This thesis brings a set of tasks dealing with ecological problematics. These tasks that are addressed to students of secondary schools were conditioned for field teaching and learning with using of inquiry based education. Six key themes were chosen for development of mentioned tasks: ant communities and their role in ecosystems, interspecific relationships between organisms, food relationships within organisms, adaptation of animals to their environment, adaptation to different feeding niches, and circulation of water in nature.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / Perceptions of online undergraduate students on academic advising experiences were informed by the community of inquiry (COI) theoretical framework and categorized by a modified COI survey. The COI framework focused on students’ perceptions of their online learning environment, and acknowledged both the organizational (structural), transactional (collaborative view of teaching and learning), and social (isolation versus connected) challenges within online education. Indicators of COI included a decision-making process, open communication, shared personal meaning, and focused discussion. Thirty-four Likert-style survey items were used to measure student perceptions of three constructs within the COI framework: teaching presence, social presence, and cognitive presence. Cognitive presence included several stages: a sense of puzzlement, information exchange, connecting ideas, and resolution. Surveys were completed by online degree-seeking undergraduate students (N = 374, n = 87, response rate 23.3%) enrolled in spring one 2018 at a research one, land-grant institution. The analysis explored if COI was perceived in academic advising experiences. Perception of COI was categorized through self-reported preference of communication technologies (phone/TDD and web conferencing), demographic factors, and importance ranks on each COI item. Participants reported COI items as important, with variances between somewhat important and very important. Participants confirmed their perception of COI within academic advising with survey and open-ended comments. Analysis of data was conducted using a comparison of descriptive statistics, non-parametric tests, and qualitative coding of open-ended comments. Results of the data analysis revealed no significant differences (desirable) between advising technology (phone and web conferencing) and perception of COI. Descriptive characteristics revealed an increase in social presence with increased time with advisor and increased experience in completed online courses. This academic advising COI study found social presence was the highest perceived presence. Analysis of comments revealed themes confirming the rank of presence in the following order: social presence, teaching presence, and cognitive. The discussion of results focused on connections to current literature, as well as implications for future research and practice. Also, the new academic advising COI instrument (modified from original) offered a valid assessment tool for online advising, with the potential for use with a variety of advisor types, models, and institutions. Keywords: community of inquiry (COI), academic advising, higher education, online, assessment, web conferencing, social presence, teaching presence, cognitive presence, technology, online learning, student success, retention, and importance.

abstract: This study is a narrative inquiry into teachers' and instructional coaches' experiences of new curriculum policy implementation at the classroom and district levels. This study took place during the initial year of implementation of the third grade Common Core State Standards in Mathematics (CCSSM). Interviews were conducted with individuals directly involved in policy implementation at the classroom level, including several teachers and the school's instructional coach. Observations of the teachers' instruction and professional practice were also conducted. As an embedded researcher, I used this data to create a series of fictionalized narratives of the initial policy implementation experience. My analysis of the narratives suggests that accountability structures shaped individual's sense-making of the original policy. This sense-making process consequently influenced individuals' actions during implementation by directing them towards certain policy actions and ultimately altered how the policy unfolded in this school and district. In particular, accountability structures directed participants' attention to the technical instructional `forms' of the reform, such as the presence of written responses on assessments and how standards were distributed between grade levels, rather than the overall principled shifts in practice intended by the policy's creators. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2015

abstract: Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the whole class were selected and participated in seven Socratic circles. Over a period of 15 weeks, a mixed methods approach was employed to determine how students were able to apply the intellectual standards to reasoning during Socratic circles, how this innovation provoked participation in student-centered dialogue, and how Socratic circles improved students' evaluation of competing ideas during their reasoned discourse. Results suggested that Comprehensive Socratic Circles increased participation in reasoned discourse. Students' ability to evaluate competing ideas improved, and their application of the intellectual standards for critical thinking to their reasoning increased. Students also increased their use of student-centered dialogue across the sessions. These findings suggest that Socratic circles is a flexible and effective teaching strategy that fosters critical thinking in fourth graders. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

abstract: This study sought the lived and told stories of Native American women working in engineering and technology so that their voices may be heard in engineering education scholarship and challenge assumptions surrounding universal understandings of what it means to be a minority woman in science, technology, engineering, and mathematics (STEM). The study was directed by two research questions: (1) What are the lived and told stories of Native women in engineering and technology who are leading initiatives to improve their Native communities and (2) How do Native women’s understandings of their identities influence their work and acts of leadership? The study employed narrative inquiry as the methodological framework and was guided by theoretical frameworks of identities as constructed, multiple, and intersectional (Crenshaw, 1989; Tajfel & Turner, 1979), hybridity, and “third spaces” (Bhabha, 2012). The inquiry was also informed by feminist theories of Native scholars (Green, 1983; Kidwell, 1978) and engineering education (Beddoes & Borrego, 2011; Riley, Pawley, Tucker, & Catalano, 2009). The narrative analysis presented three narratives, based upon interviews, field notes, observations, and documents: (1) the story of a Navajo woman working within a large technical corporation (Jaemie); (2) the story of an Akimel O’odham-Mexican woman working within a tribally-owned technical business (Mia); and (3) the story of a Navajo woman growing her own technical business (Catherine). The narratives revealed a series of impactful transitions that enabled Jaemie, Mia, and Catherine to work and lead in engineering and technology. The transitions revolved around themes of becoming professionals, encountering and overcoming hardship, seeking to connect and contribute to Natives through work, leading change for their Native communities, and advancing their professional selves and their Native communities. Across the transitions, a transformation emerged from cultural navigation to leadership for the creation of new hybrid spaces that represented innovative sites of opportunity for Native communities. The strength of the Native spaces enabled Jaemie, Mia, and Catherine to leverage their identities as Native women within the global context of engineering and technology. The narratives denote the power of story by contributing the depth and richness of lived realities in engineering and technology. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

abstract: The purpose of this study is to raise questions by exploring, writing, imagining, and telling the musical life stories of Billy Cioffi. Billy Cioffi is a professional musician, band leader, private teacher, professor of English, and, formerly, a musical director for acts such as Chuck Berry, Del Shannon, and others. In this document I explore the life of Billy Cioffi with the following questions in mind: 1. What might Billy's musical experiences, expertise, teaching, and learning teach us about music education? 2. What might the story of Billy’s musical life cause us to question about institutional music education? 3. How might his story trouble beliefs and perceptions about music teaching and learning? Prior to Billy’s story, which appears as a novella, I raise questions about popular music, its histories, and its place in music education contexts. Following the novella, I invite readers into four different “endings” to this document. / Dissertation/Thesis / Doctoral Dissertation Music Education 2017

Följande studie har genomförts som en kvalitativ intervjustudie med åtta lärare i de yngre åldrarna (förskoleklass till och med årskurs 3). En kunskapslucka gällande vilka syften lärare i de yngre åldrarna har med sin undervisning då ett undersökande arbetssätt används som metod har identifierats genom genomförande av en systematisk litteraturstudie. Dessutom är det problematiskt att begreppet undersökande arbetssätt har skilda innebörder i tidigare forskning. Detta har resulterat i att studiens syfte är att undersöka vad lärare i de yngre åldrarna menar är de huvudsakliga syften vid arbetet med ett undersökande arbetssätt för NO-ämnena likväl som att undersöka lärares syn på arbetssättet. Sammanfattningsvis visar resultatet att lärarna i studien ser arbetssättet som ett praktiskt, systematiskt samt teoretiskt arbetssätt där syftena med arbetet är att det ska vara elevaktivt, intresseväckande samt utveckla kunskaper och förmågor. Slutsatsen som dras efter genomförd intervjustudie är att lärarna uppfattar det undersökande arbetssättet som ett praktiskt arbetssätt där eleverna använder sig av material och av kroppen i sitt lärande. Lärarna har kännedom om vad ett undersökande arbetssätt innebär men deras uppfattningar skiljer sig stundvis åt. Dessutom använder samtliga lärare i studien arbetssättet utifrån liknande syften, det vill säga för att väcka intresse, utveckla förmågor samt att arbeta praktiskt. Utifrån resultat och slutsatsen identifieras ett behov av vidare forskning kring samma ämne i ett större perspektiv för att få en större, generell bild av lärares uppfattningar och vad som faktiskt sker i undervisningen.

O presente trabalho foi elaborado com o intuito de mapear quais ações tomadas por um professor promovem a argumentação dos estudantes. Para isso levamos em conta o contexto do ensino por investigação e a importância dessa abordagem didática para a promoção da Alfabetização Científica. Caracterizamos o que é o ensino por investigação e explicitamos qual é o espaço da argumentação em um ambiente de ensino pautado em seus pressupostos. Com base na revisão da literatura, discutimos especificidades em torno do que vem a ser argumentação em sala de aula e qual a sua importância para a construção de entendimento pelos estudantes sobre conteúdos científicos, bem como seu espaço na implementação de abordagens investigativas. À luz dessas conjecturas, estruturamos um grupo de categorias denominadas propósitos epistêmicos para promoção da argumentação que, em conjunto com os indicadores de alfabetização científica propostos por Sasseron (2008) e com os tipos de perguntas realizadas pelo um professor propostas por Machado (2012), nos permitiu construir um instrumento analítico para estudo de uma situação empírica de sala de aula. Nossa fonte de dados consistiu nos registros oriundos da implementação de uma Sequência de Ensino Investigativa que abordou o tema dualidade onda-partícula da luz. Por meio da análise das transcrições das falas de alunos e professor referentes às duas aulas finais desta sequência de ensino foi possível encontrar diferentes tipos de argumentos construídos pelos alunos e estabelecer como estes foram favorecidos. Concluímos, entre outras coisas, que o professor exerce papel importante para a promoção e o desenvolvimento de situações argumentativas, uma vez que nossa interpretação dos dados evidenciou aspectos, como, por exemplo, a necessidade da retomada de informações, da problematização de situações de investigação e exploração de distintos pontos de vistas para a construção de argumentos e entendimento pelos alunos sobre o objeto que estava sendo investigado coletivamente. / This research was performed aiming to map out which teacher\'s actions can promote argumentation by students. Therefore, we considered the context of inquiry-based teaching and the importance of this didactic approach to promote Scientific Literacy. We characterized the inquiry-based teaching and explained what is the place occupied of argumentation in an educational environment based on their assumptions. Based on the literature review, we discussed what is argumentation and its relevance to building up understandings by students about scientific contents. In light of these conjectures, we have structured a category group called epistemic purposes to promote argumentation that, together with the scientific literacy indicators proposed by Sasseron (2008) and the types of questions asked by a teacher proposed by Machado (2012), allowed us to design an analytical tool to study classroom empirical situation. Our data source consisted of records arising from the implementation of an Inquiry-based Teaching Sequence that addressed the subject wave-particle duality of light. Analyzing the transcripts of the speeches of students and teachers concerning to the final two classes of this teaching sequence was possible to find different types of arguments built by students. We concluded, among other things, the importance of the role of the teacher to promote the development of argumentation situations, since our interpretation of the data indicated aspects, as, for example, the need for resumption information, the questioning of situations and exploration of different points of views to construct arguments and understanding by students about the object that was being investigated collectively.

Submitted by MONIQUE AMÁLIA MOREIRA CAMPOS null (monique.campos@hotmail.com) on 2016-06-13T14:33:34Z No. of bitstreams: 1 DIS_MEST20160304_CAMPOS MONIQUE AMALIA MOREIRA.pdf: 2606555 bytes, checksum: 0c6ef957eb7e6ab367eb074a00352702 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-06-15T19:50:35Z (GMT) No. of bitstreams: 1 campos_mam_me_arafc.pdf: 2606555 bytes, checksum: 0c6ef957eb7e6ab367eb074a00352702 (MD5) / Made available in DSpace on 2016-06-15T19:50:35Z (GMT). No. of bitstreams: 1 campos_mam_me_arafc.pdf: 2606555 bytes, checksum: 0c6ef957eb7e6ab367eb074a00352702 (MD5) Previous issue date: 2016-03-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Sendo a Biologia uma ramo da ciência em constante mudança, os materiais didáticos muitas vezes não conseguem acompanhar essas atualizações. Uma forma de superar esse obstáculo é aliá-los a conteúdos noticiosos, provindos de materiais multimidiáticos que podem, por exemplo, ser textos de divulgação científica. Para que o conteúdo seja trabalhado de forma crítica, a fim de se concretizar um letramento científico, pode-se fazer uso de várias abordagens, tanto no ensino de ciências quanto as presentes na mídia educação. Portanto, esse caráter interdisciplinar resulta em alguns questionamentos: como trabalhar mais de uma abordagem/ perspectiva de ensino; em que medida o professor consegue aplicar a proposta em sala; e por fim, quais são as dificuldades que ele enfrenta e como superá-las. O objetivo geral da pesquisa foi estudar se o professor consegue aliar e trabalhar abordagens de ensino investigativo e de mídia educação, partindo de explicações prévias (de reuniões), a fim de relacionar o cotidiano do aluno com a matéria estudada através de um tema controverso em um material midiático. Assim, a pesquisa assumiu caráter de investigação qualitativa (ALVES-MAZZOTTI, 1991; BOGDAN E BIKLEN, 1994; CARVALHO, 2004), na qual os dados foram analisados na perspectiva análise de conteúdo categorial (FERREIRA e LOGUERCIO, 2014). As abordagens de ensino por investigação e mídia educação, objetivando um letramento científico, podem ser trabalhadas juntas, já que apresentam características em comum e até complementares. Dos aspectos analisados, podemos concluir que a visão do professor sobre o material midiático, apesar de positiva, não se fez eficaz na perspectiva da mídia educação. Evidenciamos, assim, a necessidade de cursos iniciais e de formação continuada que contemplem as pesquisas acadêmicas de modo realista a se ajustarem ao cotidiano do professor. A pesquisa se mostra relevante para pensarmos um ensino plural, cada vez mais mutável, com forte influência dos meios de comunicação e alunos cada vez mais autônomos e questionadores. / Since Biology is a constantly changing field of science, teaching materials often cannot follow these updates. A way to overcome this obstacle is ally them to the news content, stemmed from multimediatic materials that can, for example, be scientific texts. For content to be worked critically, in order to achieve scientific literacy, various approaches can be used, both in science education as those present in media education. Therefore, this interdisciplinary character leads to some questions: how to work more than one approach / education perspective; how far the teacher can apply the proposal in the classroom; and finally, what are the difficulties he faces and how to overcome them. The overall objective of the research was to study if the teacher is able to combine and work with nvestigative teaching approaches and media education, from previous explanations (meetings) in order to relate the daily life of the student with the subject studied by a controversial topic by a media material. Thus, the research took a qualitative research character (ALVES-MAZZOTTI, 1991; BOGDAN And BIKLEN, 1994; CARVALHO, 2004), in which the data were analyzed from the perspective categorical content analysis (FERREIRA and LOGUERCIO, 2014). The inquiry teaching and media literacy approaches, aiming at a scientific literacy, can be worked together, since they have common characteristics and even complementary. We conclude from the analyzed aspects that the teacher's view of the media material, although positive, was not effective in media literacy perspective. It was shown thus the need for initial and continuing education courses that address the academic research realistically to fit the teacher's daily life. The research shows itself relevant to think in a plural education, increasingly changeable, with strong influence of the media and students increasingly autonomous and questioning. / CAPES: 2016SLR04898

Elaboration of survey about progress of game management with game on the territory of the protected landscape area Český les. It is elaboration of survey of kinds of game, their establishment, elaboration of survey of holders and users of hunt and area of hunt. In this elaboration were used materials from ÚHÚL. The survey will used for Plan of care about the protected landscape area Český les.