Thesis (D. Miss.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 291-302).

Thesis (Ph. D.)--University of Wisconsin, 1962. / Extension Repository Collection. Typescript (carbon copy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 223-228).

Thesis (M.S.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-136).

Thesis (Ph. D.)--University of Wisconsin, 1959. / Extension Repository Collection. Typescript (carbon copy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [175]-177).

Theological Education by Extension (TEE) for parishioners is the general area of study. However, focus is placed on the developing of a curriculum, particularly on the problems and challenges around developing of a relevant TEE curriculum. Four different TEE programmes in Botswana were studied. The findings showed that problems were experienced by respondents and others who are involved in TEEs in Botswana. The respondents could identify and describe some of such problems and challenges. Therefore the researcher could arrive at the following conclusion:- Students, staff and all other parties of a TEE must collectively and fully participate in the developing of the curriculum. Moreover, the socio-cultural context influences TEE curriculum; therefore, students need to be trained to respond to such influences in their life situations. Once again, it is important that the curriculum policy and the process of planning take into account of some basic concerns like the theological presuppositions, aims and objectives and basic commitments or foci behind the curriculum. If these concerns are well attended, a more relevant TEE curriculum can be developed. / Philosophy, Practical & Systematic Theology / Th. M. (Practical Theology)

Theological Education by Extension (TEE) for parishioners is the general area of study. However, focus is placed on the developing of a curriculum, particularly on the problems and challenges around developing of a relevant TEE curriculum. Four different TEE programmes in Botswana were studied. The findings showed that problems were experienced by respondents and others who are involved in TEEs in Botswana. The respondents could identify and describe some of such problems and challenges. Therefore the researcher could arrive at the following conclusion:- Students, staff and all other parties of a TEE must collectively and fully participate in the developing of the curriculum. Moreover, the socio-cultural context influences TEE curriculum; therefore, students need to be trained to respond to such influences in their life situations. Once again, it is important that the curriculum policy and the process of planning take into account of some basic concerns like the theological presuppositions, aims and objectives and basic commitments or foci behind the curriculum. If these concerns are well attended, a more relevant TEE curriculum can be developed. / Philosophy, Practical and Systematic Theology / Th. M. (Practical Theology)

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-09-19T18:22:03Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação PPGDH UFPE (Adrielmo de Moura Silva).pdf: 5508340 bytes, checksum: e3b47825c18b9af69e1aec1d2a92375b (MD5) / Made available in DSpace on 2016-09-19T18:22:03Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação PPGDH UFPE (Adrielmo de Moura Silva).pdf: 5508340 bytes, checksum: e3b47825c18b9af69e1aec1d2a92375b (MD5) Previous issue date: 2016-02-25 / Esta pesquisa busca compreender o papel da extensão universitária na relação entre a teoria e a prática na formação profissional do estudante de Direito e na afirmação dos direitos humanos dos prisioneiros. A pesquisa parte de uma reflexão da atuação de professores e alunos em um programa de extensão universitária no agreste de Pernambuco no Sistema Penitenciário. O estudo busca discutir a função da extensão universitária, na formação social dos discentes e na prática docente nos cursos jurídicos brasileiros. Verificar a necessária relação entre teoria e prática no Ensino jurídico, numa perspectiva de complementaridade, a partir da experiência do Programa de Adoção Jurídica de Cidadãos Presos no Agreste de Pernambuco. Identificar como essa extensão contribui na promoção dos direitos humanos através do processo de formação dos discentes e na prática docente a partir do atendimento e reconhecimento da dignidade das pessoas privadas de liberdade no agreste de Pernambuco. Experiência que permite a intervenção na realidade, a partir da garantia do acesso ao Judiciário, e através da formação humanista na construção do conhecimento e na formação de discente e na prática docentes nos cursos jurídicos. A extensão universitária Programa de Adoção Jurídica de Cidadãos Presos, além da ação extensionista, busca uma perspectiva humanista e de encontro com o diferente. Os resultados apontam para a relevância da discussão sobre a promoção do acesso à justiça aos prisioneiros do agreste de Pernambuco e a formação cidadã dos discentes, a compreensão de que a ação extensionista se situa no campo da afirmação dos direitos humanos, cumpre uma função social do direito no campo do ensino. A extensão consegue retirar o direito de dentro dos muros das faculdades e trazê-lo ao mundo da vida, da exclusão, lugar onde muitos dos jovens profissionais irão atuar. Tomamos como referencial teórico o pensamento de Paulo Freire e a reflexão sobre o ensino jurídico de Boaventura de Sousa Santos como aportes principais, por se encontrarem na perspectiva de uma ciência de caráter emancipatório que reconhece a educação como instrumento essencial dos processos de transformação da realidade, a metodologia é qualitativa, trabalhamos com estudo de caso, entrevista semiestruturada e análise de conteúdo, partir de Bardin (2004). O Programa de Adoção Jurídica de Cidadãos Presos que vem garantindo a aplicabilidade dos direitos humanos dos reclusos no Agreste de Pernambuco desde 2001, atuando frente à ausência de ações jurisdicionais do Estado na afirmação do direito ao acesso a justiça, e como a extensão universitária, ao mesmo tempo em que pode contribuir na defesa dos direitos dos segregados de liberdade, possibilita que docentes e discentes do curso de direito vivenciem a relação entre teoria e prática no ensino jurídico, superando as perspectivas tradicionais e conservadoras do ensino jurídico de formação elitista e conservadora, voltada para a formação de elites e para a sociedade de consumo e distanciamento dos problemas sociais. / Research aims to understand the role of academic extension in theory-practice ratio, concerning to law student formation in the human rights topic. The study starts from a reflection on the performance of teachers and students in a university extension program for the prision system, developed in a specific State area so called Agreste. The study aims to discuss the role of extension, student social training and teaching practice in Brazilian law courses besides checking the necessary relationship between theory and practice in law education, somehow a complementary perspective from the experience of the “Adoção Jurídica de Cidadãos Presos” Program, and Identifying how this extension contributes to promote human rights, through the process of student training and teaching practice, starting from care and dignity recognition of persons deprived from freedom, in the study area. This experience allows intervention in reality, from granting access to Courts and through humanistic education, in law courses ‘knowledge-building’ specifically concerning to student training and teaching practice. The extension Program “Adoção Jurídica de Cidadãos Presos”, along with the extension action, per se, looks for humanist approach dealing with multiple perspectives. The outline results tend to demonstrate the fundamental role of ‘human rights’ discussion and to promote justice for prisoners of Pernambuco’s study area, besides the fact that the students’ civic education passes through the understanding of the extension practice as human rights affirmation, fulfilling Law’s social function in teaching practice. The extension, by itself, can demonstrate how Law should overpass academic walls and materialize itself in a trouble fulfilled life, where many professionals will act. We assume a theoretical approach based on Paulo Freire’s and the critical contributions on law education from Boaventura de Sousa Santos, mainly because they rely strongly on emancipatory nature of science perspective recognizing education as a key instrument of change and reality transformation process. The methodology is qualitative, based on Case Study and semi-structured interviews. The content analysis is based on Bardin (2004). The “Adoção Jurídica de Cidadãos Presos” Program has, certainly granted better human rights standards for prisoners in the region since 2001, acting upon the absence of state court claims in order to grant access to justice, and as an academic extension, can contribute, at the same time, assuring rights of segregated persons, freedom, allowing Law School teachers and students the experience theory and practice in law education, overcoming the traditional and conservative perspectives of elitist law education and conservative formation, detached from social problems.

<div>New special education teachers beginning their career field have many job-related responsibilities and activities to adjust to and learn about. The most important success factor of special education teachers' job is collaboration.Collaboration happens constantly when teaching students with disabilities. In particular, collaboration is an important job responsibility of a special education teacher (Rapert, 2018). The purpose of the current survey study was to provide guidance and explore various collaboration strategies and areas new special educators struggle with. The ultimate purpose of this research was to aid in the development of a collaborative handbook, describing the core components collaboration and providing resources to help support new special education teachers in those identified core components.</div><div><br></div><div>This study had twenty four potential teacher participants in a Midwestern junior high school. Fourteen teachers voluntarily completed a needs assessment survey. The survey includes twelve questions about collaboration and communication in their school. Fourteen teachers provided their viewpoints of collaboration and communication in their school. Results showed that teachers see the following as core collaboration and communication components for successful collaboration: (1) an equal partnership between special education and general education teachers, (2) adequate preparation time, (3) consistent collaboration, and (4) effective communication strategies. Another interesting finding is that only three out of fourteen teachers indicated they agreed that special education teachers and general education teachers were viewed as equal partners in the classroom. Other findings are about lack of time, the existence of a regular collaboration and communication method. Twelve teachers indicated they had a lack of time in order to collaborate and plan with the special education teachers. Six out of fourteen teachers reported that regular collaboration happened between both general and special education teachers. Eleven teachers indicated e-mailing is the easiest way to communicate. </div><div><br></div><div>Based on the survey responses and receiving wide responses about teacher’s viewpoints regarding collaboration and communication in their building, a guide to help new special education teachers successfully collaborate with all teachers would be beneficial. Giving a new teacher the tools to be successful in an already challenging position, can increase their confidence and understanding of what is expected in the building. Outlining the best way to communicate, and collaborate with all teachers in the building including teachers who many not directly work with special education students daily. The handbook guides and walks through how to set up conferences and meetings with staff and parents of the student. Given a guide on who to contact, when to contact, and having a checklist prior to setting up one of the various meetings a special educator conducts can help a new teacher tremendously in feeling confident and understanding the building procedures. With the approval from the junior high schools principal this handbook was created to guide new teachers at the specific junior high school. <br></div>

The aim of this research project was to explore whether or not the TEE programme of The Wesleyan Church in Southern Africa is effectively contextualized to help churches to experience numerical increases in church attendance and in new congregations being started. Three aspects of contextualization were examined in relationship to The Wesley'.3-n Church's TEE programme: ( 1) Content, focusing upon the theme of "liberation"; ( 2) Methodology, focusing upon the theme of "conscientization"; and (3) Structures, focusing upon the theme of "involvement in context". At the outset of this research project, I hypothesized that The Wesleyan Church's TEE programme in Mozambique was being effectively contextualized, while the TEE programme in South Africa, Swaziland, and Zimbabwe was not. Data was collected by means of four different questionnaires, interviews, and observations made as a participant observer in different TEE classes. A letter was initially sent to 175 individuals who had been, or still were, still involved in the TEE programme of The Wesleyan Church in Southern Africa. A.total of 132 individuals responded and stated that they would be willing to participate in my research project. The data analysis indicates that when TEE helps its students to adhere to the following three principles of contextualization, the church is able to experience numerical growth; (1) Both the clergy and the laity have a vital ministry; (2) It is important to minister to the spiritual needs of people, as well as to the social and political needs of the people; and (3) Christians must be helped to think and act critically and creatively about the contexts in which they live and work. The conclusion seems to be that the Mozambican TEE programme, because it is being contextualized, is helping its churches to grow. On the other hand, the TEE programme in South Africa, Swaziland, and Zimbabwe, because it has not been effectively contextualized, seems to be powerless in helping its churches to do the same. / Philosophy, Practical & Systematic Theology / Th. D. (Practical Theology)