The National Occupational Information Coordinating Committee (NOICC) ( 1989) has defined career development guidelines for all groups from elementary school students through adulthood. These guidelines have been adopted by over 40 states. Virginia has chosen not to adopt them and currently does not have state standards against which to identify or assess exemplary career development practices in middle schools. Such identification procedures would serve to (a) provide guidelines for program development and expansion, (b) provide a means of accountability, ( c) provide a standard of performance, ( d) provide consistency among middle schools, and ( e) showcase exemplary programs. This study examined exemplary career development practices at 43 middle schools in Virginia during the Fall of 1996. The researcher identified these schools by asking for recommendations from State Department of Education Field Representatives, university faculty with expertise in the fields of counseling, middle school education or both, and current and most recent past officers of the Virginia Counselors Association and the Virginia School Counselor Association. A survey method was used to identify general curriculum design, physical facilities, technological capabilities, activities and strategies used to incorporate career development into the curricula of the identified middle school. Three site visits and one in-depth telephone interview were conducted by the researcher to verify exemplary career development practices. The following common themes were found concerning exemplary career development practices: <ol> <li>There were teacher-advisory programs in which a variety of career development activities took place in the academic classrooms.</li> <li>There were middle school teams in which groups of teachers worked together on career development activities which were integrated into the core curriculum through these teaming efforts.</li> <li>There were curriculum design efforts in which career development exploratory classes were offered on either a 6, 9, 12, or 18 week rotation.</li> <li>There were special interest clubs, many of which directly related to career development. </li> <li>There were classroom guidance activities conducted by counselors related to career development. </li></ol> Evaluations of the Survey findings, recommendations and conclusions of this study were reported in the hope that middle school career development programs in Virginia's middle schools will strive for exemplary practices for the benefit of their own students. / Ed. D.

The goal of this graduation's thesis was to focus on picaresque elements in The Exemplary Novels (Novelas ejemplares). The object of research were, therefore, ones of the most important works of the Spanish Golden Age - picaresque novels The Life of Lazarillo de Tormes (La vida de Lazarillo de Tormes) and Guzmán de Alfarache and their influence on Cervantes' literary works. We analyzed the picaresque elements, different variations of theirs' in the selected Exemplary Novels. More specifically, we dealt with the character of picaro, form of the works and a concept of realism in Alemán and Cervantes.

Este trabalho tem o objetivo de analisar a culpa como critério para majoração da indenização em casos de danos decorrentes de condutas altamente reprováveis do ponto de vista ético-jurídico. O tema é apresentado no âmbito da crise paradigmática vivida pela responsabilidade civil nos dias atuais: a responsabilidade civil afasta-se do paradigma da reparação para se aproximar do paradigma da prevenção de danos. Diante desse contexto, propõe-se a retomada da culpa, não mais como pressuposto da responsabilidade civil, mas agora no papel de critério para a quantificação da indenização. Para demonstrar a utilidade e viabilidade desta proposta, o trabalho segue três caminhos. Inicialmente, analisa-se o instituto dos punitive damages, à luz, principalmente, do direito norte-americano. Entende-se que o referido instituto representa uma experiência bem sucedida do uso da culpa como instrumento de prevenção de danos e dissuasão de condutas reprováveis. Em segundo lugar, recorre-se à literatura estrangeira para promover uma detalhada análise econômica dos punitive damages, com o intuito de demonstrar a eficácia e utilidade do instituto. Por fim, examina-se a viabilidade e adequação de uma possível indenização punitiva diante do atual sistema de responsabilidade civil brasileiro. Neste ponto, busca-se identificar o fundamento legal da indenização punitiva, analisando se este novo instituto resiste às críticas que o acusam de ilegalidade. Superado o ceticismo com relação ao instituto, avaliamos os possíveis critérios, objetivos e subjetivos, para a quantificação da indenização punitiva, dando destaque, evidentemente, para o papel ocupado, nesse processo, pela culpa. / This study aims to analyze fault as a factor to increase the amount of damages in cases of highly reprehensible misconducts, from a legal-ethical standpoint. The topic is presented under the paradigmatic crisis currently experienced by tort law: as tort law moves away from the paradigm of compensation it approaches the paradigm of prevention of damages. Given this context, we propose the return of fault, no longer as a requirement of liability, but now in the role of a factor for the assessment of the amount of damages. To demonstrate the utility and feasibility of this proposal, the study follows three paths. Initially, we analyze the remedy of punitive damages, mainly based on U.S. law. We understand that punitive damages represent a successful experience of using fault as a tool to prevent damages and deter reprehensible misconducts. Secondly, we resort to foreign literature to carry out a detailed economic analysis of punitive damages, in order to demonstrate the effectiveness and usefulness of the remedy. Finally, we examine the feasibility and suitability of punitive damages under the current Brazilian tort law. At this point, we attempt to identify the legal basis for punitive damages, analyzing whether this new remedy would resist the criticisms that accuses it of illegality. Once skepticism regarding the remedy is overcome, we go on to evaluate potential objective and subjective factors for the assessment of the amount of punitive damages, stressing, of course, the role played, in this process, by fault.

Thesis advisor: Maria E. Brisk / This dissertation analyzed how exemplary mainstream teachers of English Language Learners (ELLs) taught these students across contexts--English monolingual immersion and bilingual. The research for this study was grounded directly in the teaching practices of exemplary teachers for English Language Learners (ELLs). Teacher participants undertook inquiry into their own practices to provide the knowledge and information needed to assist other teachers in improving their practices with ELLs. The research in this case drew upon previous research in the area of professional knowledge and expertise. The major goal was to understand from a holistic viewpoint the successful teacher of ELLs--their backgrounds, knowledge and practices, and how these were mediated by teaching contexts--English monolingual immersion and bilingual. Using a constructivist grounded-theory design, four descriptive case studies were the focus of the dissertation. Using interviews, observations, recall sessions, and a focus group, each teacher was studied to determine their backgrounds both personally and professionally, teaching practices, and attitudes towards ELL students, in order to create a theory of what it takes to be an effective teacher of ELL students. The results suggest that certain background experiences can positively impact the teaching of ELL students: learning a second language, being immersed in a culture different from one's own, and an understanding of second language development. The results also indicated common patterns among the teachers' planning and preparation, teaching practices, and attitudes towards their ELL students. Commonalities in teachers' planning and preparation included the use of themes and units, language goals for their ELL students, knowledge of students' backgrounds, and preparation of exemplars and models. Commonalities in classroom practices included repetition of key vocabulary and phrases, prompting and coaching ELL students, thoughtful grouping and pairing, frequent check-ins with ELL students, and, in the bilingual context, use of the students' first language for learning and instruction. Finally, all of the teachers demonstrated common observable attitudes towards their ELL students such as kindness, sensitivity, and encouragement. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Curriculum and Instruction.

The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design incorporating qualitative and quantitative research methods was used to explore the question: What happens when an exemplary teacher uses graphing calculators in a college algebra class? The purposively selected participants were the teacher and eleven students of a Texas community college algebra course. All 29 classes of the 14-week spring 2006 semester were observed in their entirety by the researcher. The theoretical frameworks guiding the study were the affective representation system and the Multiple Representations Model of Learning and Teaching with the use of the Mathematics and Science Classroom Observation System for data collection, analysis, and profiling of classroom lessons. Originally developed for grades K-12, the use of the instrument was extended to college algebra. Triangulation of data sources using constant comparative and content analysis methods were used to support the three major findings: (1) The instructor's proactive orchestration of specialized instruction, support materials, and designed activities contributed to the establishment of graphing calculator use as an essential part of classroom norms and promoted students' independent use of the tool; (2) The dynamic and interactive features of the TI-84 Plus graphing calculator facilitated the delivery of instruction at high cognitive levels during student interactive activities providing access to, exploration of, and use of multiple representations for some mathematical concepts and solutions not easily attainable using traditional methods; and (3) Although the majority of students had never used a graphing calculator before the course, all students used the tool at appropriate times during instructional activities, self-reporting that their use of the calculator was generally beneficial for enhancing their understanding of lessons and supporting class interactions. Additionally, all students independently chose to use the calculator during major assessments and reported knowledgeable use of the tool to facilitate improved test performance. Replication of the study is limited because the norms developed in this case are unique to the teacher and students who negotiated their establishment. Suggestions are given regarding educational policies, reform practices, and research extensions.

With increasing demand for school accountability following the NCLB Act of 2001, school leaders have a greater responsibility to students with disabilities than ever tinclude special education leadership due to the leadership imperative to meet the needs of all students (Lashley, 2007; Yell, 2012). Little attention, however, has been paid to special education and special education law in leadership preparation programs (Cusson, 2010; Pazey & Cole, 2013), leaving school leaders inadequately prepared to serve all students. The purpose of this study was to explore how six current school leaders who are graduates of a university-based “high-quality” principalship program created an inclusive school culture. Guided by the theoretical framework of sensemaking (Weick, 1995) and a phenomenological approach (Creswell, 2007; Patton, 1990), this study examined the ways in which six school leaders used what they know about special education and special education law to develop their understanding of such policy and sought to gain insight into why they made sense of and constructed their interpretations of the policy in a particular way. Of particular interest was their perceived roles in working with special education staff, and the effects their construction and application of inclusive education policy had on students with disabilities. The findings of this study suggest that these six school leaders’ sensemaking of inclusive education policy was influenced by three factors: knowledge, experiences, and personal contexts. Each of these three factors were situated within the context of the school leaders’ constructed identities. If the school leader perceived his or her role as a leader for special education, he or she was more inclined to seek special education and special education law content knowledge, ensure their campus staff attained and maintained the capacity to meet the needs of all students, and continuously searched for specific experiences and opportunities that they could make available to themselves and others that required them to grapple with difficult issues related to special education. In doing so, they were able to effect deeper-level change on their school campuses. / text

It is often assumed that the introduction of computers will transform teaching and learning in a primary classroom. However, in many classrooms, the effective use of computers to support teaching and learning is yet to be realised. The study described in this thesis is premised on the notion that simply providing access to computers will not change classroom processes and that the agent of change is a teacher's pedagogy and practice. This study initially examined the practices of a group of primary school teachers who were considered to be exemplary in the use of computers in their classroom. It then progressed to a focus on one teacher for indepth investigation of the strategies she used as she supported children to complete an extended computer-based task. Particular attention was given to the use of " scaffolding" as a teacher support strategy for children working with computers. The study adopted a qualitative methodology and was based on a Constructivist Inquiry model (Guba & Lincoln, 1989) with a Grounded Theory approach (Strauss & Corbin, 1990) for data analysis. It incorporated three phases of investigation which included: (a) a theoretical immersion, which was based on the literature; (b) a functional immersion, which examined the practices and understandings of eight teachers; and (c) a practical immersion, in which the support strategies of the focus teacher were observed during the implementation of the task over a period of eight weeks. These observations were enhanced by " stimulated recall" interviews where video vignettes were reviewed with the teacher. A detailed coding of teacher support strategies was developed during the study and eleven research constructs emerged from the final analysis of the data. These constructs represented the outcomes of the study and were grouped into four themes: (a) teacher expertise, (b) teacher understanding of support strategies, (c) the nature of scaffolding, and (d) the role of the computer. The results of the study suggested that a teacher needs to conscientiously select and implement strategies in order to support students working with computers. They also indicated that a teacher should plan for opportunities where teacher scaffolding can be used to support and extend students. Further, the results suggested that classroom teachers would benefit from knowing about scaffolding and how it can be implemented with children working with computers. The introduction of computers into the classroom invokes the need for conscious and deliberate changes to teacher pedagogy and practice to sure that effective use is made of the opportunities provided by the technology. Although teachers do require a measure of computer confidence, it seems that a teacher who successfully implements computers in the classroom is essentially focused on the implementation of effective teaching and learning practices. Therefore, it is important that pedagogy is foregrounded in any consideration of using computers in the classroom.

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Disciplinary literacy is an approach to literacy in the content areas that helps students develop thinking and literacy skills that mimic experts in the field. The goal of this study was to explore the instructional practices of history teachers who have been nominated as exemplary and the role of disciplinary literacy in their instructional practices. Exemplary teachers were defined as those with strong content knowledge, experience teaching, and recognition for their teaching. This study used a qualitative multiple-case study research design. Data collection included interviews and classroom observations with nine participants across four school districts. Thematic data analysis was used as the method of analyzing data. In the cross-case synthesis portion of analysis, one of the strongest beliefs expressed by the participants was that teachers need to work to make history relevant for students. The observed teaching practices of exemplary teachers showed that exemplary teachers create strong classroom communities that focus on inquiry, discussion, and student-led learning opportunities. The findings from this study suggest that teachers need to have strong content knowledge (an in-depth knowledge of historical events) and discipline knowledge (understanding of how historians read, write, think, and discuss in their field) in order to build the pedagogical content knowledge (understanding of how to facilitate student growth in both content knowledge and discipline knowledge) needed to be able to facilitate a student-led classroom that engages in inquiry and disciplinary literacy skills.

No description available.