Orientador: Milva Maria Figueiredo De Martino / Dissertação (mestrado) - Universidade EStadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-14T00:05:44Z (GMT). No. of bitstreams: 1 Andreoli_CarlaParadaPazinatto_M.pdf: 2515681 bytes, checksum: 784c3f96d77ef40705c099bf78a7d254 (MD5) Previous issue date: 2009 / Resumo: Este estudo analisou o desempenho acadêmico, padrão de sono e o cronótipo dos estudantes universitários do turno matutino e noturno. Participaram dessa pesquisa, alunos do Curso de Graduação de Tecnologia em Estética, num total de (n=139), com média de idade de 23,59. Foram utilizados três questionários: a- um para coleta de informações pessoais e profissionais; b - outro para avaliação do ciclo vigília-sono (diário de sono); c- e o Cronótipo, Questionário de Horne e Ostberg (1976). Verificou-se, por meio do diário de sono, as características individuais e os hábitos de sono, correlacionando com o cronótipo e desempenho escolar. Os resultados da análise dos padrões de sono entre as turmas do matutino e noturno, mostraram dados estatisticamente significativos (teste de Mann-Whitney )para as variáveis hora de deitar (p< 0,001), para a hora de dormir (p< 0,001) e para a hora de acordar (p< 0,001) e duração de cochilo com (p =0,009) Quanto à avaliação dos cronótipos, observou-se que, no turno matutino, 15,09% são do cronotipo matutino, 24,53%, tipo vespertino e 60,38%, para o indiferente. Os resultados quanto às variáveis cronótipo e idade mostraram valores significativos (teste Qui-Quadrado), os sujeitos na faixa etária de ? 30 anos são alunos de cronótipo matutino, destes, 52,38% financiam seus próprios estudos, 81,82% trabalham fora, estudam no turno matutino e demonstraram melhor desempenho acadêmico com (p=0,005) Teste de Kruskal-Wallis. Constatou-se pelo coeficiente de correlação de Spearman, que houve valor significativo para a hora de acordar e nota do SPA (r = - 0,217; p= 0,013). Este dado demonstra que, quanto mais tarde a hora de acordar, menor o desempenho acadêmico, podendo sugerir que existe uma relação com o tempo total do sono noturno / Abstract: This study it analyzed the academic performance, standard of sleep and cronotype of the university students of the morning and nocturnal turn. They had participated of this research, pupils of the course of graduation of Technology in Aesthetic, a total of (n=139), with average of age of 23,59. Three questionnaires had been used: to one for collection of personal and professional information; b - another one for evaluation of the sleep-wake cycle (daily of sleep); c- the cronotype, Questionnaire of Horne and Ostberg (1976). It was verified by means of daily of sleep the individual characteristics and the habits of sleep, correlating with cronotype and pertaining to school performance. The results of the analysis of the sleep standards enter the groups of the day and nocturnal, they had shown statistical given significant (test of Mann-Whitney) for the variable hour to lie down (p< 0,001), for the hour to sleep (p< 0,001) and for the hour to wake up (p< 0,001) and duration of nap with (p =0,009) How much to the evaluation of the cronotype, observed that in day turn 15.09% they are of cronotype morning, 24.53% evening type and 60.38% for the indifferent one. The results how much the variable cronotype and age had shown significant values (Qui-Square test), the citizens in the etaria band of ? 30 years are pupils of cronotype morning, of these 52.38% they finance its proper studies, 81.82% work outside study in the morning turn and had better demonstrated academic performance with (p=0,005) Test of Kruskal- Wallis. It was evidenced for (coefficient of correlation of Spearman), that it had significant value for the hour to wake up and notices of the SPA (r = - 0,217; p= 0,013), given that it demonstrates that the more late the hour to wake up, minor the academic performance, being able to suggest that a relation exists with the total time of nocturnal sleep / Mestrado / Enfermagem e Trabalho / Mestre em Enfermagem

Dr. M. Gous Ms. N. Murdoch

The purpose of this study was to investigate the views of British Columbia principals with regard to the formal evaluation of teaching. Four major concepts were addressed a) the purpose of evaluation; b) the process of evaluation; c) the need for further principal training in evaluation; and, d) obstacles to carrying out evaluation. The sex of principals and years of experience as a principal were identified for further analysis because these variables are absent in the literature on formal evaluation. The data consisted of relevant clauses from all 75 British Columbia school district collective agreements and responses to a survey sent to the members of the British Columbia Principals' and Vice-Principals' Association. The achieved sample is 188 principals. The findings of this study show the conduct of formal evaluation is a responsibility willingly accepted by principals and that it is a function they consider they carry out well. Collective agreements say little about the purpose of evaluation. The majority of principals believe the most important purpose of evaluation is teacher growth and development. Female principals indicate a stronger orientation towards teacher growth and development than males but this difference may also be related to principals' different experience levels. Relatively few evaluations are carried out and only a very small proportion result in "less than satisfactory" reports. Evaluations leading to "satisfactory" and "less than satisfactory" reports are characterised in very different terms by principals. Anecdotal responses support the assertion made in the literature that principals believe they already know who their 'weak' teachers are before conducting an evaluation. British Columbia principals consider time as the primary obstacle to carrying out formal evaluation. Evaluation cycles and site management responsibilities are perceived as the major time consumers. Neither size of staff nor percentage of teaching time were identified as significant time barriers by the respondents. Principals do not label themselves as under-trained for the responsibility of formal evaluator of teaching. Moreover, master's specialty and previous training are not linked to further training needs nor to how well principals believe they do evaluation. Three policy recommendations emerge from this study: (1) to re-assess the role of principal as evaluator in the light of their wider responsibilities; (2) to consider extending the role of formal evaluator to educators other than school-based administrators; and (3) to re-assess the value of formal evaluation as currently practised. / Education, Faculty of / Graduate

<p> This research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students&rsquo; perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district&rsquo;s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students&rsquo; grade point average did improve compared to students from the previous school year in the same district.</p><p>

<p> Within the confines of this study, the researcher investigated Project Lead the Way (PLTW) Engineering curriculum goals within Missouri high schools. The study measured Missouri PLTW teachers&rsquo; perceptions of various elements of the curriculum as well as state and national PLTW End of Course student assessment data to determine if a relationship existed between teachers&rsquo; perceptions of curriculum implementation and student performance, as measured through Missouri End of Course exams in various secondary engineering classes. In addition, the researcher conducted voluntary interviews with teachers, state administrators, and national representatives of PLTW to inquire about experiences with the PLTW Engineering curriculum. </p><p> Qualitatively, Missouri PLTW Engineering teachers expressed varied levels of satisfaction through a survey generated by the researcher, based upon national curriculum goals established by PLTW. Within the study, teachers&rsquo; perceptions reported students&rsquo; abilities to identify, formulate, and solve engineering problems were greater than students&rsquo; abilities to design and conduct experiments, as well as to demonstrate knowledge of and responsibility for engineering issues, including ethical and professional responsibilities. The researcher attributed this perception to students&rsquo; lack of professional experience and to PLTW curriculum not providing enough opportunities for students to gain real-world relevant experience using the content and strategies learned during instructional class time. </p><p> The intention of this study was to provide a framework to review and evaluate curriculum goals established by PLTW, Inc. Originally, the researcher looked at national goals for the program to determine the outcomes of PLTW&rsquo;s educational programming. However, much of the data was post-secondary related and the researcher wanted to maintain the quantitative nature of the study. Nonetheless, research could expand upon the framework to study any state in the nation through either a mixed-methods approach or the use of a quantitative study approach. The researcher recommends further research be conducted either by PLTW, Inc., through state PLTW affiliates or by other individuals to determine future outcomes of educational curriculum offered by PLTW. This could include engineering, biomedical science, computer science, middle school curriculum offered through Gateway to Technology (GTT), or through elementary curriculum offered through Launch.</p><p>

<p> The purpose of this collective case study was to explore digital badging in educational institutions as support for K-12 practitioners struggling to integrate technology into pedagogical practices. The researcher conducted a mixed-method study that captured perceptions about digital badges and follow-up interviews with selected badge users to explore their viewpoints further. The goal was to generate a detailed case description, identify participants&rsquo; self-assessment of technological pedagogical content knowledge (TPACK), and define those attributes that are deemed important or not useful to <i> Open Badge Course</i> earners that participated in the study. </p><p> Ten individuals from a Northern California region completed the survey and four participated in an interview process. Results from the survey found that participants highly valued the convenience, accessibility, and ability to self-pace afforded by the course. They valued being able to set their own learning goals and to begin and work at their own level of expertise. The game-like features and personal achievement were motivating factors to earn and complete badges. The course experience allowed time for cumulative study to learn and implement technology into teaching. The course experience supported their understanding of technological pedagogical content knowledge (TPACK). </p><p> The interviews provided detailed information regarding perceptions and experience with the Open Badge Course. Six themes emerged from thematic analysis of the interview data: affordances of course content and course design, recommendations to sustain and improve the course, challenges of course content and course design, ways experience impacted/changed teaching, motivation for learning, and ways experience impacted/changed learning. Participant responses indicated that modifications were necessary for the course to be effective. The areas of challenge included: a lack of timely assessment of learning, constraints from rigor and management of badge levels, lack of relevant or meaningful badges related to the grade level taught, and difficulties with mechanical/operational procedures to access and complete required activities. </p><p> Facing obstacles are not unique to digital badge project developers. The challenges identified in this collective case study provide valuable information for developers in redesigning future iterations of digital badge systems. Recommendations include how development of similar systems for informal professional learning within formal institutions of learning can be effective.</p><p>

<p> The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students&rsquo; scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher&rsquo;s effectiveness. The Danielson Model for Teaching and Learning supports the idea that assessment literate teachers are highly effective. The purpose of this quantitative causal-comparative study was to identify New Jersey teachers&rsquo; competence in student educational assessments. Prizovskaya measured teachers&rsquo; assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers&rsquo; overall score of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods (M = 0.61, SD = 0.23). The lowest overall score of 39% (M = 0.39 and SD = 0.24) was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades. Keywords: assessment literacy, teacher evaluation, student assessment, effective teaching</p><p>

M.Ed. / This thesis reports on an action research project carried out in a Private Higher Education Institution and relates to the contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. It is argued that theories of multiple intelligences, while having been widely applied to teaching, have not been meaningfully applied to the assessment of learning or to the promotion of deep learning. Therefore, the problem for research was that insufficient consideration has been given to the possible contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning, and that there is a gap in the application of those theories to the assessment of learning. Consequently, the purpose of the research was to examine the potential contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. The first aim of the research was to consider the assessment of learning and to demonstrate how deep learning may be promoted through assessment. Secondly, the research explored the potential contribution of theories of multiple intelligences to the assessment of learning; while the third aim considered the demands of deep learning and theories of multiple intelligences in relation to assessment. The fourth aim was to propose a theoretical framework for assessment for the promotion of deep learning in the context of theories of multiple intelligences; while the fifth aimed to derive related principles. The final aim was to apply the derived principles practically to a course of study. The theoretical framework for the research was built on a study of the literature relating to the assessment of learning, deep learning and theories of multiple intelligences. As the researcher was a practitioner, developing educational practice, a practitioner action research design was utilized, enabling the location of the research within a specific educational context and allowing for the development of a specific response to the research problem. Practitioner action research was particularly advantageous because it allowed for the improvement of practice, as v well as the generation of new knowledge with respect to the assessment of learning, deep learning and theories of multiple intelligences. Drawing the study of the literature and the empirical research together, the research findings were that theories of multiple intelligences have a contribution to make to the assessment of learning; learners were aware of and appreciated the variety available in assessment items; learners need clear guidance with respect to technical requirements for assessment options; theories of multiple intelligences make a positive contribution to the construction of assessment items that promote deep learning; and assessment that is shaped by multiple intelligences contributes to the promotion of deep learning in certain learners. The scholarly contribution of this study lies in that it has developed the application of theories of multiple intelligences to the assessment of learning in a manner that contributes to improved practice with respect to the assessment of learning in general and specifically to the promotion of deep learning through the assessment of learning, with application to both the higher education sector in particular and all education in general.

<p> This qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group&rsquo;s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members&rsquo; perspectives were gathered in the 2011-2012 academic school year and the implementation team members&rsquo; perspectives were gathered five years later in the 2016-2017 academic school year. The qualitative data was analyzed to answer the research sub-questions: (a) how and to what extent did the 2011-2012 implementation of the district&rsquo;s Teacher Professional Growth Protocol build a foundation to meet the 2014-2015 Minnesota Statute requirements on teacher evaluation?, (b) how and to what extent did the district&rsquo;s Teacher Professional Growth Protocol engage teachers in reflective practice focused on growth?, and (c) how and to what extent did the district&rsquo;s Teacher Professional Growth Protocol build a foundation for continuous improvement? Triangulated data indicated commonalities as well as discrepancies in perspectives resulting in two lessons learned: (1) research and practice align; bridging the two is a concern; and (2) continued and expanded application of implementation science is needed for system effectiveness. There is a discrepancy bridging research and practice, which this study demonstrates. The findings indicate a strong need to reallocate time to meet the needs of a public school district to develop its teachers and to grow their effectiveness. </p><p>

<p> For many high school student athletes, there is increased pressure to specialize in one sport, to participate at a high level, and to play year-round (Brenner, 2016). This increased emphasis on sport specialization has led to a proliferation of overuse injuries, overtraining, and burnout (Brenner, 2016). Sport specialization significantly contributes to overuse injuries, which account for almost half of all sport injuries (Andrews &amp; Yaeger, 2013). This research was designed to clarify if there are significant differences in the behavioral and academic performance of student athletes who compete in one sport and student athletes who compete in multiple sports. Six high schools in southwest Missouri provided GPAs, hours absent, and days suspended for approximately 1,500 student athletes for the 2015&ndash;2016 school year. An ANOVA test was conducted to determine if significant differences existed among one-, two-, and three-or-more sport athletes for each individual area of study. When single-sport athletes were compared to multiple-sport athletes, significant differences were discovered in each area of study including GPAs, hours absent, and days suspended. In all instances of significant difference, multiple-sport athletes demonstrated improved academic and behavioral performance over single-sport athletes. These findings should assist students, coaches, parents, teachers, and administrators in decision-making about student athletics participation.</p><p>