The study sets out to examine the underlying principles of and requirements for a structure for staff development in primary education within education authorities. The concept of staff development is introduced in Chapter One, followed in Chapter Two by a review of previous research published in the main during the last twenty-five years. Chapter Three proposes a process model of staff development. Within this is a description of one education authority's use of school self-evaluation materials written specifically to assist schools determine their own priorities for staff development. Alternative models of staff development are examined followed by an examination of the proposition against paradoxes derived from an analysis of needs of the individual, schools, education authorities and the political constraints operating within Scotland in the late 1980s. Chapter Four reviews historically the growth of a staff development structure within this authority based on such a model and describes the structure in action, the impact of the growth of the structure, and key factors in its development. Chapter Five is a short-term evaluation of the use of the school self-evaluation materials by schools in two pilot studies and issues are identified which should influence the operation of the proposition within authorities. In Chapter Six the structure is examined critically through the eyes of a parent, head teacher, teachers' union secretary and Minister of State for Scotland. Chapter Seven thereafter examines in detail six issues which are seen to be fundamental if developments are to progress into the 90s. The concluding chapter firstly examines the strengths, weaknesses and possible reasons for the structure to crumble. Thereafter, conclusions are reached which refer to: the characteristics of a necessary structure; the need for authorities to accept some diminution of power; partial autonomy of schools; the requirements for, purpose and benefits of school self-review; the need to involve the parent body and children; the development of critical communities and a new professionalism.

This qualitative study looked for barriers to curricular change in general education mathematics at a large public university (LPU) in the Western United States. The literature showed that a number of national organizations dealing in math education have recommended alternatives to the traditional algebra-intensive curriculum. LPU still relies predominantly on traditional College Algebra as its quantitative literacy (QL) course. With such an algebra-heavy emphasis, students may be missing more relevant and useful mathematics. In addition, the College Algebra course has a low success rate, which becomes a barrier to student retention and graduation. Interviews were conducted with 14 participants who included faculty, staff, and administrators. Analysis of the data showed 12 barriers that were grouped into four clusters: goals, control, quality, and communications. Finally, recommendations in each of the four clusters are offered for removing barriers, considering alternative curricula, and designing an intentional curriculum around QL learning outcomes.

Made available in DSpace on 2016-04-27T14:30:45Z (GMT). No. of bitstreams: 1 Sydnei Roberto Kempa.pdf: 1795126 bytes, checksum: 6b9649ef2402569851bd44bcd615ffc3 (MD5) Previous issue date: 2011-08-05 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study analyses the curriculum organization policies, in the context of the Education Department in the city of Matinhos, PR, from 2005 to 2009. The studies which are concerned to the curriculum are even more relevant to the understanding of the educational phenomenon, which has different aspects and is in constant evolution. The leitmotif of this work is the continuous change movement of the curriculum organization and its implications, mainly for the teachers. The basic question which guides this work is: How do teachers cope with the continuous changes in the curriculum organization? As a unique data source, and as the most involved professionals in the curriculum changing process, the teachers voices of sixteen teachers from the municipal education system have been listened to, through semi-structured interviews. The raw material of this study was constituted from the multidimensional perceptions emerged in the teachers testimonials. The preparation of the raw material for subsequent analysis was based on the Content Analysis by Bardin (1994). The construction of the analysis was based on the Critical Pedagogy. Authors involved with the curriculum field, as Apple, Sacristán, Perez Gómez, Lima, Ball, Popkewitz provided the data to understand how the most of the changings in the curriculum scope occur and how the teachers survive them. The results are the ascertainments of how the policies are implemented and the implications they produce / O presente estudo analisa as políticas de organização do currículo, no contexto da Secretaria de Educação do município de Matinhos-PR do ano de 2005 a 2009. Os estudos que envolvem o currículo são cada dia mais relevantes para compreender o fenômeno educacional que é multifacetado e está em contínuo movimento. O fio condutor deste trabalho é o movimento das contínuas mudanças de organização do currículo e suas implicações principalmente sobre os professores. A questão básica perseguida ao longo do trabalho é: Como os professores lidam com as contínuas mudanças de organização do currículo? Como fonte única de dados, e maiores implicados no processo de mudança do currículo, foram ouvidos os professores. Por meio de entrevista semiestruturada, dezesseis professores da rede municipal de educação de Matinhos-PR foram ouvidos. A matéria prima do estudo se constituiu das percepções multidimensionais traduzidas nos depoimentos desses professores. A preparação do material bruto para posterior análise se baseou na metodologia da Análise de Conteúdo de Bardin (1994). As construção das análises foram fundamentas na Pedagogia Crítica. Autores do campo do currículo, como Apple, Sacristan, Perez Gómez, Lima, Ball, Popkewitz forneceram os subsídios necessários para compreender como ocorrem muitas das mudanças no âmbito do currículo e como os professores sobrevivem a elas. Os resultados são constatações de como as políticas são implementadas e as conseqüências que produzem

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-30T13:45:50Z No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) / Made available in DSpace on 2018-08-30T13:45:50Z (GMT). No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) Previous issue date: 2009-12-22 / The main purpose of this work is to investigate the aspects that inscribe the teacherof the course , of the Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro - IFTM ? Campus Uberl?ndia, in an identity as educator - the question of the nomination, of the process of identification, the social conceptions or social representations - and as this reflects in its practical as a teacher. For this, we carry through the bibliographical research to analyze the conceptions of interdisciplinarity that there are in official educational documents, internal and external to the Institution. Such identification is necessary, to understand as the interdisciplinarity concept is inserted in the pedagogical action of the school, which is its paper and the challenges for the insertion of this practical meaning in Professional and Technological Teaching. For this, we delimit as reference landmark the processed educational reforms in the decade of 90 of century XX until the present. We adopt the documentary research, for analysis of cited documents previously, having for aiming the search of possibilities for the construction of practical curricular innovators, in a perspective directed toward the social change, approaching thematic in the space delineated for the chances and the ambivalences involve that them, looking for to understand its configuration and use in the theory contemporary, as well as its association to the concept of recontextualization in the analysis of politics and curricular texts. With analysis of the questionnaire and observation, we search to design a map to determine how the conceptions about interisciplinarity have been constructed in the thought and the practical one of the involved teachers in the research, to aim its real implantation, as curricular project, adopted, of conscientious and active form for the educational agents, who make the day by day the Institution. We could verify that, still, has a long way to cover, in the direction of deepening of the theoretical references that support the interdisciplinary practic, but that the identified possibilities and obstacles can lead the building of this ideal, if this, really, grow from of a conscientious choice by the part of all the involved ones in the process. / O principal objetivo deste trabalho ? investigar os aspectos que inscrevem o professor do curso T?cnico em Agropecu?ria, do Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro ? IFTM ? Campus Uberl?ndia, em uma identidade como educador ? a quest?o da nomea??o, do processo de identifica??o, das concep??es ou representa??es sociais ? e como isso se reflete em sua pr?tica docente. Para isso realizamos a pesquisa bibliogr?fica para analisar as concep??es de interdisciplinaridade presentes em documentos educacionais oficiais, internos e externos ? Institui??o. Tal identifica??o faz-se necess?ria, para compreender como o conceito de interdisciplinaridade se insere na a??o pedag?gica da escola, qual ? o seu papel e os desafios para a inser??o de sua pr?tica no Ensino Profissional e Tecnol?gico. Para isso, delimitamos como marco de refer?ncia as reformas educacionais processadas na d?cada de 90 do s?culo XX at? os dias de hoje. Adotamos a pesquisa documental, para an?lise dos documentos referidos anterio rmente, tendo por direcionamento a busca de possibilidades para a constru??o de pr?ticas curriculares inovadoras, numa perspectiva vo ltada para a mudan?a social, abordando a tem?tica no espa?o delineado pelas oportunidades e ambival?ncias que as envolvem, procurando entender sua configura??o e uso na teoria contempor?nea, bem como sua associa??o ao conceito de recontextualiza??o na an?lise de pol?ticas e textos curriculares. Com an?lise do question?rio e observa??o, buscamos tra?ar um mapa para determinar como as concep??es sobre interdisciplinaridade se constroem no pensamento e na pr?tica dos docentes envolvidos na pesquisa, com vistas a sua real implanta??o, como projeto curricular, adotado, de forma consciente e participativa pelos agentes educacionais, que fazem o dia a dia a Institui??o. Pudemos verificar que, ainda, h? um longo caminho a percorrer, no sentido de aprofundamento dos referenciais te?ricos que embasam a pr?tica interdisciplinar, mas que as possibilidades e obst?culos identificados podem conduzir a concretiza??o desse ideal, se este, realmente, partir de uma escolha consciente por parte de todos os envolvidos no processo.

The purpose of this study was to examine and document second language teachers' perceptions of their implementation of a meaning-making approach, known as the Acquisition Model, to second language instruction. Of particular focus were the concerns and strategies the second language teachers experienced when changing their pedagogical practice from mechanical to meaning making. The main research question, which guided this study, was: "What is the 'lived experience' of L2 teachers as they implement an innovative pedagogy to teach a second language?" The researcher addressed this research question through Max van Manen's (1990) six step phenomenological method, "Researching Lived Experience" and image-based research techniques (i.e., photo elicitation and reflexive photography). In addition, the researcher also created and applied an innovative data collection technique, which she called Collaborative Imagery. Findings from this study generated various implications in the areas of second language education, curricular change, teacher reflection, image-based research, and educational research.

Made available in DSpace on 2016-04-27T14:31:07Z (GMT). No. of bitstreams: 1 Renato Augusto dos Santos.pdf: 7672381 bytes, checksum: 877d36fee25a0fb728ec4829cc8a2cab (MD5) Previous issue date: 2013-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research document presents data on a curriculum change process developed to define common formation references to undergraduate courses of the same formative area in a private University. It aimed at identifying the aspects which characterize such processes, developed in order to foster positive results despite the challenge to acquiesce to the demands of official documents, the Institution s financial sustainability, and the improvement of academic formation processes. To unveil this research object, surveys were carried out in order to theoretically subsidize the construction of the research problem and of a theoretical framework on curriculum innovation, curriculum, subjects and their development process, environment, group, and educational management and to practically subsidize the process of understanding how the curriculum change process to be described and analyzed went about, as well as the identification of some of the obtained results and of the aspects which characterized the process. In the course of field data collection, it was possible to identify that the studied process was developed with the full participation of the IESP s internal Community and that the process steps were marked by moments of collective construction directed to the establishment of operational modes and guidelines which would guide changes compatible with the culture and the concrete conditions of the institution and to the establishment and/or maintenance of a favorable institutional environment to implement such changes. Positive results were identified with the development of the process in the data obtained from the documental analysis and the interviews with the course coordinators the research subjects. As a result of the analysis, it was possible to conclude that there are aspects of curriculum change processes that are configured as recommended to characterize them, which are a set of guiding principles to gauge the development of these processes regarding its general design, the understanding of what curriculum is, the way the research participants, the ones subject to change, are to be considered, and the aspects related to environment and group functionality , to educational management and to the manner in which the activities linked to the process of curriculum change are to be developed / O presente documento de pesquisa expressa dados sobre um processo de mudança curricular desenvolvido para a definição de referenciais formativos comuns a cursos de graduação de uma mesma área formativa, em uma universidade privada, dentre os quais se buscou identificar os aspectos que caracterizam processos dessa natureza, desenvolvidos com o intuito de favorecer a obtenção de resultados positivos diante do desafio de considerar o atendimento de demandas oficiais, a sustentabilidade financeira da Instituição e o aprimoramento acadêmico dos processos formativos. Para desvelar esse objeto de estudo, foram realizados levantamentos: no âmbito teórico, para subsidiar a construção do problema de pesquisa e de uma fundamentação teórica sobre inovação curricular, currículo, sujeito e seu processo de desenvolvimento, meio, grupo e gestão educacional; e em campo, para subsidiar o processo de compreensão de como se deu o processo de mudança curricular a ser descrito e analisado, bem como a identificação de alguns dos resultados obtidos e dos aspectos que caracterizaram o processo. No decorrer do levantamento de dados em campo, identificou-se que o processo estudado foi desenvolvido com a participação efetiva de sua comunidade interna, possuindo etapas marcadas por momentos de construção coletiva, na direção de serem estabelecidos modos operacionais e diretrizes norteadoras das mudanças compatíveis com a cultura e as condições concretas da Instituição e na direção de ser instaurado e/ou preservado um clima institucional favorável à realização de mudanças. Identificaram-se, também, resultados positivos obtidos com o desenvolvimento do processo, tanto nos dados produzidos com a análise documental, quanto nos apurados a partir das entrevistas com os coordenadores de curso sujeitos da pesquisa. Em decorrência dos dados consolidados com a realização da pesquisa, foi possível concluir que existem aspectos de processos de mudança curricular que se configuram como aconselháveis para caracterizá-los, que se constituem em um conjunto de referenciais norteadores para balizar o desenvolvimento desses processos, no que se refere: ao seu delineamento geral, ao entendimento do que venha a ser currículo, à forma de considerar os sujeitos participantes da mudança, aos aspectos relativos ao meio e ao funcionamento de grupos, à gestão educacional e à forma de se desenvolver as atividades vinculadas ao processo de mudança curricular

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-09-19T14:22:57Z No. of bitstreams: 1 2010 - M?rcia de Freitas Rosa.pdf: 8558207 bytes, checksum: 084652082b79dd99a23b5994dc3364e1 (MD5) / Made available in DSpace on 2018-09-19T14:22:57Z (GMT). No. of bitstreams: 1 2010 - M?rcia de Freitas Rosa.pdf: 8558207 bytes, checksum: 084652082b79dd99a23b5994dc3364e1 (MD5) Previous issue date: 2010-10-08 / In this work was studied the contribution of Good Agricultural and Manufacturing Practices in the acquisition of abilities proposed by the curriculum of the Agriculture and Livestock Technical Course and Agroindustry Technical Course of Federal Institute of Tri?ngulo Mineiro- Uberl?ndia Campus (IFTM-Uberl?ndia Campus). An interdisciplinary proposal was applied to the production of vegetables destined to the consumption in the sector of feeding and nutrition of the Institution. 20 students from the Agriculture Technical course and 17 from the Agroindustry Technical course from IFTM-Uberl?ndia Campus. It was used as the object of work for the pedagogical evaluation planting of lettuce, one in the conventional way and another with the application of Good Agricultural Practices. In the evaluation of the pedagogical process, the method of evaluation of individual attitude was used, constructing relative affirmative questions to the main phases of development of the steps that made this work (process and its controls and microbiological analyses). The evaluation tools contained affirmations referring to the concepts and necessary knowledge to understand the good stages that involve the process of the good practical. These were punctuated with a scale ranging from ?I disagree very much? to ?I agree very much?, with a total of seven points. These were applied in two different stages, being first the representative one of zero condition, which is, without any involvement with the activities of the project and second, after concluding the practical activities. For each plantation, 50 randomly harvested heads of lettuce were selected. The samples of each plantation (conventional and GAP) and each processing (conventional and GMP), after the collection, were transported to the laboratory of Food Microbiological Analyses of the IFTM- Uberl?ndia Campus, where Total and Fecal Coliforms were analyzed. The diagnostic tests on the knowledge in GAP and GMP presented average above 6 for the four evaluated groups, but there was an increase in the values of notes of the evaluations, after the applied training. However, the results did not present significant statistical differences between the groups, both in the first and in the second moment in relation to the knowledge level on GAP and GMP. This result can e justified, because the study had the limitation to a small sample. In the analysis of images of subjects at different stages of labor was observed cooperation and organization of the group leaders with the creation of better performance of the activities. The present work allowed the academic knowledge to the applied research. It was possible to follow the construction of the knowledge of the students and researcher, which was accomplished by means of the principles that support interdisciplinary practices, who contribute to the formation of citizens critical and participative. / Neste trabalho foi estudada a contribui??o das Boas Pr?ticas Agr?colas e de Fabrica??o na aquisi??o de compet?ncias propostas pelas matrizes curriculares dos Cursos T?cnicos em Agropecu?ria e Agroind?stria do Instituto Federal do Tri?ngulo Mineiro-Campus Uberl?ndia (IFTM-Campus Uberl?ndia). Foi utilizada uma proposta interdisciplinar aplicada ? produ??o de hortali?as folhosas destinada ao consumo no Setor de Alimenta??o e Nutri??o da Institui??o. Participaram da pesquisa 20 estudantes do Curso T?cnico em Agropecu?ria e 17 do Curso em Agroind?stria do IFTM-Campus Uberl?ndia. Utilizou-se como objeto de trabalho para a avalia??o pedag?gica o plantio de alface, sendo um na forma convencional e outro com a aplica??o das Boas Pr?ticas Agr?colas. Na avalia??o do processo pedag?gico, utilizou-se o m?todo de avalia??o de atitude do indiv?duo, construindo-se quest?es afirmativas relativos ?s principais fases de desenvolvimento das etapas que compuseram este trabalho (processo e seus controles e an?lises microbiol?gicas). Os instrumentos de avalia??o continham afirmativas referentes aos conceitos e conhecimentos necess?rios para compreender as etapas que envolvem o processo das boas pr?ticas. Estas foram pontuadas com uma escala variando entre o ?discordo muito? ao ?concordo muito?, com um total de sete pontos. Esses foram aplicados em duas etapas diferentes, sendo a primeira representativa da condi??o zero, ou seja, sem qualquer envolvimento com as atividades do projeto e a segunda, ap?s concluir as atividades pr?ticas. Utilizou-se ainda, an?lise das imagens dos sujeitos nas diferentes etapas do trabalho. Para cada plantio foram selecionados 50 p?s de alface, colhidos aleatoriamente. As amostras de cada plantio (convencional e BPA) e cada processamento (convencional e BPF), ap?s a coleta, foram transportadas para o Laborat?rio de An?lises Microbiol?gicas de Alimentos do IFTM-Campus Uberl?ndia, onde foram realizadas as an?lises de Coliformes a 35?C e Coliformes a 45?C. Os testes diagn?sticos sobre os conhecimentos em BPA e BPF apresentaram notas m?dias superiores a 6 para os quatro grupos avaliados, houve um aumento nos valores das notas das avalia??es, ap?s o treinamento aplicado. Entretanto, os resultados n?o demonstraram diferen?as estat?sticas significativas entre os grupos, tanto no primeiro quanto no segundo momento em rela??o ao n?vel de conhecimento sobre BPA e BPF. Esse resultado pode ser justificado, uma vez que o estudo teve a limita??o quanto ao pequeno tamanho da amostra. Na an?lise das imagens dos sujeitos nas diferentes etapas do trabalho foi observada a coopera??o e a organiza??o do grupo com a cria??o de lideres melhorando o desempenho das suas atividades. O presente trabalho permitiu vincular o conhecimento acad?mico ? pesquisa aplicada. Foi poss?vel acompanhar a constru??o do conhecimento por parte dos estudantes e pesquisador, que se efetivou por meio dos princ?pios que embasam a pr?tica interdisciplinar, os quais contribuem para a forma??o de cidad?os cr?ticos e participativos.

<p>  </p> <p>Faculty are the primary designers and implementers of engineering curricula within the U.S. higher education system. This places them in a unique position to respond to decades of national calls for curricular change in undergraduate engineering education. Individual and institutional faculty efforts to respond to these calls are inevitably influenced by faculty ontologies of curricular change – in other words, what faculty understand curricular change to be. By ‘ontology,’ I mean what is or what they perceive as what is. Ontologies are agentic, meaning that ontological assumptions shape how faculty envision their own roles and thereby influence the sorts of curricular change actions they envision and legitimize for themselves.</p> <p>Faculty ontologies of curricular change and their roles therein are complex roles within complex phenomena. By interrogating these ontologies, I make-visible the ways faculty might view – and thereby shape – the curricular worlds they and their students inhabit. To use a theatrical analogy: how do faculty stage their narratives of curricular change – what kinds of worlds do they set up in their stories? What kinds of interactions do they allow within that world? What kinds of characters do they cast themselves and others as playing?</p> <p>To investigate faculty ontologies of curricular change, I analyzed the narratives they told about several curricular change projects they had been personally involved with. I gathered narrative data by conducting recurring interviews with six faculty narrators. I deconstructed the resulting narrative data corpus using a postmodern approach focused on tensions and contradictions. The resulting analysis generated four distinct and interrelated ontologies for curricular change. These four ontologies are presented as a starting point rather than an exhaustive catalogue, since infinitely many ontologies could be generated. Each of the four ontologies created for this work portrays faculty roles in curricular change in relation to both curriculum and students. Creating multiple ontologies then enabled me to show how the interaction of multiple ontologies can create insights that are not apparent from each ontology alone. Among other things, the interactions of all four ontologies form a complex portrait of faculty as learners who are always unmaking and remaking themselves in the context of curricular change.</p> <p>By constructing a collective memory of faculty ontologies, I work to interrogate and disrupt current conceptions of roles and relationships in curricular change. These ontologies, and the methods developed to pursue and play with them, serve as tools for “cutting meaning loose” and “keep[ing] difference… at play” (Jackson & Mazzei, 2012, p. 70-71). In turn, these tools open up a wider space of new ideas and possibilities for courses, pedagogies, and cultures to be expressed, evaluated, and legitimized.</p>

The implementation of curriculum change, and innovative pedagogical theory, can help educators and administrators in higher education further the learning gains of students in the sciences. But the introduction of new methods of teaching, or curricular restructuring, can be interpreted by students differently, potentially affecting students' emotional states as well as their relationships with peers. To support not only the learning of students, but also their emotional and social well-being, pedagogical and curricular theory should be enacted in ways that take into consideration the full scope of the student experience. In this dissertation, the implementation of curriculum and pedagogical theory, and the effects of the usage of active learning methods, are examined through student learning gains as well as through any reported social and emotional affects. In the first chapter we examine the history and realization of the integration of clinical and biomedical sciences in the field of predoctoral dental education. In the second chapter, the effects of early experiential learning opportunities are examined via students' progression to clinical competence and students’ self-reported confidence in a predoctoral dental program. In the third chapter, we consider and review how curricular change may affect students' emotional states, their relationships with peers, and if the concept of stereotype threat played any role in the complication observed. Lastly, in chapter four we explore how active learning may benefit, or hinder, the learning of students in an undergraduate anatomy course with social anxiety in a virtual learning environment. Throughout this dissertation, we seek to promote student learning through the use of educational best practices and consider how curriculum and pedagogical changes might also affect the feelings and emotional states of students, for the purpose of building a considerate and effective educational environment.