The concept of flow was examined in relation to the play behavior of preschool children. Thirty-five preschoolers were encouraged to play a beanbag toss game on three separate occasions called Phases I-III. In Phase I, children were allowed to match their skills to the challenges of the task in a choice condition. In Phase II, one group of 12 children again played the game under the choice condition. Two other groups of 11 and 12 children were required to play the game under conditions in which the challenges of the task were assumed to be either greater than or less than their levels of skill. In Phase III, all children again played the game under the choice condition. Five measures of the characteristics of flow, including number of attempts, percentage of successes, ratio of evaluation-seeking behaviors to number of attempts, ratio of off-task behaviors to number of attempts, and ratio of time spent off task to time spent on task were obtained for all phases. A repeated measures MANOVA with three groups and three phases was used to examine the data. A significantly greater number of evaluation-seeking behaviors per attempt were found at Phase I than at Phases II and III, regardless of condition. A significant phase x group interaction for the variable percentage of successes was also found. Post hoc analyses indicated that children in the assigned easy group had a significantly higher success rate at Phase II than at Phases I and III, while the assigned difficult group had a significantly lower rate. The percentages of successes between the three groups were significantly different at Phase II only. The single exposure to an assigned level of challenge may have been insufficient to produce the predicted effects on the characteristics of the flow experience. Subjective comments of the children obtained in Phase II indicated there were some differences in the levels of enjoyment of the task between the three groups. These subjective perceptions offer a possible explanation for the lack of differences on the measures of flow. The subjective comments indicate that throwing the beanbag at the target was enjoyable to the children regardless of their ability to hit the target; therefore the level of challenge may not have been critical. Several suggestions for future testing of the flow model are offered. / Ph. D.

The major focus of this study was to obtain information and to make comparisons of the importance of technology education program goals as determined by three professional groups in the State of Virginia: professional leaders/teacher educators, local supervisors, and technology education teachers. Two dimensions were investigated: actual program goals and ideal program goals. Furthermore, goal emphases at two school levels, middle school and senior high, were investigated separately. Two primary factors were investigated: (1) were there differences among the three professional groups relative to the assessed importance of program goals; (2) were there differences among the geographic locations (urban, suburban, and rural) relative to the assessed importance of program goals? Data were collected through a mailed questionnaire. Results of the study were based on responses received from 77.1 percent of professional leaders/teacher educators, 82.5 percent of local supervisors, and 73.9 percent of technology education teachers. The MANOVA, and ANOVA, and Hotelling paired T² tests were used to determine significant differences among the mean scores. Major conclusions reached as a result of the study were: 1. Professional leaders/teacher educators held different beliefs than did local supervisors and technology education teachers about the importance of program goals for technology education. 2. Local supervisors and teachers in the three geographic locations held similar beliefs about the importance of technology education program goals. 3. All three groups of respondents put greater importance in the ideal goals as compared to actual goals for most the 14 goal statements for technology education. / Ph. D.

No description available.

Public school teachers have, with few exceptions, invested four or more years in higher education to prepare themselves for the teaching profession. These four years of college education can be viewed as an investment when one realizes that the teacher had to pay for that education and could have otherwise been earning an income during that time. Some teachers make an additional investment in education by earning a master's degree or a doctorate. This study looked at the practice of teachers in Virginia who decide to make the additional investment in graduate education at selected Virginia institutions of higher education. This study used econometric methods to analyze this investment in graduate education. Social benefits and costs of education were not included in the study. Private costs included both direct and indirect acquisition costs. The salary supplements paid by school divisions to teachers who hold an advanced degree were used as the private benefits. Non-pecuniary benefits were not included in the study. Net present valuation, discounted benefits and costs, benefit-cost ratio, and internal rate of return calculations were made. Data from similar studies done in other areas of graduate study and in other areas of the nation and world were reviewed. The purpose of the study was to review the practice of all school divisions in Virginia which provide a salary supplement to teachers who hold a master's degree or a doctorate, and also to analyze the costs involved in the acquisition of such degrees. The cost-benefit analysis of the teachers' investment in graduate education provides information which can be used by teachers who are considering such an investment. The analysis can also be used by those school divisions which are currently spending considerable amounts of money for such salary supplements. The cost-benefit analysis of acquiring a master's degree with a subsequent change from the classroom to an administrative position has implications for school divisions and state level policy makers. / Ed. D.

This study identified the admissions criteria for selected doctoral programs in vocational-technical education in Oklahoma and Texas and investigated the relationship of these criteria to success in the doctoral programs. Success in the doctoral programs was identified in terms of cumulative doctoral grade point average. Data were obtained through a questionnaire designed to ©licit both general information concerning admissions criteria for vocational-technical doctoral programs at the selected institutions and to collect specific information on a random sample of twenty doctoral candidates from each of the four selected institutions. Factors considered included birthdates, gender, scores on admissions tests, grade point average in the masters program, the year the latest masters was completed, number of colleges attended, and cumulative doctoral grade point average. A statistical analysis using nine separate one-way analyses of variance determined that four of the nine factors considered proved to be statistically significant at the .05 level or better when correlated with the criterion variable (cumulative doctoral grade point average). Those factors were gender, Graduate Record Examination verbal and composite scores, and masters grade point average. The results of the study basically parallel findings of research concerning admissions criteria and success in graduate programs in other areas. Additional research efforts should address the issue of determining the most appropriate decision logic model for making admissions decisions in programs at the graduate levels.

教師學習「戲劇教學法」近年成為了教師專業發展的一種方式。不少外國的研究發現「戲劇教學法」課堂與一般課堂有很大的不同，當教師們學習掌握這些課堂時，這個學習過程本身對教師來說可能已經是一次專業發展的機會。然而，在香港，不單此方面的研究甚少，甚至連「戲劇教學法」的實踐或研究都甚少。不少前線教師甚至會對這種教學法有一定的誤會。 / 本研究旨於以「教師學習」的角度探討教師們學習「戲劇教學法」的過程。首先會檢視教師們如何就這種教學法的獨特本質，包括其教學意義、對教師來說的困難及挑戰、以及如何克服，進行意義理解。同時本研究亦會以「系統思維」的理論來分析教師們學習「戲劇教學法」時的各項學習條件，從而了解不同學習條件會如何對他們的學習產生影響。而本研究亦會透過分析教師們的學習過程，了解教師們的相關學習需要怎樣的支援模式。最後，本研究會分析教師們的學習結果，藉此了解相關學習過程，在「教師專業發展」的角度來說，對教師們產生了甚麼樣的影響。 / 因此，本研究採用質化研究的方法，並選取了五間學校，運用訪談與觀察相結合的方法，研究十四位教師透過校外到校前線支援的方式學習「戲劇教學法」的過程。研究發現，教師們在學習過後，對相關教學法的意義理解各有不同程度不同層次的轉變。教師們的學習結果，以及他們自己關於教學上的轉變，都各有不同。而教師們的轉變達到甚麼層次，則明顯受到各項學習條件的影響。 / 總括而言，教師學習「戲劇教學法」之後，自己亦會產生一定的轉變。當中的轉變包括對相關教學法的理解，以及對教學本身的反思。而轉變的程度和層次則受到相關的學習條件影響。本研究按教師們的學習經歷，提出有利於教師學習「戲劇教學法」的支援模式與學習條件的建議，可供日後參考。 / Teachers Learning Drama-in-Education has become a kind of Teacher Professional Development method recently. Several Overseas researches found that Drama-in-Education lessons different from ordinary lessons vastly. When teachers learn to use the techniques of Drama-in-Education, they might also get a chance for their professional development. However, such researches are very few in Hong Kong, so do the implementation of and research on Drama-in-Education. Many teachers in Hong Kong even have misconceptions about Drama-in-Education. / This research aims at investigating the process of teachers learning Drama-in-Education from the perspective of Teacher Learning. First of all, this research will investigate how teachers made sense of the special natures of this kind of teaching method, including the value for teaching and learning, the challenges and difficulties for teachers, and how to overcome. Also, this research will analyze the different learning conditions when teachers learnt Drama-in-Education from System Thinking approach, in order to understand the effect of different learning conditions on their learning. This research will also analyze the learning process of the teachers, in order to understand which kind of mode of support are needed for teachers to learn Drama-in-Education. Finally, the results of teachers learning will also be analyzed, to understand such learning process, in term of Teacher Professional Development, resulted in what kind of impacts on teachers. / Hence, this research will adopt Qualitative Research Method, and had chosen five schools. By interviews and observations, this research studied the learning process of fourteen teachers learning to use Drama-in-Education through frontline external support. This research found that after the learning process teachers changed in different degree and level in terms of the sense making of such teaching method. Their learning result and also the change on their own teaching varied across teachers. The level of change obviously depends on those learning conditions. / To conclude, teachers themselves did change to certain extent after they had learnt Drama-in-Education. That include the sense making of respective teaching method and also the reflection on their own teaching. The degree and level of change was affected by the learning conditions. This research based on the learning experience of the teachers, suggested some favourable mode of support and learning conditions for teachers learning Drama-in-Education, for future reference. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁承謙. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 452-462). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liang Chengqian. / Chapter 第一章： --- 問題陳述 / Chapter 第一節 --- 研究背景 --- p.p.1 / Chapter 一、 --- 戲劇教育的發展與推行 --- p.p.2 / Chapter 二、 --- 香港教師對「戲劇教學法」的理解 --- p.p.6 / Chapter 第二節 --- 研究目的 --- p.p.10 / Chapter 第三節 --- 研究問題 --- p.p.12 / Chapter 第四節 --- 研究意義 --- p.p.13 / Chapter 第二章： --- 文獻綜述與評析 / Chapter 第一節 --- 戲劇教育的概念及其理論 --- p.p.17 / Chapter 一、 --- 戲劇教育的理論及其演進 --- p.p.18 / Chapter 二、 --- 戲劇教育的本質 --- p.p.21 / Chapter 2.1 --- 藝術融入教育的意義 --- p.p.21 / Chapter 2.2 --- 戲劇教育的基本概念 --- p.p.22 / Chapter 2.3 --- 戲劇教育活動的「社交及互動」特質 --- p.p.26 / Chapter 2.4 --- 戲劇教育活動的「即時自發」特質 --- p.p.28 / Chapter 2.5 --- 戲劇教育活動的「個人及參與」特質 --- p.p.30 / Chapter 2.6 --- 戲劇教育活動引發的「情緒投入」 --- p.p.33 / Chapter 三、 --- 戲劇作為學習媒介的特質 --- p.p.36 / Chapter 3.1 --- 戲劇作為學習媒介的基本概念 --- p.p.36 / Chapter 3.2 --- 戲劇作為學習媒介與讓學生經歷有質素的過程 --- p.p.40 / Chapter 3.3 --- 戲劇作為學習媒介與把經歷概括化及概念化 --- p.p.42 / Chapter 3.4 --- 「戲劇教學法」的課堂特點與帶領課堂原則 --- p.p.45 / Chapter 四、 --- 教師學習「戲劇教學法」的挑戰 --- p.p.49 / Chapter 第二節 --- 教師學習及其專業發展模式 --- p.p.55 / Chapter 一、 --- 學習理論的演變 --- p.p.55 / Chapter 1.1 --- 知識的類別 --- p.p.55 / Chapter 1.2 --- 認知學習觀點與處境學習觀點 --- p.p.60 / Chapter 二、 --- 「教師學習」概念的更新 --- p.p.63 / Chapter 2.1 --- 教師教學信念的改變 --- p.p.64 / Chapter 2.2 --- 「反思」作為教師學習手法 --- p.p.69 / Chapter 2.3 --- 「學習社群」作為教師學習條件 --- p.p.73 / Chapter 2.4 --- 「教學的概念」作為教師學習條件 --- p.p.74 / Chapter 三、 --- 教師學習及專業發展的系統理論架構 --- p.p.75 / Chapter 3.1 --- 系統思維下的教師學習條件 --- p.p.79 / Chapter 第三節 --- 近期的研究發展 --- p.p.85 / Chapter 第三章： --- 概念框架與研究方法 / Chapter 第一節 --- 理論框架與研究問題. --- p.p.92 / Chapter 第二節 --- 研究方法 --- p.p.102 / Chapter 第三節 --- 研究設計 --- p.p.105 / Chapter 一、 --- 研究對象 --- p.p.105 / Chapter 二、 --- 資料的搜集、整理與分析 --- p.p.106 / Chapter 第四節 --- 研究效度、 --- p.p.110 / Chapter 一、 --- 研究效度 --- p.p.110 / Chapter 二、 --- 研究倫理 --- p.p.111 / Chapter 三、 --- 研究限制 --- p.p.112 / Chapter 第四章： --- 學習「戲劇教學法」的五所學校教師的經歷 / Chapter 第一節 --- 小學中文科：K校的故事 --- p.p.114 / Chapter 一、 --- K校推行「戲劇教學法」的背景與條件 --- p.p.114 / Chapter 二、 --- K校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.116 / Chapter 三、 --- K校推行「戲劇教學法」的結果 --- p.p.117 / Chapter 第二節 --- 小學英文科：H校的故事 --- p.p.119 / Chapter 一、 --- H校推行「戲劇教學法」的背景與條件 --- p.p.119 / Chapter 二、 --- H校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.121 / Chapter 三、 --- H校推行「戲劇教學法」的結果 --- p.p.123 / Chapter 第三節 --- 中學通識科：C校的故事 --- p.p.124 / Chapter 一、 --- C校推行「戲劇教學法」的背景與條件 --- p.p.124 / Chapter 二、 --- C校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.126 / Chapter 三、 --- C校推行「戲劇教學法」的結果 --- p.p.128 / Chapter 第四節 --- 中學英文科：S校的故事 --- p.p.129 / Chapter 一、 --- S校推行「戲劇教學法」的背景與條件 --- p.p.129 / Chapter 二、 --- S校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.130 / Chapter 三、 --- S校推行「戲劇教學法」的結果 --- p.p.132 / Chapter 第五節 --- 特殊學校中文科：F校的故事 --- p.p.135 / Chapter 一、 --- F校推行「戲劇教學法」的背景與條件 --- p.p.135 / Chapter 二、 --- F校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.137 / Chapter 三、 --- F校推行「戲劇教學法」的結果 --- p.p.138 / Chapter 第六節 --- 教師學習跨校個案比較及小結 --- p.p.140 / Chapter 第五章： --- 教師學習「戲劇教學法」的理解意義過程之綜合分析 / Chapter 第一節 --- 教師本身對「戲劇教學法」的理解及認知基模 --- p.p.144 / Chapter 一、 --- 教師們學習前對「戲劇教學法」的理解與認知基模 --- p.p.145 / Chapter 二、 --- 教師們學習後對「戲劇教學法」的理解之轉變 --- p.p.150 / Chapter 第二節 --- 教師對「戲劇教學法」的本質之理解意義過程 --- p.p.156 / Chapter 一、 --- 關於「個人及參與」的理解意義過程 --- p.p.156 / Chapter 1.1 --- 教師們關於「個人及參與」於教學上的意義之理解 --- p.p.156 / Chapter 1.2 --- 教師們關於「個人及參與」的困難及挑戰之理解 --- p.p.159 / Chapter 1.3 --- 教師們如何克服「個人及參與」的困難及挑戰 --- p.p.164 / Chapter 二、 --- 關於「社交及互動」的理解意義過程 --- p.p.169 / Chapter 2.1 --- 教師們關於「社交及互動」於教學上的意義之理解 --- p.p.169 / Chapter 2.2 --- 教師們關於「社交及互動」的困難及挑戰之理解 --- p.p.173 / Chapter 2.3 --- 教師們如何克服「社交及互動」的困難及挑戰 --- p.p.176 / Chapter 三、 --- 關於「即時自發」的理解意義過程 --- p.p.179 / Chapter 3.1 --- 教師們關於「即時自發」於教學上的意義之理解 --- p.p.179 / Chapter 3.2 --- 教師們關於「即時自發」的困難及挑戰之理解 --- p.p.181 / Chapter 3.3 --- 教師們如何克服「即時自發」的困難及挑戰 --- p.p.184 / Chapter 四、 --- 關於「情緒投入」的理解意義過程 --- p.p.188 / Chapter 4.1 --- 教師們關於「情緒投入」於教學上的意義之理解 --- p.p.188 / Chapter 4.2 --- 教師們關於「情緒投入」的困難及挑戰之理解 --- p.p.192 / Chapter 4.3 --- 教師們如何克服「情緒投入」的困難及挑戰 --- p.p.193 / Chapter 五、 --- 關於「讓學生經歷有質素的過程」的理解意義過程 --- p.p.194 / Chapter 5.1 --- 關於「讓學生經歷有質素的過程」的要求及困難 --- p.p.195 / Chapter 5.2 --- 如何克服「讓學生經歷有質素的過程」的要求及困難 --- p.p.198 / Chapter 六、 --- 關於「把經歷概括化及概念化」的理解意義過程 --- p.p.205 / Chapter 6.1 --- 關於「把經歷概括化及概念化」的要求及困難 --- p.p.206 / Chapter 6.2 --- 如何克服「把經歷概括化及概念化」的要求及困難 --- p.p.211 / Chapter 七、 --- 關於帶領「戲劇教學法」課堂的原則之理解意義過程 --- p.p.214 / Chapter 7.1 --- 關於「教學內容」方面的帶領課堂原則 --- p.p.216 / Chapter 7.2 --- 關於「教學指示」方面的帶領課堂原則 --- p.p.220 / Chapter 第三節 --- 關於理解意義過程的綜合分析及小結 --- p.p.228 / Chapter 第六章： --- 教師學習「戲劇教學法」之學習條件及過程的綜合分析 / Chapter 第一節 --- 教師學習「戲劇教學法」之學習條件：教師的認知基模方面 --- p.p.235 / Chapter 一、 --- 教學的概念 --- p.p.236 / Chapter 二、 --- 目標感 --- p.p.241 / Chapter 三、 --- 概念輸入 --- p.p.248 / Chapter 四、 --- 反思 --- p.p.252 / Chapter 第二節 --- 教師學習「戲劇教學法」之學習條件：教師的學習處境方面 --- p.p.260 / Chapter 一、 --- 時間框架 --- p.p.260 / Chapter 二、 --- 團隊感 --- p.p.273 / Chapter 三、 --- 行動 --- p.p.285 / Chapter 四、 --- 學生回饋 --- p.p.292 / Chapter 第三節 --- 教師學習「戲劇教學法」之學習過程 --- p.p.301 / Chapter 一、 --- 校外支援期間教師的學習過程 --- p.p.301 / Chapter 1.1 --- K校教師的學習過程 --- p.p.303 / Chapter 1.2 --- H校教師的學習過程 --- p.p.309 / Chapter 1.3 --- C校教師的學習過程 --- p.p.312 / Chapter 1.4 --- S校教師的學習過程 --- p.p.317 / Chapter 1.5 --- F校教師的學習過程 --- p.p.324 / Chapter 二、 --- 校外支援完結後教師再實踐或教導其他人的學習過程. --- p.p.328 / Chapter 第四節 --- 相關學習條件及學習過程的綜合分析及小結 --- p.p.342 / Chapter 第七章： --- 教師學習「戲劇教學法」引發的轉變及學習結果 / Chapter 第一節 --- 教師學習「戲劇教學法」引發的轉變 --- p.p.353 / Chapter 一、 --- 相關概念 --- p.p.354 / Chapter 二、 --- 相關知識與技能 --- p.p.365 / Chapter 三、 --- 相關思維習慣 --- p.p.373 / Chapter 四、 --- 教學信念、習慣及對教學之理解 --- p.p.383 / Chapter 第二節 --- 教師學習「戲劇教學法」的學習結果之綜合分析 --- p.p.395 / Chapter 第八章： --- 結論、討論及建議 / Chapter 第一節 --- 研究結果概述 --- p.p.406 / Chapter 第二節 --- 研究結論 --- p.p.423 / Chapter 一、 --- 教師學習「戲劇教學法」的困難 --- p.p.424 / Chapter 二、 --- 相關學習需要示範、實踐及學校支持等條件的配合 --- p.p.426 / Chapter 三、 --- 教師的轉變與相關學習的意義 --- p.p.429 / Chapter 第三節 --- 相關理論的討論與反思 --- p.p.431 / Chapter 第四節 --- 相關政策的建議 --- p.p.434 / Chapter 一、 --- 教師學習「戲劇教學法」的條件與支援 --- p.p.434 / Chapter 二、 --- 教師學習「戲劇教學法」的起點與難點 --- p.p.436 / Chapter 三、 --- 教師學習「戲劇教學法」的進一步發展 --- p.p.438 / Chapter 四、 --- 在香港更有系統地推行「戲劇教學法」 --- p.p.441 / Chapter 第五節 --- 研究貢獻 --- p.p.443 / Chapter 一、 --- 理論貢獻 --- p.p.443 / Chapter 二、 --- 專業實踐貢獻 --- p.p.444 / Chapter 第六節 --- 研究限制及對未來研究的建議 --- p.p.446 / Chapter 一、 --- 本研究的研究限制 --- p.p.446 / Chapter 二、 --- 對未來研究的建議 --- p.p.447 / Chapter 附件一： --- 訪談問題 --- p.p.451 / 參考文獻 --- p.p.452

This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.

The purpose of this project was to develop a handbook of inquiry activities that can be used in high school Earth sciences.