Although the Technological Pedagogical Content Knowledge (TPACK) framework has shown a lot of promise as a theoretical perspective, researchers find it difficult to use it in particular environments because the requirements of the framework change in specific contexts. The purpose of this study was to explore and produce more flexible ways of using the TPACK for inservice mathematics secondary teachers. Three such teachers at an urban public school were observed in their classrooms and interviewed about their experiences of teaching mathematics and integrating computer technology in their day-to-day activities. Each participant had over 10 years experience in teaching mathematics in secondary schools in Ontario, and expertise in using computers in mathematics curriculum. The research questions were: 1) How do secondary school mathematics teachers describe their ways of integrating technology? 2) What difficulties do teachers have when they try to integrate technology into mathematics classrooms? The findings from the first research question show that teachers displayed a high degree of integration of technology. Their activities were very clearly designed, conferring clear roles to the use of integrating computer technology in mathematics classes. Teachers had specific approaches to integrate computer technology: a) to allow students opportunities to learn and experiment with their mathematical knowledge; b) to help them pass the content to the students in the process of teaching mathematics; and c) to assess and evaluate students’ work, and give them feedback. The findings from the second research question reveal that teachers had difficulties in purchasing and maintaining the computer equipment. They had some difficulties in trying to integrate new technologies as these required time, preparation, and dedication. In addition, teachers had some difficulties in making students use computers in a significant way. The implication for teacher education is that inservice teachers should have opportunities to update their computer and pedagogical skills, a long term perspective in integrating technology in mathematics education, and professional and technical support from teaching colleagues and administrators. Finally, the integration of computer technology in mathematics requires more intensive teamwork and collaboration between teachers, technical support staff, and administrators.

What knowledge do teachers need for integrating appropriate digital technologies in teaching mathematics? An overarching construct called TPACK is proposed as the interconnection and intersection of knowledge among technology, pedagogy, and content and is referred to as the total knowledge package for teaching mathematics with technology. Five stages in the process of developing TPACK - recognizing, accepting, adapting, exploring, and adapting – describe the process of teachers’ learning to integrate technology. Teachers learn to teach mathematics from their own learning – K-12 mathematics - collegiate mathematics coursework, teacher preparation program, field experiences and professional development as they teach mathematics. The challenge is to identify appropriate experiences to guide this integration of technology in teaching mathematics in ways that develop TPACK. A framework for these experiences directs attention to emergent social and psychological perspectives.

Thesis (M.S.)--University of Michigan, 1992.

Os pacientes hospitalizados, acamados ou restritos ao leito, apresentam uma gama de fatores de risco para o desenvolvimento das úlceras por pressão, diante disso, necessitam de uma assistência de enfermagem qualificada e eficaz na prevenção dessas lesões, a fim de evitar o desenvolvimento das mesmas. Desta forma, a pesquisa teve como objetivo investigar a influência da ação educativa junto à equipe de enfermagem das enfermarias de Clínica Médica na prevenção das úlceras por pressão. Tratou-se de um estudo quantitativo com delineamento descritivo com dispositivo de intervenção do tipo antes e depois, tendo como cenário as enfermarias de Clínica Médica de um hospital universitário na cidade do Rio de Janeiro. Os sujeitos foram os enfermeiros (n=15) e técnicos de enfermagem (n=18) da Clínica Médica e a unidade de medida do estudo foi o número de vezes que as ações de enfermagem, referentes à prevenção das úlceras por pressão e desempenhadas pelos sujeitos, foram observadas pela pesquisadora. Obtivemos 396 observações antes da ação educativa e 204 depois da ação educativa. A pesquisa apresentou três etapas: observação sistematizada antes da ação educativa, realização da ação educativa e observação sistematizada depois da ação educativa. Os resultados foram obtidos através da análise dos Check list antes e depois da ação educativa e constatamos, por meio de valores percentuais, melhoras significativas. A categoria sempre, considerada o valor ideal para todas as variáveis, apresentou aumento de 20 pontos percentuais entre as observações; a categoria frequentemente apresentou aumento de 07 pontos e a categoria raramente apresentou decréscimo de 27 pontos. Isso demonstra que a ação educativa atingiu o objetivo de sensibilizar a equipe de enfermagem quanto a prevenir as úlceras por pressão de forma qualificada. Concluímos que as úlceras por pressão continuam sendo um grande problema de saúde pública, merecendo atenção especial por parte da equipe de enfermagem. Acreditamos que a ação educativa é capaz de sensibilizar a equipe de enfermagem e motivar a transformação das ações e condutas, porém, ela é pontual e é apenas uma parte do processo educacional. Para alcançarmos a mudança comportamental e proporcionar uma assistência qualificada e eficiente aos pacientes em risco de desenvolver as úlceras por pressão, sugerimos o desenvolvimento de uma prática educativa contínua e permanente, capaz de manter a equipe de enfermagem em constante aperfeiçoamento. / Patients hospitalized, bedridden or confined to bed, have a range of risk factors for the development of pressure ulcers, before that, one need skilled nursing care and effective in preventing these injuries in order to prevent their development. Thus, the research aimed to investigate the influence of educational action by the nursing staff of wards of Clinical Medicine in the prevention of pressure ulcers. This was a descriptive quantitative study design with device type of intervention before and after, as a backdrop of Clinical Medicine wards of a university hospital in the city of Rio de Janeiro. The subjects were nurses (n = 15) and nursing staff (n = 18) of the Clinical Medicine and the unit of measure was the number of times that nursing actions relating to the prevention of pressure ulcers and performed by the subjects were observed by the researcher. We obtained 396 observations before the educational activity and 204 after the educational activity. The research had three stages: systematic observation before the educational activity, achievement of educational action and systematized observation after the educational activity. The results were obtained by analyzing the check list before and after the educational activity and found, by percentages, significant improvements. The category always considered the optimal value for all variables, increased by 20 percentage points between the observations, the category often increased by 07 points and rarely category decreased by 27 points. This demonstrates that the educational activity achieved its goal of raising awareness about the nursing staff to prevent pressure ulcers in a qualified manner. We conclude that pressure ulcers remain a major public health problem deserving special attention by the nursing staff. We believe that the educational activity is able to sensitize the nursing team and encourage the transformation of the actions and conduct, however, she is punctual and is only part of the educational process. To achieve behavioral change and provide an efficient and quality care to patients at risk of developing pressure ulcers, we suggest the development of a continuous and permanent educational practice, able to maintain the nursing staff constantly improving.

Os pacientes hospitalizados, acamados ou restritos ao leito, apresentam uma gama de fatores de risco para o desenvolvimento das úlceras por pressão, diante disso, necessitam de uma assistência de enfermagem qualificada e eficaz na prevenção dessas lesões, a fim de evitar o desenvolvimento das mesmas. Desta forma, a pesquisa teve como objetivo investigar a influência da ação educativa junto à equipe de enfermagem das enfermarias de Clínica Médica na prevenção das úlceras por pressão. Tratou-se de um estudo quantitativo com delineamento descritivo com dispositivo de intervenção do tipo antes e depois, tendo como cenário as enfermarias de Clínica Médica de um hospital universitário na cidade do Rio de Janeiro. Os sujeitos foram os enfermeiros (n=15) e técnicos de enfermagem (n=18) da Clínica Médica e a unidade de medida do estudo foi o número de vezes que as ações de enfermagem, referentes à prevenção das úlceras por pressão e desempenhadas pelos sujeitos, foram observadas pela pesquisadora. Obtivemos 396 observações antes da ação educativa e 204 depois da ação educativa. A pesquisa apresentou três etapas: observação sistematizada antes da ação educativa, realização da ação educativa e observação sistematizada depois da ação educativa. Os resultados foram obtidos através da análise dos Check list antes e depois da ação educativa e constatamos, por meio de valores percentuais, melhoras significativas. A categoria sempre, considerada o valor ideal para todas as variáveis, apresentou aumento de 20 pontos percentuais entre as observações; a categoria frequentemente apresentou aumento de 07 pontos e a categoria raramente apresentou decréscimo de 27 pontos. Isso demonstra que a ação educativa atingiu o objetivo de sensibilizar a equipe de enfermagem quanto a prevenir as úlceras por pressão de forma qualificada. Concluímos que as úlceras por pressão continuam sendo um grande problema de saúde pública, merecendo atenção especial por parte da equipe de enfermagem. Acreditamos que a ação educativa é capaz de sensibilizar a equipe de enfermagem e motivar a transformação das ações e condutas, porém, ela é pontual e é apenas uma parte do processo educacional. Para alcançarmos a mudança comportamental e proporcionar uma assistência qualificada e eficiente aos pacientes em risco de desenvolver as úlceras por pressão, sugerimos o desenvolvimento de uma prática educativa contínua e permanente, capaz de manter a equipe de enfermagem em constante aperfeiçoamento. / Patients hospitalized, bedridden or confined to bed, have a range of risk factors for the development of pressure ulcers, before that, one need skilled nursing care and effective in preventing these injuries in order to prevent their development. Thus, the research aimed to investigate the influence of educational action by the nursing staff of wards of Clinical Medicine in the prevention of pressure ulcers. This was a descriptive quantitative study design with device type of intervention before and after, as a backdrop of Clinical Medicine wards of a university hospital in the city of Rio de Janeiro. The subjects were nurses (n = 15) and nursing staff (n = 18) of the Clinical Medicine and the unit of measure was the number of times that nursing actions relating to the prevention of pressure ulcers and performed by the subjects were observed by the researcher. We obtained 396 observations before the educational activity and 204 after the educational activity. The research had three stages: systematic observation before the educational activity, achievement of educational action and systematized observation after the educational activity. The results were obtained by analyzing the check list before and after the educational activity and found, by percentages, significant improvements. The category always considered the optimal value for all variables, increased by 20 percentage points between the observations, the category often increased by 07 points and rarely category decreased by 27 points. This demonstrates that the educational activity achieved its goal of raising awareness about the nursing staff to prevent pressure ulcers in a qualified manner. We conclude that pressure ulcers remain a major public health problem deserving special attention by the nursing staff. We believe that the educational activity is able to sensitize the nursing team and encourage the transformation of the actions and conduct, however, she is punctual and is only part of the educational process. To achieve behavioral change and provide an efficient and quality care to patients at risk of developing pressure ulcers, we suggest the development of a continuous and permanent educational practice, able to maintain the nursing staff constantly improving.

abstract: Since the 1980s, interest in the cognitive and affective influences on teaching has initiated studies on teacher beliefs and practices. Studies of teacher beliefs in academic areas such as reading, math, social studies, and science are prolific. However, studies about the teacher beliefs and practices of music teachers are scarce. The purpose of this study, therefore, is to explore the teacher beliefs of middle school orchestra teachers and to examine how their self-reported and observed teaching practices reflect these beliefs. Based on the work of foreign language education researcher Simon Borg (2003) a conceptual framework was developed that shows the various sources of teacher beliefs and practices, including formative preservice musical experiences, inservice contextual factors, and inservice professional development. Employing a qualitative multiple case study method, six purposely-selected middle school orchestra teachers, representing a variety of experience levels and program characteristics, shared their teacher beliefs and practices. Data generation included observations, interviews, stimulated recall (think aloud teacher commentary of videotaped teaching episodes), and written reflection surveys. During analysis, six core teacher beliefs about middle school string students and how they learn were identified. These beliefs guided the teachers’ observed practices. Findings from this study illustrated that preservice formative musical experiences influenced the middle school orchestra teachers’ beliefs about the value and importance of music teaching as a career. Data from the participants revealed a wide variety of instructional practices emanating from largely similar core pedagogical beliefs. Analysis suggested that experienced teachers held more developed teacher beliefs, and they selected instructional practices carefully, where inexperienced teachers were still formulating their own beliefs and experimenting with instructional practices. Data from the study point out that contextual constraints sometimes prevent teachers from enacting their closely held beliefs. This incongruence influenced three of the six participants to change teaching positions or retire early from the education profession. The study of music teacher beliefs and practices may be of interest to preservice and inservice music teachers and music teacher educators. Future studies may explore the relationship between teacher beliefs and practices and student achievement, and contribute to string music education research. / Dissertation/Thesis / Doctoral Dissertation Music Education 2019

Bakgrund: Operationssjukvård är en av de äldsta specialistutbildningarna i Sverige. I operationsteamet besitter operationssjuksköterskan unik kompetens och är relativt ensam i sin roll. Att gå från grundutbildad sjuksköterska till specialistsjuksköterska i operationssjukvård är ett stort steg och kan bidra till stress.  Syfte: Syftet med studien var att beskriva den nyutexaminerade operationssjuksköterskans upplevelser av att vara novis.  Metod: En kvalitativ intervjustudie med induktiv ansats användes. Tio semistrukturerade intervjuer genomfördes med nyutexaminerade operationssjuksköterskor från tre olika sjukhus i Mellansverige. Intervjuerna transkriberades ordagrant och analyserades genom konventionell innehållsanalys.  Resultat: Tre huvudkategorier och sju underkategorier identifierades under innehållsanalysen. Huvudkategorierna var Emotionell stress, Samverkan och Utveckling. Egna prestationskrav och Rädsla för misstag presenteras som underkategorier till Emotionell stress. Teamarbete, Ledarskap och Stödjande kollegor presenteras som underkategorier till Samverkan. Slutligen presenteras Introduktion & handledning och Självständighet som underkategorier till Utveckling. Resultatet visar att operationssjuksköterskorna beskriver att rollen som novis är utmanande och svår, men även spännande och rolig. Introduktionens upplägg, teamarbete och kollegor är betydande för hur operationssjuksköterskor upplever sin nya roll.  Slutsats: Studien kan bidra till större förståelse för nya kollegor och även ligga till grund för förbättringsarbete avseende struktur och upplägg av introduktionsperioden på operationsenheter. Trygga operationssjuksköterskor i en tillåtande arbetsmiljö kan bidra till bättre omvårdnad och ökad patientsäkerhet. / Bakgrund: Kirurgisk vård är en av sveriges äldsta specialistutbildningar. I operationsteamet besitter operationssalens sjuksköterska unik kompetens och är relativt ensam i sin roll. Att gå från sjuksköterska till specialistsjuksköterska inom kirurgisk vård är ett stort steg och kan bidra till stress. Syfte: Syftet med studien var att beskriva den nyutexaminerade operationssalens sjuksköterskas erfarenheter av att vara nybörjare. Metod: En kvalitativ intervjustudie med induktivt tillvägagångssätt användes. Tio halvstrukturerade intervjuer genomfördes med nyutexaminerade operationssalar från tre olika sjukhus i mellansverige. Intervjuerna transkriberades ordagrant och analyserades av konventionell innehållsanalys. Resultat: Tre huvudkategorier och sju underkategorier identifierades under innehållsanalysen. Huvudkategorierna var Emotionell stress, samarbete och utveckling. Egna prestationskrav och rädsla för misstag presenteras som underkategorier till emotionell stress. Teamwork, Leadership och Stödjande kollegor presenteras som underkategorier till Samarbete. Slutligen presenteras Introduktion & Handledning och oberoende som underkategorier till Utveckling. Resultaten visar att operationssalarna beskriver att rollen som nybörjare är utmanande och svår, men också spännande och rolig. Introduktionen, lagarbetet och kollegorna är viktiga för hur operationssalar upplever sin nya roll. Slutsats: Studien kan bidra till en större förståelse för nya kollegor och ligga till grund för förbättringsarbetet kring strukturen i introduktionsperioden vid operativa enheter. Trygga operationssalar sjuksköterskor i en tillåtande arbetsmiljö kan bidra till bättre omvårdnad och ökad patientsäkerhet.

Although many school districts provide inservice professional development to build the capacities of novice principals, some of these supports are proving inadequate in recruiting or retaining qualified leaders. Research on capacity development for novice principals is scarce, yields mixed results, and employs methodology which has invited participant response bias. Reflecting the school level, gender, and Title I experience of novice principals within a large school district in the mid-Western United States, a sample of 24 novice principals respond to semi-structured interview questions. Iterations of transcription coding, member-checking, and analysis yield findings that help school districts better understand the capacity development process of novice principals studied. Novice principals in this study identify facing managerial problems more than instructional or student-related demands. While addressing various demands they face, novice principals draw less on their knowledge or skillsets, but rely much more on their dispositional capacities. In citing sources that developed their capacities to meet these various professional demands, principals ascribe professional sources only slightly more than personal sources in having built their capacities. Further inspection reveals that the sources of capacity development are not as influential as the types of capacity-building through which administrators learn: regardless if the capacity source came from their personal lives or professional careers, principals ascribe their capacities being built primarily from experiential learning, and the constructed learning from passively observing competent models. This preference of certain types of capacity development greatly influence how new principals learn, and has greater effect over capacity development than the source of that capacity, or where the capacity gained that capacity. This held true even when considering all types of demands to which administrators apply these capacities. A principals job requires skillsets beyond instructional leadership alone. This is especially true as districts embrace an emerging conceptualization of school leadership that posits a principals influence on student learning is greatest when applied through intentional, learning-driven organizational management. In focusing solely on principal skillset and knowledge development during trainings, districts neglect the capacity domain that principals utilize most often in addressing demands, which is also the capacity domain through which their knowledge and skills are operationalized: their dispositions. Knowing that principals ascribe certain types of capacity building as the key factor in their development rather than the sources of their capacities, school districts can better embrace, systematize, and leverage these types of capacity development. Such adjustments will more directly and effectively target the capacity development of novice principals, enabling them to address the professional demands they face.

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