abstract: The purpose of this qualitative study was to design and assess a dance pedagogy curriculum intended to cultivate private sector dance educators’ somatic perception. Research questions were framed to understand the nature of knowledge encouraged by the curriculum and each educator's experience of knowledge formation and application to each participant's pedagogical context. The study was conducted in four overlapping stages: 1) Philosophical inquiry, 2) Curricular design, 3) Limited case-study, and 4) Data analysis. The stages employed mix methodologies that included: action research, autobiographical reflection, ethnographic and phenomenological approaches. The limited case-study explored two private-sector dance educators’ experiences of the curriculum. Data collected during the limited case-study conducted with the dance educators revealed thematic clusters about the nature, cultivation, expression, and experience of somatic perception. The themes suggest that the nature of somatic perception reflects an individual educators’ lived experiences that shape values, movement patterns, and phrasing. The expression of somatic perception aligns with the individual educator’s narrative and was evident in patterns and phrasing of movement and learning. The cultivation of somatic perception is an ongoing process that requires active engagement to acquire, assimilate, and integrate the knowledge of content, context, self, and student. Finally, somatic perception manifested itself in each educator’s unique expression of confidence, empathy, creativity, and spontaneity resulting in skillful enactment of knowledge within an immediate pedagogical context. / Dissertation/Thesis / Masters Thesis Dance 2020

No description available.

Student motivation in medical education courses is essential for the development of life-long medical knowledge. Researchers have demonstrated that student learning in anatomy courses, fundamental to students' future medical learning, has suboptimal long-term outcomes. The purpose of this study was to investigate how medical students' motivation-related perceptions and course effort were different during the academic year through varied course content and elements of instruction. The study was guided by the MUSIC Model of Motivation theoretical framework and nested in the pragmatic paradigm. First-year medical students enrolled at a small, public allopathic medical school in the southeastern United States were surveyed and interviewed regarding their course perceptions. Quantitative data from 18 students and qualitative data from 14 students indicated that students' motivation-related perceptions and effort do vary over different course content and elements of instruction. Students consistently reported lower motivation-related perceptions and effort for prerecorded lectures, whereas they reported more positive motivation-related perceptions and effort for cadaver dissection. Results also indicated variability in motivation-related perceptions and effort among specific block content areas (e.g., musculoskeletal, cardiovascular, abdominopelvic). Study findings resulted in a variety of suggestions for course instructors on how anatomy course design and instructional practices could be intentionally adjusted in the interest of fostering student motivation and engagement. Implications for course design and instruction included general course guidance (e.g., clinical relevance, clear and broad understanding of course usefulness), prerecorded lecture recommendations (e.g., catalogued for easy reference, short and focused, effective use of visual and verbal elements), and cadaver lab instruction guidance (e.g., faculty and upper-level student engagement, student preparation expectations). / Doctor of Philosophy / The purpose of this study was to investigate how medical students' motivation-related perceptions and course effort were different during the academic year through varied course content and elements of instruction. The study was guided by the MUSIC Model of Motivation which is a resource course instructors can use to develop their courses in ways that support students' motivation and engagement. The MUSIC Model is an acronym (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) and each letter represents one of five categories of strategies that teachers can use to motivate students. Instructors who use strategies in these categories can improve student motivation which can help encourage students to engage in their learning. First-year medical students enrolled in an anatomy course at a small, public medical school in the southeastern United States were surveyed and interviewed regarding their perceptions of the anatomy course. Information gathered from this study indicated that students' motivation and engagement vary over different course content and elements of instruction. Students consistently reported lower motivation-related perceptions and effort for prerecorded lectures. Students reported more positive motivation-related perceptions and effort for cadaver dissection. Results also indicated unevenness in motivation-related perceptions and effort among specific block content areas (e.g., musculoskeletal, cardiovascular, abdominopelvic). This study offered a variety of suggestions for course instructors on how anatomy course design and instructional practices could be intentionally adjusted in the interest of fostering student motivation and engagement.

The purpose of this dissertation is first to provide an overview of professional competency development and teaching in veterinary education, and then to address the dearth of research in this area by examining students' motivational perceptions of their courses, how these perceptions compare and contrast across courses, and how their perceptions relate to their effort levels and course ratings. Professional competencies encompass cognitive, social, and personal resource skills such as interpersonal communication skills, collaboration, management, promotion of public health, lifelong learning, ethics, diversity competence, and adaptability to changing environments. The inclusion of professional competencies as a requisite portion of the veterinary curriculum has evolved substantially over the past 20 years. In this dissertation, two manuscripts are presented. The first (Chapter 2) is a literature review exploring the past 20 years of professional competency teaching and its development within, and inclusion into, the veterinary curriculum. The first manuscript concludes by describing recommendations from the literature for effective methods of inclusion of professional competencies into the veterinary curriculum. The second manuscript (Chapter 3) details a study conducted in a veterinary college with the aim of determining the extent to which students' motivational perceptions of their courses affect their effort and course ratings in veterinary courses. A second purpose of this study was to identify teaching strategies that can be used to improve the quality of teaching in professional competency courses. Results indicated that perceptions of empowerment, usefulness, and interest have the strongest relationship with effort and course ratings. Based on student responses to open-ended items, suggestions were made that instructors can use to improve student perceptions in their courses as a means to potentially increase student effort levels and overall course ratings. Together, these manuscripts contribute to current motivational theories and offer instructional design ideas to curriculum designers and educators who wish to improve students' motivation and engagement in professional competency development. / Doctor of Philosophy / The overall purpose of this dissertation was to explore student motivation within veterinary education with the goal of identifying ways to improve veterinary courses as well as students' willingness to put effort into their coursework. This study focused primarily on the teaching of professional competencies, which refers to skills in communication, collaboration, management, promotion of public health, lifelong learning, ethics, diversity competence, and adaptability to changing environments. The importance of mastering these skillsets has steadily increased in importance over the past two decades and continues to be an underdeveloped area of many veterinary curricula. There are two manuscripts included in this dissertation. Manuscript 1 (Chapter 2) is a literature review exploring the development of professional competency teaching over the past 20 years and its inclusion into the curriculum at most veterinary colleges. The first manuscript concludes by describing recommendations from the literature for effective methods of inclusion of professional competencies into the veterinary curriculum. Manuscript 2 (Chapter 3) details a study conducted in a veterinary college in which students were surveyed and asked about multiple aspects of their veterinary courses. The purpose of this study was to identify teaching strategies that can be used to improve the quality of teaching in professional competency courses, with the hope of improving students' motivation and effort levels as well. Together, these manuscripts contribute to current motivational theories and offer instructional design ideas to curriculum designers and educators who wish to improve students' motivation and engagement in professional competency development.

Made available in DSpace on 2016-08-10T11:21:36Z (GMT). No. of bitstreams: 1 MARCIA APARECIDA VIEIRA ANDRADE.pdf: 2704145 bytes, checksum: 9d7d137a07353f225d0032b7c8e811de (MD5) Previous issue date: 2011-08-12 / This paper is a study of the proposed curricular reorientation of Goiás, noting the design and teaching of history present in this. An analyse that follows theory of cultural history trying to approach teaching the history of reality for the students to have a significant learning this. Prioritizing the different readings of the world and the different local experiences, the learning process is a network built through these various knowledges. Within the historical perspective, the first chapter include a resumption of the curriculum guidance provided that education has become institutionalized in contemporary society. This overview is intended to contextualize and clarify the present situation. / Esse trabalho faz um estudo da proposta de reorientação curricular de Goiás, observando sua concepção de ensino e de história. Fazemos uma análise a partir da história cultural, buscando aproximar o ensino de história da realidade dos estudantes e obter uma aprendizagem significativa. Priorizamos as diferentes leituras de mundo e as diversas experiências locais, concebendo o processo de aprendizagem como uma rede construída por meio desses saberes diversos. Seguindo a perspectiva histórica, os primeiros capítulos compreendem uma retomada da orientação curricular desde que a educação passou a ser institucionalizada até a sociedade contemporânea. Este panorama tem o intuito de contextualizar e esclarecer a situação presente.

No description available.