O presente trabalho foi realizado no município de Bananal, uma área endêmica da Esquistossomose mansônica em São Paulo, com persistente prevalência e expansão na transmissão da doença. A presença de endemia evidencia um distanciamento da tríade Educação-Saúde-Ambiente, que se faz perceber pela inabilidade das comunidades atingidas em lidar com as situações de risco de contaminação. Este estudo analisou a influência do conhecimento sobre a Esquistossomose mansônica, dos estudantes da escola formal do município, em relação à suscetibilidade a contaminação, agregando-a aos outros fatores determinantes da expansão na dinâmica de transmissão e persistente prevalência. Foi utilizado um protocolo de avaliação de desempenho, baseado nas três categorias de aprendizagem, Conhecimento, Compreensão e Aplicação, do Domínio Cognitivo da Taxonomia dos Objetivos Educacionais de Bloom (1956), aplicado ao corpo discente do Ensino Fundamental (4ª a 8ª séries) e do Ensino Médio. O desempenho foi analisado no grupo total de alunos e no grupo de alunos doentes, relacionando o grau de conhecimento aos padrões da atividade humana no seu meio social e no inter-relacionamento com o Ambiente. Foram evidenciadas claras dificuldades nas três categorias de aprendizagem, em especial, nas relacionadas à aplicação do conhecimento compreendido no cotidiano, passando a representar assim, um fator determinante importante na suscetibilidade à contaminação da doença, seja no plano individual como no coletivo. Este fato norteou como recomendação a proposta de um Projeto em Educação Ambiental, sugerido a permear na escola formal como instrumento de integração Educação-Saúde-Ambiente, de forma que possa vir a constituir em uma força aliada, tanto ao processo de ensinagem como ao Programa de Controle da Esquistossomose, na intenção de auxiliar a conquista de um modo de vida melhor e mais saudável. / The current work was carried out in the Bananal municipality, an endemic area for schistosomiasis mansoni in São Paulo State, with a persistent prevalence and expansion of the disease transmission. The presence of the endemy highlights the distance between Education-Health-Environment triad, shown by the inability of involved communities in dealing with the contamination risks. This study avaliated the influence of the knowledge on schistosomiasis mansoni by the students of the formal schools in Bananal, concerning on contamination susceptibility aggregated to other determinant factors of the expansion in the transmission dynamic and persistent prevalence. A performance evaluation register, based in the three learning categories - knowledge, understanding and application from the cognitive field of taxonomy of Bloom´s Educational Goals (1956, 2001), was applied on Elementary and Middle School students. The performance was assessed considering the totality of the students as a group vs. the sick students group, associating their knowledge degree with the standard human activities in their social surrounding and inter-relationship with the environment. It was observed a clear difficulty in all three learning categories, particularly in those related to application of everyday knowledge showing as a determinant factor in the contamination susceptibility of the disease, in both individual and collective levels. As a contribution to improve this situation is proposed a recommendation in the form of an Environmental Education Project that percolates the regular school as a tool for integration of the Education-Health-Environment triad, and be a powerful contribution for both teaching process and schistosomiasis control program, intending to help the construction of a better and healthier way of life.

Although there are numerous instruments available for assessing classroom learning environments at the tertiary level, no instrument has been specifically designed and validated for measuring the business management education learning environment (Brennan & Ahmad, 2005). My aims were (1) to design, develop and validate an instrument, the Business Management Education Learning Environment Inventory (BMELEI), for assessing business management students’ perceptions of the psychosocial learning environments of university seminars and tutorials and (2) to relate learning environment to attitudes towards the subject and attitudes towards the case study teaching strategy. This study is distinctive in that it involved both quantitative and qualitative methods. The BMELEI and two attitude scales were administered to 480 final-year undergraduate and postgraduate business studies students in 30 classes at both Curtin University of Technology and Edith Cowan University in Perth, Australia. The qualitative component of the study involved semi-structured interviews with 42 randomly-selected participants from the above universities. Factor analysis supported a six-factor structure (Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation and Equity) with scale alpha reliabilities ranging from 0.78 to 0.90 for the actual form and from 0.80 to 0.92 for the preferred form using the individual as unit of analysis. Students’ attitudes were found to be positively associated with classroom learning environment. / Also differences were found between students’ perceptions of the actual and preferred classroom environment, and between male and female students’ perceptions of the actual and preferred classroom environment. Findings suggested that students preferred a more positive and favourable classroom learning environment than they perceived as being actually present.

The purpose of this research was to investigate first-year tertiary programming students' perceptions of their learning environment, based on the subgroups of gender and "new arrivals" (immigrant and international students of diverse nationalities, culture and educational backgrounds). The literature provides strong evidence that the nature of the learning environment for females studying computing can be uninviting and may be influential in the low rates of female enrolments and retention compared with males. Studies indicate that the cultural norms and artefacts of computing, the minority status of women in computing courses, attitudes, language, experience and institutional context all contribute to a learning environment that proves unattractive and can be detrimental for some women. In recent years, there has been an increased enrolment by New Zealand educational institutions of new arrival students. Research suggests that new arrival students, who leave their home country to live and study in a foreign land, experience difficulties in their learning environment and often have problems adjusting to living and studying in their host country. This research used a mixed-method design to investigate first-year computer programming students' perceptions of their learning environment at three tertiary institutions in Wellington, New Zealand. A survey, the College and University Classroom Environment Inventory (CUCEI), was completed by 239 students, yielding quantitative data about students' perceptions of their Actual and Preferred learning environment. In addition, 28 students, selected to represent gender and new arrival subgroups, participated in interviews and 11 hours of observation were conducted in programming classrooms. / The findings from the survey indicated that students perceived their learning environment with some satisfaction but they suggested improvements relating to the innovation and individualisation dimensions of their learning environment. The perceptions of the student subgroups, defined by gender and as new arrivals were investigated. Although the findings from multivariate analysis of variance of the CUCEI results did not identify differences between the subgroups the interviews revealed wider equity issues and concerns that highlighted differences amongst students of the sex and origin subgroups. Recommendations, based on the study's findings, include suggestions to improve institutional policy relating to the organisation of teaching practice and some cautions about the further use of the survey. The findings have important implications for creating a more equitable and positive learning environment for all students.

Thesis (Ed. D.)--University of Missouri--St. Louis, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This thesis tells a story of a single year in the life of a primary care teaching practice from the multiple perspectives of clinical learners and those supporting learning. This story involves many people from junior medical students to nurses and doctors with twenty years of experience. It explores how they learn as clinicians. The research takes the form of a single descriptive case study based within a purposefully chosen GP teaching practice in West Yorkshire, England. The case study comprises interview, observational and documentary data collected over a single academic year in 2008/9. Interview data from 33 subjects were transcribed and analysed using thematic analysis within a modified grounded theory approach. The evidence from interview data was strengthened through direct and indirect observation and from documents relating to learning and teaching. I present a theory of how clinical learning occurs within the chosen practice, and on the nature of being a teaching practice. The findings are presented in the context of the existing literature of learning in this setting and within a theoretical framework of literature on social learning and communities of practice. Clinical learning appears to occur through engagement and opportunity. Engagement in learning is made up of four elements; recognition, respect, relevance and emotion. The elements are remarkably consistent across learner groups. Opportunity includes the availability, authenticity and immediacy of patient encounters; and the opportunity to learn with and from peers and professional colleagues. The research findings are consistent with existing work on social learning from other settings, but add to the literature. Engagement appears possible through recognition, relevance and respect and in the absence of meaningful participation, belonging or a clear trajectory of learning. Meaningful opportunities for clinical learning include those where patient encounters are made powerful through the authenticity that arises from the social and personal context of illness, and from the immediacy of hearing patient narratives de novo. The teaching practice studied in the case study is not dissimilar to others described in the literature of primary care learning, but this case study offers a far more detailed exploration of the elements which contribute to learning in the practice. These elements include strong whole practice support for learning, a skilled and committed clinical and educational workforce and a more indefinable additional element which is best summarised as a passion for education.

The first purpose of this study was to validate a modified and personalised form of the College and University Classroom Environment Inventory (CUCEI) and then to use this instrument to examine the actual and preferred classroom environment perceptions of students and instructors at the senior secondary and post secondary levels. A third purpose was to examine students' attitude to their courses on three specific scales, namely, Satisfaction, Difficulty and Speed. A sample of 504 students and24 instructors from Canada and the Australian Capital Territory completed the CUCEI. The students also responded to an attitudinal questionnaire. Statistical analysis confirmed the reliability of the CUCEI. The Cronbach alpha reliability figures, using the individual student as the unit of analysis, ranged from 0.73 to 0.93 and from 0.76 to 0.94 for the actual and preferred versions respectively. Good alpha reliability figures were also apparent for instructor versions, ranging from 0.72 to 0.90 for the actual version and from 0.72 to 0.93 for the preferred version. When the two levels were compared, students at the higher level had a less favourable perception of their learning environment. Hardly any difference in perceptions was seen in the learning environment between male and female students. There were significant differences in the perceptions of the classroom environment by mature students. Mature students perceived task orientation and equity more favourably than did younger students. Senior secondary students were generally more satisfied with their science courses than post secondary students. There was no difference in their attitude to the speed of delivery of science courses. The sample of 24 instructors generally perceived their environment more favourably than did their students, however, senior secondary instructors viewed the learning environment more favourably ++ / than the instructors at the post secondary level. The study also suggests that instructors at the post secondary level are aware of the changes in students classroom environment and seem to take into account these changes. Qualitative data collected from class observations and student and instructor interviews complemented the quantitative findings of the study.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instrument (HESSS). Includes bibliographic references (ℓ. 126-150)

Thesis (Ph.D.)--Edith Cowan University, 1999. / Submitted to the Faculty of Community Services, Education and Social Sciences. Includes bibliographical references (p. 413-423).

Thesis (D.Eng.)--University of Delaware, 2006. / Principal faculty advisor: Dennis L. Loftus, School of Education. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 91-95.