Made available in DSpace on 2016-07-27T13:44:49Z (GMT). No. of bitstreams: 1 VALDIVINA ALVES FERREIRA.pdf: 1981827 bytes, checksum: b7eeb898b04c3075b7528e4391a095c5 (MD5) Previous issue date: 2013-09-10 / Esta pesquisa parte de uma compreensão ancorada na fundamentação teórica históricocultural, segundo a qual a escola é o lugar privilegiado da formação de conceitos científicos pelos estudantes, sendo esta a forma de aprendizagem que melhor contribui para o seu desenvolvimento como ser humano integral. O problema central que se buscou esclarecer foi o que o professor que ensina matemática nos anos iniciais do Ensino Fundamental pensa acerca da formação de conceitos matemáticos pelos alunos e, em particular, do conceito de quantidade. Para tanto abordou-se a formação de conceitos, particularmente do conceito matemático de quantidade, com interesse teórico e prático voltado ao professor que ensina matemática nos anos iniciais do ensino fundamental, nível de ensino que apresenta muitas insuficiências no ensino e na aprendizagem de matemática, expressas principalmente pelo baixo desempenho da maioria dos alunos nas várias avaliações escolares internas e externas. Pressupondo-se que um dos fatores que contribui para este problema está ligado à prática de ensino do professor e seu conhecimento sobre a formação de conceitos, as questões que se buscou esclarecer foram: que entendimento expressa o professor que ensina matemática nos anos iniciais do Ensino Fundamental acerca da formação de conceitos pelo aluno? E sobre o conceito de quantidade? Como essa compreensão influencia a sua prática pedagógica? Utilizando-se do referencial teórico da Teoria Histórico-Cultural e da Teoria do Ensino Desenvolvimental, a pesquisa teve como objetivos: analisar que entendimento os professores expressam sobre o processo de formação de conceitos pelos alunos e sobre o conceito matemático de quantidade ; analisar as relações entre as concepções expressas e a forma como os professores organizam e atuam no ensino; identificar os fatores do contexto escolar que influenciam no ensino e aprendizagem dos alunos. Para investigar o problema foram realizadas duas etapas envolvendo pesquisa bibliográfica e pesquisa de campo. A pesquisa bibliográfica abrangeu o período de 2002 a 2012, com foco na formação de conceitos matemáticos. A pesquisa de campo envolveu sete escolas municipais da zona urbana de Goiânia, tendo como sujeitos professores efetivos dos anos iniciais que se encontravam ensinando matemática. A coleta de dados incluiu entrevistas com os sujeitos e observações das aulas de matemática. Na análise dos dados foram adotadas as orientações de Bogdan & Biklen (1994) para a categorização e sistematização dos dados, delineando-se às seguintes categorias: o ensino para a formação de conceitos; o ensino do conceito de quantidade; a formação de conceitos e o conceito de quantidade: entendimento dos professores; concepção teórico-pedagógica dos professores; fatores que influenciam no ensino e aprendizagem da matemática. Os resultados obtidos revelam que: há um entendimento do processo de formação de conceitos intimamente relacionado à materialização da prática do professor; as ações de ensino permanecem voltadas ao conhecimento empírico; o ensino do conceito de quantidade como o conceito nuclear da matemática está ausente do entendimento do professor.

Made available in DSpace on 2016-07-27T13:54:51Z (GMT). No. of bitstreams: 1 NOLAR GLUSCZAK JR.pdf: 2450154 bytes, checksum: 3b72a84575c19b7a6f6a474ed4c5488f (MD5) Previous issue date: 2010-10-08 / This paper describes the development of a law degree and focuses on the legal ways of thinking internalized by graduates of the undergraduate course in law from a university in western Bahia. The proposed research was directed to the following questions: What modes of thinking and acting of their own right can be identified as internalized by graduating graduate of law? What elements of the sociocultural context are being appropriated by the students and can be associated with the development of thinking and legal action expressed by the students? These broad questions guided the development of research supported by the historical-cultural theory. The work of Vygotsky, recognized as the founder of this theory and his colleagues, particularly V. Davidov, were instrumental in finding a way to better understand these issues. We opted for qualitative research because it is considered currently the most relevant when it comes to the understanding of educational phenomena. We developed a case study that was the locus of law degree from Faculdade São Francisco de Barreiras - FASB. Data collection was conducted from August 2009 to March 2010. Data were collected through desk research, observations of situations formal academic context of the course (lectures, meetings, seminars) and informal (conversations in the staff room, corridors and others), semi-structured interviews with students, interviews with teachers, and course coordinator. The analysis revealed particular features of the formation of Bachelor of Law pointed out that the bond of legal thinking associated with three major arteries called: Traditional, Critical, and Transition between Traditional and Critical. / O presente trabalho trata da formação do bacharel em direito e tem como foco os modos de pensar jurídico internalizado pelos concluintes do curso de graduação de direito de uma IES do oeste baiano. A proposta de investigação foi direcionada para as seguintes indagações: Que modos de pensar e agir próprios do Direito podem ser identificados como internalizados pelos concluintes do curso graduação de Direito? Que elementos socioculturais deste contexto estão sendo apropriados pelos alunos e podem ser associado ao desenvolvimento do modo de pensar e agir jurídico expresso pelos alunos? Estas amplas questões nortearam o desenvolvimento da pesquisa amparada na Teoria histórico-cultural. Os trabalhos de Vygotsky, reconhecido como fundador dessa teoria e seus colaboradores, particularmente V. Davidov, foram fundamentais na busca de um caminho para compreender melhor estas questões. Optou-se pela pesquisa qualitativa por ser considerada, atualmente, a mais pertinente quando se trata da compreensão dos fenômenos educacionais. Foi desenvolvido um estudo de caso que teve como lócus o curso de Direito da Faculdade São Francisco de Barreiras FASB. A coleta de dados foi realizada no período de agosto de 2009 a março de 2010. Os dados foram obtidos por meio de pesquisa documental, observações de situações formais do contexto acadêmico do curso, (aulas, reuniões, seminários) e informais (diálogos na sala dos professores, nos corredores e outras); entrevistas semi-estruturadas com alunos; entrevistas com professores, e coordenador do curso. A análise revelou traços particulares da formação do bacharel em Direito que apontam para o vinculo do modo de pensar jurídico associado a três grandes eixos que denominados: Tradicional, Crítico, e Transição entre Tradicional e Crítico.

After Senate Bill (SB) 1720, exempt students enrolling in colleges in Florida no longer have to take a college placement test or enroll in developmental education courses before enrolling in college-level classes. SB1720 caused Florida colleges to find new methods of placement for incoming students, a concern because incorrect placement can have detrimental effects for the student and institution. Bounded rationality theory and Bahr's interpretation of student typology informed this study. The purpose of this survey study was to compare the exempt students who enrolled in remedial math to those who enrolled in college-level math. Research questions asked what differences existed between the 2 groups of students comparing high school grade point average (GPA), student typology, prior knowledge of enrollment decisions, confidence in enrollment decision, satisfaction with the course, and expected course grade. A survey was distributed to all students at a Florida college affected by SB1720, and 84 responses were received from 15 developmental students, 51 gateway students, and 18 college-level students. Analysis of variance test results only showed a significant difference, F(1, 82) = .54, p = .040, between exempt students enrolled in developmental math and students enrolled in gateway or college-level math comparing high school GPA. Based on the study results, college administrators should use high school GPA as an alternative method for better placement of students in their first college-level math course. Enrolling students in the correct courses from the start could eliminate the costs of time, money, and credit hours, resulting in more students completing college on time.

Background: Latina/o/x students who persist to college are likely to enter through community college (Contreras & Contreras, 2018) and until the enactment of California Assembly Bill 705, would have been susceptible to placement in developmental education courses (Rodriguez, Cuellar Mejia, & Johnson, 2018). The implementation of AB 705 shifted the requirements for new student placement in all 115 California Community Colleges. With compliance mandated by Fall 2019, the law required colleges to "maximize the probability" that entering students enroll and complete transfer-level English or mathematics within a one-year timeframe and within a three-year timeframe for students enrolled in English as a Second Language courses (A. B. 705, 2017, para. 2). Purpose: This study examined organizational changes related to developmental education reform, AB 705, at a Hispanic Serving Community College. Methodology: This instrumental case study, at a Hispanic Serving Community College, employed various data collection methods including semi-structured interviews, document collection and analysis, physical artifact collection, and observations. Primarily, the enquiry focused on learning from eleven participants (faculty, staff, and administration) who were strategically involved in reform efforts. Conclusions: The findings identified structural and procedural changes to the placement process as well as existing supplemental supports and curriculum at the research site. Barriers and supports for faculty, staff, and administration influenced the change process and the perceived implications for equitable student outcomes of students. As all community colleges throughout the state are required to comply with AB 705, this study may be of interest to those invested in similar change processes.

At Hillcrest Community College (HCC; pseudonym) most developmental education (DE) students do not progress in their studies from DE to college-credit-bearing courses required to matriculate toward earning a credential. Student engagement is important for student success, but HCC had never completed a study of student engagement among its DE students. The purpose of this quantitative goal-based evaluation was to compare HCC DE student engagement with the Community College Survey of Student Engagement (CCSSE) national norms to determine if engagement contributed to the problem. Kuh's theory of student engagement was the theoretical basis of the study, and the overarching research question sought to clarify the extent to which HCC students were engaged. Institutional data archived from the 2016 CCSSE administered to HCC students (N = 169) and national data calculated by CCSSE (N = 211,168) were used for analysis using a one-sample t test. The primary research question was evaluated via 5 secondary questions associated with 5 CCSSE benchmarks. Secondary research questions were evaluated by testing 38 hypotheses for indicators associated with benchmarks. Null hypotheses were retained for 33 of 38 indicators using Cohen's d + .50 a priori criterion established for magnitude of effect size. Study results indicated that HCC DE students are mostly similar to DE students nationally in terms of engagement except for their use of computer labs. Evaluation report recommendations included maintaining existing engagement programs for DE students at HCC with attention to increasing DE student use of computer labs, and continuing to monitor engagement as future CCSSE data becomes available. HCC can benefit from an awareness that its DE students are engaged and can seek other ways to improve DE student outcomes and related benefits for positive social change at HCC.

abstract: ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed-method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors' weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors' efficacy for teaching. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2014

According to Venezia, Kirst, and Antonio (2003) and Barth’s 2002 Thinking K16 Ticket to Nowhere report, the disconnect between K-12 and postsecondary education was a contributing factor to high attrition rates. Since mathematics emerged as a primary concern for college readiness, Barth (2002) called for improving student transitions from K-12 to postsecondary institutions through the use of state or local data. The purpose of the present study was to analyze mathematics course-taking patterns of secondary students in a local context and to evaluate high school characteristics in order to explore their relationships with Associate degree attainment or continuous enrollment at an urban community college. Also, this study extended a national study conducted by Clifford Adelman (The Toolbox Revisited, 2006) as it specifically focused on community college students that were not included his study. Furthermore, this study used the theoretical framework that human capital, social capital, and cultural capital influence habitus - an individual’s or a group’s learned inclination to behave within the parameters of the imposed prevailing culture and norms. Specifically, the school embedded culture as it relates to tracking worked as a reproduction tool of ultimate benefit for the privileged group (Oakes, 1994). Using multilevel analysis, this ex post facto study examined non-causal relationships between math course-taking patterns and college persistence of public high school graduates who enrolled at the local community college for up to 6 years. One school-level variable (percent of racial/ethnic minorities) and 7 student-level variables (community college math proportion, remedial math attempts, race, gender, first-year credits earned, socioeconomic status, and summer credits earned) emerged as predictors for college persistence. Study results indicated that students who enter higher education at the community college may have had lower opportunities to learn and therefore needed higher levels of remediation, which was shown to detract students from degree completion. Community college leaders are called to partner with local high schools with high percentages of racial/ethnic minorities to design academic programs aimed at improving the academic preparation of high school students in mathematics and promote student engagement during the first year and summers of college.

No description available.

No description available.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-11-22T12:08:12Z No. of bitstreams: 1 NELISA TÂNIA COE DE OLIVEIRA.pdf: 3396977 bytes, checksum: a8019c9c4a5db8c8d1c91943b2e3bc66 (MD5) / Made available in DSpace on 2016-11-22T12:08:12Z (GMT). No. of bitstreams: 1 NELISA TÂNIA COE DE OLIVEIRA.pdf: 3396977 bytes, checksum: a8019c9c4a5db8c8d1c91943b2e3bc66 (MD5) Previous issue date: 2016-08-26 / This research has as object the color concept and it is anchored in the historical-cultural theory and the theory of developmental education. The issue is directed to the following questions: What does the teacher who teaches Arts for students of the 7th grade of the elementary school on the formation of the concept? As this teacher teaches the color concept? He adopts a theoretical-pedagogical reference? The research had as general objective: investigate how art teachers think and act with the color concept. The following specific objectives have been defined: analyzed the understanding that art teachers of the 7th year of the cycle III have about concept; identify which color concept they express; analyze how teachers organize their actions in the teaching learning process; identify the factors of school context that influence in the teaching and learning of students. To investigate the problem were realized two steps. Bibliographical research and field research. The bibliographical research covered the period from 2004 to 2014, with a focus on color concept formation. The field research was conducted in three schools of the network municipal of teaching in Goiânia. The data collection included interviews with the subject and comments from art classes. In the analysis of the data was adopted the guidelines of Bogdan & Biklen (1994) for categorizing and systematizing of data outlining the following categories: education for the formation of concepts-the teaching of concept of color; the formation of concepts and the color concept, understanding of teachers; pedagogical theoretical conception of teachers; the factors that influence the teaching and learning of art. The results show that there is a preponderance of progressive trends in art education; the space factor causes tension and inhibits artistic activities; there is need for academic production of new textbooks that bring update on knowledge of the color concept and the need for making new teaching materials and school paints in the colors magenta and cyan. / Esta pesquisa tem como objeto o conceito Cor e está baseada na teoria histórico-cultural e na teoria do ensino desenvolvimental. Quanto ao problema investigado, este foi direcionado para as seguintes indagações: O que pensa o professor que ensina artes para alunos do 7º ano do Ensino Fundamental sobre a formação do conceito Cor? Como esse professor ensina o conceito Cor? Ele adota uma referência teórico-pedagógica? A pesquisa teve como objetivo geral: investigar como os professores de arte pensam e atuam com o conceito cor. Foram definidos os seguintes objetivos específicos: analisar o entendimento que professores de Arte do 7º ano do Ciclo III têm sobre conceito; identificar que conceito Cor eles expressam; analisar a forma como os professores organizam suas ações no processo de ensinoaprendizagem; identificar os fatores do contexto escolar que influenciam no ensino e aprendizagem dos alunos. Para investigar o problema foram realizadas duas etapas. Pesquisa bibliográfica e a pesquisa de campo. A pesquisa bibliográfica abrangeu o período de 2004 a 2014, com foco na formação do conceito Cor. A pesquisa de campo foi realizada em três escolas rede municipal de ensino de Goiânia. A coleta de dados incluiu entrevistas com os sujeitos e observações das aulas de Arte. Na análise dos dados, foram adotadas as orientações de Bogdan e Biklen (1994) para a categorização e sistematização dos dados, delineando-se às seguintes categorias: o ensino para a formação de conceitos - o ensino da conceituação de cor; a formação de conceitos e o conceito Cor, entendimento dos professores; a concepção teórica pedagógica dos professores; os fatores que influenciam no ensino e aprendizagem da Arte. Os resultados obtidos revelam que existe a preponderância da tendência progressista no ensino da Arte; o fator espaço acarreta tensão e inibe atividades artísticas; há necessidade de produção acadêmica e de novos livros didáticos que tragam a atualização no conhecimento do conceito Cor e a necessidade da fabricação de novos materiais didáticos como tintas escolares nas cores magenta e ciano.