enlighten by Science, Technology and Society Education field (STS). On the first stage, the disciplines were classified according to a taxonomy elaborated based on three criterions: emphasis on technical aspects, applicability of contents and disciplines flexibility. Which suggests the existence of four kinds of disciplines that were denominated: basic, applied multiple aspects and closed. After that, the way these kinds of discipline are distributed along the course was observed. This first stage indicated that the curriculum has the following characteristics: emphasis on technical aspects, closed, with clear segregation between theory and practice and focused in the industry. The second stage of the research consisted on an interpretation of these results enlighten by the criticism STS Education makes to conventional technoscientific education. For this propos we used contributions from Gordillo and Galbarte (2002), which bring seven ¿distorted visions¿ present in conventional education; from Gordillo, Osório and Lopéz Cerezo (2000), who present five ¿dichotomies¿ within this education; and Dagnino (2006), who organizes its criticism in four possible visions of technoscience. The two first criticisms make it evident that FEA's curriculum presents ¿distorted visions¿ and ¿dichotomies¿. The third shows that it is strongly influenced by the ¿instrumentalist conception of technoscience¿. The conclusion indicates that the criticism made by STS Education is pertinent to FEA's course: that it brings implied a neutral vision of technoscience and that, for being focused on industries, is not plural. The contrast of the results achieved with the initial idea, that the absence of a humanistic formation doesn't prepare the engineer to criticize the socioeconomic and political system in which he is inserted, led to another conclusion: it doesn't seem that the introduction of humanities in the curriculum is capable of making it plural. That is, making the engineer capable of conceiving technological forms that answer to the need of other actors besides the ¿industry¿ (meaning private companies). To stimulate an alternative society, based on other values, interests and actors, demands from the engineer a reflection on the character of technoscience and on its coorganizational relations with the forces that give structure to society / Mestrado / Mestre em Política Científica e Tecnológica

京都大学 / 新制・論文博士 / 博士(医学) / 乙第13461号 / 論医博第2248号 / 新制||医||1055(附属図書館) / (主査)教授 古川 壽亮, 教授 松村 由美, 教授 永井 洋士 / 学位規則第4条第2項該当 / Doctor of Medical Science / Kyoto University / DFAM

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This study was conducted to assess the implementation of the expanded core curriculum for learners with visual impairments in special schools in Zambia sub – Saharan Africa. A qualitative case study was used. The main instruments in data collection were face-to-face interviews, a focus group discussion, questionnaire and documents. Data was collected from 28 learners with visual impairments from Grade 5 to 12, 22 teachers from 3 selected special schools; 10 university students, 1 lecturer at university level; 2 college lecturers and 2 curriculum specialists. All the participants were sampled using the purposive sampling procedure. The study found that ECC was taught in segmented patterns without a curriculum guide and learners did not learn all the skills. Methodologies used in teacher training and at school level were inadequate. The main challenges were lack of clear curriculum on ECC, lack of time allocated for teaching ECC, non-availability of teaching and learning resources. The strategies to improve delivery of ECC included formulation of clear ECC and improvement in personnel preparation. The findings offer insight into the kind of ECC skills offered in schools and the challenges that hinder the full teaching of skills. In order to improve skills delivery, all stakeholders: teachers, trainers, curriculum specialists and parents, should collaborate. / Inclusive Education / D. Ed. (Inclusive Education)

The problem of this study was to determine training priorities as mandated by the Texas Legislature on the CORE Curriculum for Management and Leadership Development and their implications for Texas public school principals. Purposes of the study were to validate an instrument for assessing principals' training needs, to provide data for planning and delivering training for principals, to provide results to staff developers, and to develop a profile of similarities and differences in the perceptions of principals and their superordinates.