No description available.

Doctor of Philosophy / Department of Agronomy / Steve J. Thien / This phenomenological study explored horticultural students’ intellectual development as defined by William Perry’s Scheme. Perry’s theory of intellectual development helps describe the progression in college student thinking from simple to complex. These patterns of development act as filters through which a student ascribes meaning to their world. The objectives of this study were to: 1) explore the reliability of using the Learning Environment Preference Inventory (LEP) instrument’s Cognitive Complexity Indicator (CCI) scores as a tool to recognize the positions of cognitive complexity of horticultural students, the nature of this complexity and if gender, age, class status, or previous horticultural experience would influence CCI scores; 2) determine if specific teaching methods designed to promote active involvement at a higher level of exchange than lecture might influence scores; 3) describe the effects of the collaborative interactions with classmates and instructor; 4) determine whether student journals would reveal changes in their cognitive complexity or perception of learning as a result of their learning environment and; 5) discover other significant issues that could produce advancement along the Perry scale. Students in this study began their experiences no lower than Perry position two and ranged as high as position four. The initial CCI scores affirmed that many upper-division horticultural students were still operating in Perry positions two and three. Analysis of the interviews revealed: 1) that instructor techniques may positively or negatively influence individual students ideal learning environment; 2) there are significant issues that influence student ideal learning environments; 3) learning is viewed as the responsibility of the instructor, and; 4) students prefer hands-on learning. The students CCI scores did not show upward movement as a direct result of collaborative learning, although the voices of several students expressed both benefits and drawbacks of this type of learning. Journal writing did not reveal any changes in students’ level of thinking or perception of learning but they did reveal other aspects of student learning and attitudes. An understanding of Perry’s Scheme helped the researcher to recognize that student perspective, behavior, and performance is conditioned more by the students’ cognitive complexity than by peer interaction or by teaching methodology.

The nature of this study was to explore changes in beliefs and lay a foundation for focusing on more specific features of reasoning related to personal epistemological and NOS beliefs in light of specific science laboratory instructional pedagogical practices (e.g., pre- and post- laboratory activities, laboratory work) for future research. This research employed a mixed methodology, foregrounding qualitative data. The total population consisted of 56 students enrolled in several sections of a general chemistry laboratory course, with the qualitative analysis focusing on the in-depth interviews. A quantitative NOS and epistemological beliefs measure was administered pre- and post-instruction. These measures were triangulated with pre-post interviews to assure the rigor of the descriptions generated. Although little quantitative change in NOS was observed from the pre-post NSKS assessment a more noticeable qualitative change was reflected by the participants during their final interviews. The NSKS results: the mean gain scores for the overall score and all dimensions, except for amoral were found to be significant at p < [or] = .05. However there was a more moderate change in the populations' broader epistemological beliefs (EBAPS) which was supported during the final interviews. The EBAPS results: the mean gain scores for the overall score and all dimensions, except for the source of ability to learn were found to be significant at p < [or] = .05. The participants' identified the laboratory work as the most effective instructional feature followed by the post-laboratory activities. The pre-laboratory was identified as being the least effective feature. The participants suggested the laboratory work offered real-life experiences, group discussions, and teamwork which added understanding and meaning to their learning. The post-laboratory was viewed as necessary in tying all the information together and being able to see the bigger picture. What one cannot infer at this point is whether these belief changes and beliefs about laboratory instruction are enduring or whether some participants are simply more adaptable than others are to the learning environment. More research studies are needed to investigate the effects of laboratory instruction on student beliefs and understanding.

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-09-21Bitstream added on 2014-06-13T18:35:18Z : No. of bitstreams: 1 dascanio_d_me_bauru.pdf: 540186 bytes, checksum: c3dd2c0d9467bd15fa5a8e18bcac9e4c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A intoxicação por chumbo é prejudicial ao desenvolvimento das crianças, sendo potencializada por outras variáveis ambientais e sociais como: alimentação inadequada, pobreza, baixa renda e qualidade da estimulação e interação fornecidas pelos pais e escola. Isso posto, o presente estudo tem por objetivo geral comparar o desempenho intelectual de crianças com alta e baixa plumbemia com os estilos parentais nas respectivas interações com os filhos. Para isso, foi utilizada a Escala Wechsler de Inteligência - WISC-III; Roteiro de Anammese e o IEP (Inventário de Estilos Parentais). Este estudo foi realizado com 80 participantes - 40 crianças, de ambos os sexos, com idades entre 7 e 13 anos; e 40 pais (pai e mãe), todos moradores da área de risco próximo ao local de contaminação. As crianças foram divididas em dois grupos: G1 - 20 crianças com alta plumbemia (superior a 10μg/dl); e G2 - 20 crianças com baixa plumbemia (inferior a 10μ/dl). Com as informações coletadas, procedeu-se a análise estatística com Teste do Mann Whitney, com 5% de significância. Os resultados foram apresentados de forma a contemplar cinco conjuntos de dados: I) Caracterização das crianças com alta plumbemia; II) Dados anamnésicos; III) WISC-III; IV) IEP - Inventário de Estilos Parentais e V) Comparação entre o WISC-III com o IEP. A análise dos dados apontou redução da plumbemia nas crianças entre os anos de 2002 e 2005. Para as crianças com alta plumbemia os pais relataram maior número de queixa escolar, problemas de saúde, socialização e motor, embora sem significância estatística entre os grupos. Nos itens avaliados pelo WISC-III, o desempenho do Grupo I foi menor que o do Grupo 2. Na Escala de Execução o desempenho dos dois grupos foi menor que para a escala Verbal, com diferença estatística entre os grupos em: QIE (0,001) e QIOP (0,04)... / The lead poisoning cause impairment to the children's development, being strenghten by other environmental and social variables, as inadequate feeding, poverty, low income and quality of the stimulation and interaction supplied by the parents and school. The aim of the present study is to evaluate the children's intellectual development with high and low blood lead level with the parenting styles in the respective interactions with these children. In order to accomplish this study were used - WISC-III; Anamnese's Script and IEP (Parenting Styles's Inventory), in which all of the 80 participants - 40 children, of both sexes, with ages among 7 to 13 years old, and 40 parents (father or mother), lived in the risk's area, next to the contamination place. The children were divided into two groups: G1-20 children with blood lead level above 10μg/dl; and G2 - 20 children with blood lead level lower than 10μg/dl. With the collected information, the statistical analysis was preceded with Mann Whitney's test, with 5%. The results were presented in way to contemplate five groups of data: I) the children's Characterization with plumbemia; II) Anamnese's Script Date; III) WISC-III; IV) IEP - Parenting Styles's Inventory I and V) Comparison between WISC-III IEP. The analyzed data's showed a reduction of the bllod lead level in children between 2002 and 2005. For the children blood lead level the parents related a larger number of school complaints, health problems, socialization and less motor development, although without statistical difference between the groups. In the items evaluated by WISC-III, the development of Group 1 was smaller than Group 2. In the Scale of Execution the development for both groups were lower than the Verbal Scale, with statistical difference between the groups in: QIE (0,001) and QIOP (0,04). In the Parenting Styles... (Complete abstract click electronic access below)

The purposes involved in this paper are stated as follows: (1) To present data on the intellectual development of the deaf and hard of hearing children. (2) To present case studies of the deaf and hard of hearing children. (3) To present data bearing on the relationship between audio-deficiency and academic achievements of the deaf and the hard of hearing children. (4) To present data on personality traits of a comparable group of hard of hearing and normal children.

El Proyecto COAR – CUSCO tiene un enfoque arquitectónico que responde a su contexto natural inmediato, el terreno del proyecto se encuentra sobre los 3000msnm, en el departamento del Cusco distrito de Quispicanchis, provincia de Oropesa, a 4km del centro poblado. Teniendo de esta manera un terreno privilegiado para el desarrollo de un proyecto educativo. Los terrenos colindantes al proyecto son: un área agrícola intangible y áreas de sembríos privados, considerando entonces que la topografía hacia el oeste del proyecto es una ladera agrícola, mientras que hacia el este es una formación montañosa. La premisa del proyecto inicia con una integración sensorial de los usuarios hacia la naturaleza, considerando el uso de plataformas y adecuándose a su entorno, tomando en cuenta factores climáticos, visuales, formales, funcionales y espaciales El resultado es una arquitectura con un carácter original, brindando espacios para el desarrollo intelectual de sus usuarios. / The COAR - CUSCO Project has an architectural approach that responds to its immediate natural context, the project land is over 3000 meters high, in the department of Cusco district of Quispicanchis, province of Oropesa, 4 km from the populated center. Having in this way a privileged terrain for the development of an educational project. The lands adjacent to the project are: an intangible agricultural area and private seeding areas, considering then that the topography to the west of the project is an agricultural hillside, while to the east it is a mountainous formation. The premise of the project begins with a sensory integration of users towards nature, considering the use of platforms and adapting to their environment, taking into account climatic, visual, formal, functional and spatial factors The result is an architecture with an original character, providing spaces for the intellectual development of its users. / Tesis

Epistemological development and its relationship to critical thinking has been postulated in educational psychology since the 1970’s. By empirically examining epistemological development in relationship to thinking critically, a richer understanding of overall student development and instructional needs could be achieved. By taking into account a student’s epistemological development, issues unique to these stages could inform how to most effectively work with students to promote critical thinking development. The purpose of this study was to explore the potential relationship between collegiate epistemological development and critical thinking skills by examining differences in critical thinking skills at different levels of epistemological development. The hypothesis of the study was that students reporting an epistemological level of either Absolutist or Evaluativist would have higher critical thinking scores than students reporting a Multiplist level. The instruments employed were the Cornell Critical Thinking Test (CCTT) and the Kuhn epistemological instrument. The study population of 157 students was taken from a medium-sized private institution in the southeastern United States. The data indicated that the majority of the study population, 87%, identified as the Multiplist level of epistemological development, according to Kuhn’s definitions. Overall critical thinking scores for the sample was lower than expected but still within reported ranges. Analysis of variance tests were performed on the data and failed to indicate a statistically significant relationship in overall epistemological developmental level and four of the five individual epistemological judgement domains. This finding was not anticipated, challenges current theoretical understanding of this relationship, and indicates a need for further investigation of the nature of the relationship between critical thinking and epistemological development in the higher educational setting.

For this study, a web-based survey method was used as a means of collecting data to test a predictive model of education, supervised clinical experience (SCE), age, human services experience (HSE) and cognitive complexity. The theoretical framework for the study was Perry's (1970; 1999) scheme of intellectual development. The sample consisted of 332 counseling and social work students in graduate training programs in four different regions of the United States. The instruments used in the study were a researcher-developed demographic questionnaire and the Learning Environment Preferences (LEP) instrument (Moore, 1987). The results of the hierarchical regression analysis indicated that education and human services experience predicted a significant proportion of the variance in cognitive complexity. However, age and supervised clinical experience did not significantly predict any of the variance in cognitive complexity. Additional analyses were conducted to examine the effects of gender, ethnicity, programs, and earned degrees on a measure of cognitive complexity. Results of the Analyses of Variance (ANOVAs) did not reveal significant gender, ethnicity, program differences; however, as expected there were differences in terms of previously earned degree. Students who previously earned master's degrees had significantly higher cognitive complexity scores than students who had only earned a bachelor's degree. This study provided partial support for Perry's theory of intellectual development. The study also has implications for supervision, education and training of students in counseling and related fields.

The aim of the submitted diploma thesis is to find and describe how parents look back on the early school attendance in their intellectualy gifted children, what parents led to this decision and what were the reactions of the neighbourhood. The theoretical part of the diploma thesis deals with topics related to the issues of talent, developmental acceleration and premature start of school attendance. The theoretical part is divided into three major parts-the first one is dedicated to talent, its definitions and developmental acceleration and also the relationship between talent, intelligence and heredity. Some models of talents are also mentioned here. The second part deals with the gifted child, its characteristics and asynchrony in its development. The last part focuses on the initiation of education in children with accelerated cognitive development, school maturity and readiness and the possibility of acceleration in education. The practical part is dedicated to qualitative research ivolving parents of six children who started school attendance early and at the same time were intellectually accelerated. Later talent in the intellecutal area was diagnosed in all children based on repeated examination in Pedagogical Psychological Counseling Office.

This study of Shelley's intellectual development as it is reflected in these philosophical poems is offered in the hope that knowledge of Shelley's idealism may inspire faith in the beauty which life can possess and trust in the high ideals which alone can create such beauty.