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The majority of literature exploring high school completion and dropout has specifically investigated dropout percentages, reasons behind drop out, and what types of students decide to drop out. Information concerning alterable variables and why students complete high school is less abundant. Often, reasons behind high school dropout include variables that are out of the students' and schools' control. For instance, location (urban, rural, suburban), socioeconomic status (SES), and family education and support are not situations that can be easily altered by students or schools. As a result, the problem of high school dropout is more understood, but is not remediated. The purpose of the current study was to determine what influence, if any, social goals, degree of motivation/resiliency, and gender had on high school completion in an alternative high school. The alterable variables of social goals and motivation/resiliency were of particular interest to the researcher as the basis for potential interventions and strategies to be implemented by schools in order to improve graduation rates. Data were collected from 212 young men (n= 102) and women (n= 110) who began the 2007-08 school year at an alternative high school in Philadelphia, PA. A multivariate analysis of variance (MANOVA) was utilized for this study. Information regarding social goals and degree of motivation/resiliency was obtained with measures created by staff members at the school. Findings suggest that students who graduated from this alternative high school demonstrated more specific and realistic social goals as compared to students who dropped out. / School Psychology

The integration of vocational and academic classes is often recognized as an effective method to motivate students and involve them in career preparation. This is also a goal of the dropout prevention efforts of many school districts. In Baker County, Florida, as in other districts, teacher participation in integrative efforts is recognized as a crucial factor. This project examines curricula and instructional and leadership practices that led to the successful implementation of academic and vocational integration in a Florida middle school. The resultant success and modus operandi may be used as a model for encouraging faculty involvement in interdisciplinary curriculum development.

The purpose of this study was to explore the relationship between cognitive style, ethnicity, and level of educational attainment for women on welfare as they compared with women employed by agencies receiving government funding. / Theories of cognitive style and moral development reviewed included those of Perry (1970), Belenky, Clinchy, Goldberger and Tarule (1986), Kohlberg (1968), Gilligan (1982), Shade (1991), and Dixon (1976). / The sample was comprised of one hundred Project Independence participants who attended the Career Quest Workshop at Florida State University. Additional data were collected from a comparison group of one hundred women employed by agencies receiving government funding. / The S-N and J-P factors of the Myers-Briggs Type Indicator (1992) were used to measure cognitive style. No statistically significant differences were found between the cognitive styles of women on welfare and employed women. Both groups tended to score toward the S and J ends of the continuum. Although both African-Americans and Euro- Americans scored predominantly at the S and J ends of the scales, contrary to theory, Euro-Americans tended to score significantly farther toward the N. / Although differences in cognitive style were not apparent between women on welfare and employed women, there were other notable differences between the groups which carry implications for welfare reform. Women on welfare had twice as many children as employed women, had their first child at an earlier age, and completed less years of education. Education on the far-reaching effects of early childbirth is vital to prevent teenage pregnancy, which interrupts the educational process and leaves these women with limited ability to support their children. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3058. / Major Professor: James P. Sampson, Jr. / Thesis (Ph.D.)--The Florida State University, 1995.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Rodney P. Riegle, Barbara S. Heyl (co-chairs), Mary Anne Moffitt, Amee Adkins, Will Ashton. Includes bibliographical references (leaves 113-116) and abstract. Also available in print.

PEREIRA JÚNIOR, José Nilton Alves. Política de educação profissional e tecnológica no Brasil: dualidade estrutural e reformas para a formação profissional na Rede Federal de Ensino. 2015. 139f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-09T12:53:35Z No. of bitstreams: 1 2015_dis_jnapjunior.pdf: 1083717 bytes, checksum: e1a495256d9a052ee8133cf5f568197b (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-09T16:47:16Z (GMT) No. of bitstreams: 1 2015_dis_jnapjunior.pdf: 1083717 bytes, checksum: e1a495256d9a052ee8133cf5f568197b (MD5) / Made available in DSpace on 2015-06-09T16:47:16Z (GMT). No. of bitstreams: 1 2015_dis_jnapjunior.pdf: 1083717 bytes, checksum: e1a495256d9a052ee8133cf5f568197b (MD5) Previous issue date: 2015 / This paper discusses the current educational policy formation workers under the Federal Professional Education Network. Worries put in the center of the Brazilian society debate as a way to understand what is the place of education in the development of productive forces, their role in the construction of dependent capitalism and how this condition favored the materialization of duality in the education field . Conducted a bibliographical and documentary study, in order to know to what extent the guidelines outlined in the Decree No. 5,154 / 04 and the actions resulting from it are contributing to overcoming the dualist school, that is, the design of vocational training for workers and another for the elite preparatory character. Analysis official documents that guided the educational policies of the past decades has enabled us to understand that the simple repeal of Decree No. 2,207 / 08, separating the high school vocational training, does not guarantee a training onilateral and emancipatory you need the working class. / Esse trabalho discute a atual política educacional de formação de trabalhadores no âmbito da Rede Federal de Educação Profissional. Preocupa-se colocar no centro do debate a formação social brasileira como forma de se compreender qual o lugar da educação no desenvolvimento das forças produtivas, do seu papel na construção do capitalismo dependente e de que maneira essa condição favoreceu a materialização da dualidade no campo educativo. Realizamos um estudo bibliográfico e documental, com o objetivo de saber até que ponto as diretrizes apontadas no Decreto nº 5.154/04 e as ações dele decorrente estão contribuindo para a superação da escola dualista, ou seja, da concepção de uma formação profissional para os trabalhadores e uma outra para a elite de caráter propedêutico. A análise documentos oficiais que nortearam as políticas educacionais das últimas décadas nos permitiu compreender que a simples revogação do Decreto nº 2.207/08, que separava o ensino médio da formação profissional, não garante uma formação profissional onilateral e emancipadora de que necessita a classe trabalhadora.

The study investigates the rise of online platforms that support teacher-to-teacher knowledge mobilisation. The adoption of the interpretative approach focuses the investigation on how the online platforms, their resources and the learning opportunities they provide are conceptualised by teachers in relation to their broader teaching practice, workplace culture and professional learning. The study is framed by two overarching research questions. (1) What is the nature of the knowledge being shared and reconstructed by teachers in Internet-mediated knowledge mobilisation? (2) What is the nature of the learning arising from teacher-to-teacher Internet-mediated knowledge mobilisation? The study employs a multiple case-study design to investigate two United States based online platforms, which facilitate teacher-to-teacher knowledge sharing. Twenty teachers from across the two cases were selected to participate in the study. A qualitative methodology was utilised. Teachers participated in an individual, face-to-face interview. In the two months following the initial interview teachers completed a weekly journal log detailing their engagement with the platform. Upon the completion of their journal logs, teachers participated in a follow-up interview via Skype. To help to contextualise the individual teachers within the broader case and to enrich their personal stories, observations of the platforms occurred throughout the data collection period. The study proposes a new theoretical model for how to conceptualise Internet-mediated knowledge mobilisation, the knowledge that is produced and the learning that occurs through the reconstruction process. It emphasises the connection between offline and online contexts and the role the platforms play in breaking down the boundaries between teachers' school-based practice and online resources and learning opportunities. The framework encapsulates the combining of the individual and their contexts of action, together with the platform and the information and knowledge it contains, to determine and shape the operation of the knowledge reconstruction process and the learning that transpires. Internet-mediated knowledge mobilisation facilitates the development of teachers' personal, practical knowledge by providing insight into the instructional practice of teachers and exposing teachers to new ideas and perspectives, which support the expansion of their propositional structures and episodic knowledge. Access to relevant, teacher-created materials increases the efficiency and effectiveness with which teachers can undertake elements of their practice, while also promoting learning through participation in work-based tasks. Individualism emerges as the dominant mode of engagement and learning in the study, with individual teachers regulating not only how and when they engage but also determining the outcomes they construct from their actions. The Internet, as a knowledge mediator, opens up new possibilities that are not available in teachers' offline contexts. It not only breaks down boundaries between teachers, but it also collapses boundaries between the various settings of teachers' professional practice and learning, effectively merging the offline and online contexts of teachers' work. The dual contexts of the platforms offer specific affordances that help to shape teachers' engagement, while also acting to promote new learning processes that do not exist in offline knowledge mobilisation.

Les familles d’enfants aux prises avec des allergies alimentaires font souvent face à des besoins éducationnels non comblés. La reconnaissance du savoir expérientiel émanant du vécu d’une maladie chronique ainsi que l’attribution de plus amples responsabilités aux patients pourraient être bénéfiques au système de santé et répondre davantage aux besoins des familles. À ce jour, le savoir expérientiel des enfants aux prises avec des maladies chroniques n’est cependant pas documenté. L’objectif de ce projet est alors d’explorer qualitativement le savoir expérientiel des enfants de moins de 13 ans vivant avec des allergies alimentaires afin de pouvoir inclure leur perspective dans notre pratique clinique. Ainsi, 33 participants ont témoigné de leur expérience par entrevue. Parmi ceux-ci se trouvaient 14 enfants âgés de 8 et 12 ans ainsi que 19 parents. Les entrevues ont été analysées en utilisant une approche inductive générale. Notre étude démontre que le développement du savoir expérientiel dans cette population débute tôt dans l’enfance. Ce savoir est surtout acquis par la mise en pratique des enseignements parentaux ainsi que par l’expérimentation de réactions allergiques. Les perspectives distinctes de la maladie entre l’enfant et ses parents mènent à des différences sur le plan de leur savoir expérientiel respectif. Chez ces enfants, le savoir expérientiel promeut la gestion autonome de la maladie ainsi qu’un degré de normalité ainsi que d’équilibre ce qui contribue a une amélioration de leur qualité de vie. En conclusion, le savoir expérientiel des enfants aux prises avec des allergies alimentaires existe et doit être reconnu. Ce savoir est distinct de celui des parents et influence positivement les habiletés de gestion autonome de l’enfant ainsi que leur perspective de la maladie. Les professionnels de la santé ainsi que les parents bénéficieraient d’accompagnement afin de comprendre et mobiliser ce savoir expérientiel chez l’enfant. / Families with a food-allergic child often mention unmet education needs. Recognizing the experiential knowledge from living with the illness and entrusting the patient with greater responsibilities could better the health care and respond to the families’ needs. However, experiential knowledge is not well documented in children with chronic health conditions. Therefore, the objective in our study was to explore the experiential knowledge of children under 13 years old living with food allergies as recounted by them and their families to include their views in clinical practice. Thirty-three participants were interviewed including 14 children between eight and twelve years old and 19 parents. Interviews were analyzed using a general inductive approach. Our study shows that the development of experiential knowledge in food-allergic children starts in childhood. Children’ experiential knowledge is mostly acquired by applying teachings and experiencing reactions. The different illness perspectives between the child and his parents explain the distinctive properties of the children’s experiential knowledge. In food-allergic children, experiential knowledge promotes self-management skills and also senses of normality and balance thus contributing to better quality of life. In conclusion, experiential knowledge of food-allergic children exists and should be recognized. This knowledge is distinctive from their parent’s and impacts positively the children’s self-management skills and their own illness perspective. Clinicians and parents would benefit of support and methods to understand and mobilize the food-allergic child’s experiential knowledge.