<p> With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. </p><p> Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. </p><p> While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.</p>

<p> Focusing on Science, Technology, Engineering and Mathematics (STEM) literacy is a national priority for the United States. As competition increases internationally for scientific and technological innovations, the United States is concentrating on building its STEM capacity (Stephens, 2011). Despite the numerous STEM reform efforts there continues to be a decline in STEM graduates and STEM competencies (McNally, 2012; Langdon, Mckittrick, Beede, Doms, &amp; Khan, 2011; Herschback, 2011). With attention focused on increasing STEM college majors and occupations among the student population, the current research investigation centered on the role of parent aspirations, student self-beliefs, and activities outside the classroom to determine the outcome of middle and high school students choosing a STEM college major. Research suggested that students formulate their degree attainment during their middle and high school years, and even earlier (Roach, 2006; Maltese &amp; Tai, 2011); therefore, it was logical to investigate STEM persistence during middle and high school years. </p><p> The study analyzed NELS:88, a longitudinal national public data set created by the National Center for Educational Statistics that used 12,144 participants. The students' self-reported data spanned over a 12-year period. Students completed five surveys in the NELS:88 data collection (NCES, 2011). Binary and multivariate logistical regressions determined if activities outside the classroom, parent aspirations, and student self-beliefs influenced STEM college majors. Conclusions of the study found significant relationships between the variables and STEM persistence. Individuals who participated in STEM activities after school were more likely to major in STEM (p&lt;.001,Exp(B)=1.106). There was a significant positive relationship between parent aspirations and increased odds of choosing a STEM major (p&lt;.0001, Exp(B)=1.041). There was a significant relationship between student self-beliefs and choosing a STEM major as students with higher self-beliefs had a decreased odds of choosing a non-STEM major (p&lt;.05, Exp(B)=.988). When all three variables were considered together, self-beliefs were no longer significant (p&lt;.166) but parent aspirations, (p&lt;.0001, Exp(B)=1.034) and activities outside of the classroom (p&lt;.0001, Exp(B)=1.097), both significantly predicted STEM participation. </p><p> The results of the research inform policy makers in regard to funding decisions and the development of programs, especially ones that occur outside of the school day. The analysis may guide decisions for school administrators on how to influence student retention within the STEM pipeline. The findings add to existing research and provide a better understanding of predictors affecting student persistence in STEM.</p>

<p> The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. </p><p> Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. </p><p> The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.</p>

<p> Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.</p>

No description available.

The importance of oral hygiene in the life of each person is irreplaceable and correct performance of oral hygiene has its significance in socio-economic position of each person. I set the goal of assessing the level of oral hygiene in a group of patients from the town of České Budějovice and surroundings in my work. I selected the quantitative research method with the help of questionnaires as the working method of my research work. The goal of my thesis was to assess the level of oral hygiene and also to assess the patients{\crq} approaches to this issue in relationship to their achieved level of education. I confirmed with my investigation that the level of education has influence on performance of oral hygiene; it has further influence on the awareness of the citizens with regard to the attitude to their oral health and on the assessment of their oral health in relationship to their current job and further on the relationship of oral hygiene and the level of life style and position in the society.

The findings of this investigation support the following conclusions. 1. The review of published research reports yielded conflicting conclusions as to the value of using minicalculators in teaching mathematics to students. 2. The use of minicalculators does not improve a student's mathematical achievement as measured by the Comprehensive Tests of Basic Skills. 3. The use of minicalculators does not improve a student's attitude as measured by the Likert-Tye Attitude Scale. 4. The use of minicalculators does not improve a student's self-esteem as measured by the Self-Esteem Inventory. 5. There is no significant difference in attitude, selfesteem or mathematical achievement between boys and girls in the area of mathematics.

This research is a case study of the quality improvement process in an English further education college. It examines the way that staff involved in the design and operation of the quality system shape the process in a part of the education sector that struggles with issues of performance. The case is placed into the context of an unstable policy environment, where further education colleges have been subjected to frequent bouts of government intervention and a funding regime that is unfavourable when compared to secondary schools and universities. The contribution to knowledge of this thesis is that it addresses an under-researched area of further education by viewing the quality process from the perspective of the governors, managers and professional staff responsible for its design and operation. As such it addresses a problem where a lot of attention has been given to teaching staff who experience the quality process or to macro studies where the focus is on outputs in the sector. However, less attention has been paid to the governors, senior staff and quality teams who assess teaching and learning in colleges. The data for the case study were gathered over a two-year period between 2010-2012 and include interviews with college staff, senior staff from OFSTED and the Department for Business Innovation and Skills and staff from a second college, used to help verify the findings. In addition to this, documentation for the quality system was gathered including inspection documents and policy documents. The data were analysed in order to surface traits of social and organisational practice that address the problem of operating a quality system in an environment that is highly resistant to systemisation and predictability. The findings are presented as 'fuzzy' generalisations supplemented by guidance in the form of design principles. The thesis provides an empirically grounded description of key elements of the relationships and the surrounding sociotechnical system that were found in the case. The design principles augment the case study and provide guidance on how a combination of trust relationships, resilience of processes to disruption and flexibility of application provide a background for the quality improvement process at Stretchford College, which was rated as 'Outstanding' at the time of the research.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-09T12:57:56Z No. of bitstreams: 2 Maria Silva parte 2.pdf: 542025 bytes, checksum: 740aa96791d29372c127b99e76111854 (MD5) Maria Silva parte 1.pdf: 1563936 bytes, checksum: 1f238ace30f3d3c94142f48fae509424 (MD5) / Approved for entry into archive by NELIJANE MENEZES(rubi2276@gmail.com) on 2013-05-11T00:30:31Z (GMT) No. of bitstreams: 2 Maria Silva parte 2.pdf: 542025 bytes, checksum: 740aa96791d29372c127b99e76111854 (MD5) Maria Silva parte 1.pdf: 1563936 bytes, checksum: 1f238ace30f3d3c94142f48fae509424 (MD5) / Made available in DSpace on 2013-05-11T00:30:31Z (GMT). No. of bitstreams: 2 Maria Silva parte 2.pdf: 542025 bytes, checksum: 740aa96791d29372c127b99e76111854 (MD5) Maria Silva parte 1.pdf: 1563936 bytes, checksum: 1f238ace30f3d3c94142f48fae509424 (MD5) Previous issue date: 2005 / Objetivando investigar como é desenvolvida a avaliação institucional na rede pública estadual de ensino foi escolhida para a realização da pesquisa, uma escola de Educação Básica, de médio porte, da cidade de Salvador. Tomando-se como objetivos específicos: a) identificar as características teóricas, políticas e epistemológicas da avaliação institucional e como se dinamiza esta prática na instituição; b) verificar que importância é dada ao projeto político pedagógico e ao currículo na avaliação institucional nessa Escola; c) identificar que compromissos com a aprendizagem e com o crescimento qualitativo da instituição refletem a avaliação nessa Escola; d) que fundamentação teórica norteia a avaliação da aprendizagem e; e) a que se propõem os educadores ao avaliar os seus alunos. A descrição etnográfica norteou a pesquisa com especial atenção aos etnométodos, forma como os atores institucionais se organizam para avaliar a Escola. A observação e a análise da realidade dessa Escola pelo espelho de suas singularidades contribuiu para o enriquecimento dos resultados. As principais categorias elencadas para a coleta de dados foram: 1) conceitos sobre avaliação educacional, medida e avaliação institucional, envolvendo educadores, educandos e familiares e; 2) organização do processo de tomada de decisões e da implantação de melhorias. Outras categorias emergiram do processo: 3) conceitos de avaliação da aprendizagem e de avaliação processual; 4) relações de poder na avaliação e; 5) Conselho de Classe como instância de julgamento do aluno. As posições que cada um ocupa no contexto da Instituição são fundamentais para o direcionamento dado às elaborações em torno do assunto. Enquanto os administradores estão preocupados com aspectos da avaliação da escola e dos processos educativos nela vivenciados, os professores dirigem a sua atenção ao seu trabalho com os alunos e aos resultados da aprendizagem. Os seus conceitos estão ainda atrelados à visão de avaliação como medida, embora se reportem, em muitas situações, à avaliação processual, à qualidade desse processo, à avaliação de competências e habilidades e à importância da avaliação institucional. O que se percebe, ao tentar fazer uma aproximação dos conceitos dos educadores com a produção teórica em avaliação institucional e a sua prática, é que lhes falta fundamentação e posição política adequadas ao exercício consciente de um processo que os emancipe de velhos padrões. Os alunos expressam expectativas, demonstram que se preocupam com a sua aprendizagem e constroem julgamentos de valor em torno de seus desempenhos. Os pais, inspirados nos papéis exercidos pelos atores institucionais e no funcionamento da Escola, se preocupam com a qualidade do desempenho de cada um, com as possibilidades de diálogo e de parcerias e enfatizam a aprendizagem e o crescimento dos alunos como finalidade essencial da Avaliação na Educação. A Avaliação Institucional nessa escola é ainda um processoem construção, apresenta fragilidades teóricas, epistemológicas e práticas e não há um consenso entre os educadores quanto ao seu conceito e a sua práxis. Recomendou-se como procedimento compatível com as necessidades da instituição e dos educadores, o estudo e a pesquisa em torno da temática e a construção de um programa de Avaliação Institucional nessa Escola. / Salvador

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho buscou entender o funcionamento do Sistema Nacional de Avaliação da Educação Básica e os vínculos com uma proposta de currículo nacional, no caso expresso pela construção de Matrizes Curriculares de Referência. Além da análise dos documentos que subsidiam a política de avaliação, captaram-se, nos depoimentos dos profissionais que vivenciaram o SAEB em diferentes funções, a forma como a Secretaria Municipal de Educação do Rio de Janeiro e as escolas da rede relacionam-se com as propostas centrais. Procurou-se, assim, verificar as inter-relações entre os contextos de influência, produção de texto de política e prática, como proposto por Ball. Nesse processo, percebeu-se as influências e os efeitos da política educacional na reconfiguração do campo da prática. / The present study has sought to understand the functioning of the National System of Evaluation of Primary Education (SAEB), and its links to a National Curriculum proposal, as expressed within the process of construction of the Reference Curricular Guidelines. Apart from analysing the documents that give support to the evaluation policies, the study has focused on the discourses of professionals that participated in several functions in the SAEB, pinpointing ways by which the Municipal Secretary of Education of Rio de Janeiro and the schools within its net relate with central government proposals. The study therefore highlights the relationships among contexts of influence that work in the text production of policies and those responsible for their implementation, as suggested by Ball. The data evidence influences and effects of educational policies in the reshaping of educational practices.