Education of programming language is often included in Czech secondary education as a method of implementation of corresponding school standards. By the time of publishing this thesis, these standards are only vaguely defined, so the effect of teaching programming can't be objectively evaluated from the perspective of the standards. This thesis elaborates on the usability of educational programming languages with respect to cognitive level of secondary school students, which may be used as a founded source in defining standards of particular schools.

Tennessee Beef Quality Assurance (BQA) programs teach beef producers the importance of quality within beef industries. BQA programs assure consumers of the quality and safety of supplied beef, as well as the environmental orientation of farm production practices (Tsakiridis et al., 2021). Any active BQA certificate holder in Tennessee can apply for the Tennessee Agricultural Enhancement Program (TAEP). TAEP significantly benefits both farmers and the economy. The TAEP is a cost-share system funding over $106 million dollars funding over thirty-seven thousand programs in the agricultural community statewide (Farm Bureau, Tennessee 2019 Resolutions, 2019). The cost-share program aids farmers to begin projects that could not have been financially feasible if the cost-share program was not available (Menard et al., 2019). The BQA program is an educational program taught as Cooperative Extensions efforts. The program aims to predominately adult beef cattle producers. Andragogy, also known as adult learning theory, was created by Malcolm Knowles to effectively teach adults. In this study, qualitative methods and quantitative methods were used to accurately identify how andragogy is being used in Tennessee BQA programs. The results showed Extension agents followed the seven-step andragogical design process and showed that BQA participants have the six andragogical principles. Recommendations for future research were identified to adapt the Andragogy in practice inventory for instructors, conduct a research study that addresses counties with smaller participation, and conduct studies with county agents in early career stages. Recommendations for the Tennessee BQA program are to have trainings for Extension agents around the andragogical process and to reevaluate the requirement for additional programs. / Master of Science in Life Sciences / Since BQA was established in 1987 by the Beef Checkoff, trainings across 47 states have been implemented to guide beef producers with the tools and training necessary to assure animal health and well-being. The program is an educational program that is typically taught by Extension education. Extension education was established by the Smith-Lever Act in 1914 which was established for the educational outreach of the Land-Grant institution for the growth of rural areas across the United States. This study aimed to identify how adult learning theory, andragogy, is used in Tennessee BQA programs and to make appropriate recommendations to ensure program effectiveness. This study is important to identify educational effectiveness in the BQA program and to ensure program participants are implementing program objectives to ensure the goals and purposes of the BQA program.

For several decades, a growing realization has evolved that a single entity often cannot address complex issues. Collaboration has been touted as an effective approach to addressing such issues and is generally defined as multiple parties jointly identifying problems, developing a shared vision for addressing those problems, and sharing resources and responsibilities for a determined solution. In spite of the growing literature regarding collaboration, the predominant focus has been on advocacy, leaving a void in the literature concerning the processes and behaviors involved in establishing community collaboration. In essence, the importance of collaboration is widely recognized; how to collaborate is not as noted. Therefore, it is essential to examine the experience of community collaboration. The purpose of this study was to investigate a collaborative community experience in the context of extension education for children, youth, and families at risk in four localities in Virginia. The following research questions were addressed: a) What has been the nature and experience of collaboration for Extension Leadership councils (ELCs) involved with children, youth, and families at risk (CYFAR) projects; b) What has contributed to successful collaboration in Extension education with the CYFAR projects; and c) What have been the challenges to collaboration for the CYFAR projects? The qualitative case study design utilized in-depth face-to-face interviews with seventeen community representatives in the selected localities involved in the experience. The interviews were tape-recorded and transcriptions were analyzed to determine themes, patterns, and common ways of thinking. Findings, which revealed that ELCs were primarily involved in situation analysis, illuminated the following perceived contributions to successful collaboration: having a process for involvement, addressing a need, commitment of those involved, leadership, and paid staff. Challenges to collaboration were identified as lack of time to commit, lack of understanding of collaboration, and pre-existing ways of thinking and acting. The results have implications for Cooperative Extension understanding how ELC involvement can occur in programming and the collaborative nature of their educational process with the community. The findings will also contribute to human service providers' understanding of contributions and challenges to collaboration and to the emerging body of knowledge on collaboration. / Ph. D.

The purpose of this study was three-fold: 1. To determine the amount and direction of changes in sources of funding for the Regional Education Service Centers from 1979 to 1984. 2. To determine the percent of change in programming expenditures of the Regional Education Service Centers from 1979 to 1984. 3. To rate the changes in quality of programming as perceived by the superintendents of the local school districts receiving services from 1979 to 1984. A review of the literature and a brief history of the Regional Education Service Centers of Texas were followed by tabular and narrative descriptions of the findings. Deflated data, to account for inflation, were derived by applying Bureau of Labor statistics formulas to dollar amounts supplied by the Regional Education Service Centers. Each of the five Education Service Centers included in the study experienced a decrease in total funds, due chiefly to a cut in federal and state support. Although local contributions increased in four out of five of the Regions during the five-year period, the net result to the Centers was a decrease in funding ranging from 23.2 percent to 51.8 percent. The impact on programming was severe. Of the nine major services on which data was gathered—media services, data processing, counseling/guidance, special education, migrant education, bus driver training, staff development, drug education/crime prevention, and bilingual education— two had been eliminated in all of the Regions included in the study by 19 84, and some of the Regions had discontinued services in other areas as well. Surveys for rating the services of the Education Service Centers were sent to 126 current superintendents who held the same position in 1979. The results indicated that although fewer dollars had been expended and some services had been eliminated, the quality of programming had not diminished from 1979 to 1984.

This qualitative study examines how principals support the implementation of the Three-Block Model of Universal Design for Learning (Katz, 2012a), a framework for inclusive school reform. The ways that principals can support inclusive practice may include the way they use systems and structures that fall under their control (Katz, 2012a). Instructional leadership also plays a crucial part in implementing inclusive school reform (Leithwood & Riehl, 2005). Data were collected through semi-structured interviews with five Manitoba principals involved in implementation of the Three-Block Model of UDL. Principals were asked about leadership and how they manage systems and structures under their control. Recommendations for practice are made, including the need for the school to be organized to support inclusive practice, for principals to make developing people a key task, and for principals to be highly involved in classroom instruction within the school.

Syftet med detta utvecklingsarbete var att utveckla en lärarahandledning som stöd i teknik riktat till pedagoger i förskolan. Den skullle ge barnen en möjlighet till att skapa ett intresse för teknik. Lärarhandledningen riktar sig till pedagoger som arbetar med barn i åldrarna 3-6 och innehåller frågor om tekniken i vardagen som kan ställas av två mjukbjörnar, Nelli och Nalle. Utifrån dessa frågor så framställdes konkreta bygg- och konstruktionsuppdrag till varje enskild fråga. I handledningen så beskrivs det på vilket sätt pedagogerna kan arbeta med frågorna. Handledningen har utvärderats av fyra förskollärare och fick mycket positiv respons. / The aim of this development work was to develop a teacher´s guide to assist in technology aimed at educators in preschool. It would give the kids an opportunity to create an interest in the technology. Teacher´s Guide is aimed at educators that works with children ages 3-6 and includes questions about the technology of every day life that can be aked of two softbears, Nelli and Nalle. From these questions then prepared an constuction and constuction tasks to each individual question. The Guide describes the way in which teahers can work with technology in every day life. The tutorial has been evalueted in four preschool theacher´s and got a very positive respons.

Programming is currently being introduced as an obligatory part of the K-9 education in Sweden with the aim to strengthen pupils’ digital competence and prepare them with skills adapt for the 21st century. The challenge is now to successfully integrate programming as a tool for teaching and learning within existing practices. Teachers are expected to support their pupils learning about programming despite their own limited chance to acquire knowledge on the subject. The Swedish National Agency for Education (Skolverket)has given some guidance but research on this area is rather limited and a lot is left to the teachers to decide and educate themselves in. Educational programming environments (EPEs), especially aimed at novices, can support teachers in this integration but needs to be suitable for the objectives from the Swedish school to not unintentionally direct the way teaching is done. This study aims to answer how an EPE should be designed to fit within the Swedish school context with a focus on the teachers’ perspective. To study this, seven interviews were conducted with educators in middle school with experience of working with programming in the classroom, followed by two observations during lectures with EPEs. The results provided implications that were used to form design guidelines for an EPE aimed at the Swedish school.

Made available in DSpace on 2016-04-28T20:56:58Z (GMT). No. of bitstreams: 1 Cintia Cassia Fonseca .pdf: 2324236 bytes, checksum: 6ba1e7877f3a5b98c43dda4c83ebbc3d (MD5) Previous issue date: 2016-02-19 / The crisis of the educational system of public schools in Brazil, demonstrated by the results of national assessments, is contrary to what is expected from the development of critical reasoning on young people. The focus on building a quality education is to enable the formation of citizens that promote effective problem solving. Therefore, it is necessary to teach students to think. In this perspective, the comparison is fundamental for any individual to establish relationships between ideas or consider relevant parts of a given context. Therefore, the comparison should be taught through planned teaching procedures. In the teaching of history, the exercise of comparison corresponds to an essential repertoire for the understanding of historical processes and the identification of continuities and ruptures between the present and the past. This study aimed at the development, implementation and evaluation of a proposal of comparison teaching. Participants were 18 students between 11 and 12 years of the 6th grade of elementary public school of São Paulo. The survey was conducted in a collective context, using school s computers. Participants performed individually the pre-test, comparison teaching program and the post-test. The pre-test data and the post-test were collected through a writing activity in which students should compare two historical facts. For the analysis, categories corresponding to the similarities and differences to be identified were set up. The results showed that, out of the 18 participants, 12 did more comparisons after going through the program. There was an increase in both comparisons of similarities and differences. The program achieved positive results since it favored the development of comparison skills for most of the participants. However, considering that the program did not have the expected effect on a number of students, it indicated the need for improvement in both aspects of programming and implementation conditions. The discussion of such aspects provides directions for further studies on comparison teaching / A crise do sistema educacional das escolas públicas no Brasil, demonstrada pelos índices das avaliações nacionais, está na contramão do que se espera de uma formação crítica dos jovens. O ponto central na construção de uma educação de qualidade é possibilitar a formação de cidadãos que promovam a resolução eficaz de problemas. Para tanto, é preciso ensinar o aluno a pensar. Nesta perspectiva, a comparação se mostra fundamental para que qualquer indivíduo possa estabelecer relações entre ideias ou considerar partes relevantes de um dado contexto. Portanto, a comparação deveria ser ensinada por meio de procedimentos didáticos planejados. No ensino de História, o exercício da comparação corresponde a um repertório essencial para a compreensão dos processos históricos e para a identificação das permanências e rupturas entre o presente e o passado. Este estudo teve como objetivo a elaboração, a aplicação e a avaliação de uma proposta de ensino de comparação. Participaram 18 alunos entre 11 e 12 anos de idade do 6º ano do Ensino Fundamental de uma escola municipal de São Paulo. A pesquisa foi aplicada em contexto coletivo, com uso dos computadores da escola. Os participantes realizaram, individualmente, o pré-teste, a programação de ensino de comparação e o pós-teste. Os dados do pré-teste e do pós-teste foram coletados através de uma atividade escrita em que os alunos deveriam comparar dois fatos históricos. Para a análise, estabeleceram-se categorias correspondentes às semelhanças e às diferenças a serem identificadas. Os resultados mostraram que, dos 18 participantes, 12 fizeram mais comparações depois de passarem pelo treino. Houve um aumento de comparações tanto de semelhanças quanto de diferenças. Considerou-se assim que a programação de ensino obteve resultados positivos já que favoreceu o desenvolvimento da habilidade da comparação para a maioria dos participantes. No entanto, como para um certo número de alunos, o programa não surtiu o efeito esperado, indicou-se a necessidade tanto de aperfeiçoamento de aspectos da programação quanto das condições de aplicação. A discussão de tais aspectos fornece direções para novos estudos referentes ao ensino da comparação

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>