Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).

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The purpose of this study was to determine whether there were differences in attitudes and perceptions between students enrolled in the curriculum component of an urban elementary teacher education program at the State University College at Buffalo, New York, and a comparable group of students enrolled in the curriculum component of the regular elementary teacher education program in relation to self and selected aspects of the urban environment. The study also attempted to identify experiences which the students in the experimental group perceived as effecting changes in self concept, understanding of self and others, and perceptions of the urban child, school, and community.The subjects for this study included an experimental group of twenty-five students whose professional laboratory experience took place in urban schools and a control group whose laboratory experience took place in suburban schools. The control group was selected from students who had no urban experience. Weekly curriculum seminars in elementary education were conducted with both groups.Two instruments were used to collect data. The Self Concept Inventory was administered to students before and after the experience. The Opinions About Target Area Schools was administered at the completion of the experience. In addition, students in the experimental group were interviewed.The statistical treatment applied to the quantitative data was the t-test between correlated means to determine significance of differences within each group and independent t-tests to determine significant differences between groups. Quotations obtained from the interviews provided qualitative data relating to self concept, understanding and awareness of self and others, and attitudes toward selected aspects of the urban environment.From the analysis of data, the following conclusions were presented:1. Students having an urban laboratory experience had more positive views of the inner city than students who did not have an urban experience. These views were influenced by interpersonal relationships and experiences within the urban community and by college seminars dealing with personal feelings, attitudes and understandings.2. Teacher preparation programs developed to provide preservice teachers with urban experiences can make a positive difference in the attitudes of these students toward the urban environment.3. By establishing an inconsistency between what students believed to be true prior to the urban experience and what they, in fact, experienced, it appeared that it was possible to alter or modify student attitudes.4. Students reported increased awareness, understanding, and/or acceptance of cultures other than their own, following the urban experience.5. Students identified experiences which contributed to positive change in their attitudes and to their growth as future teachers.6. Students who had professional laboratory experience in urban areas expressed a preference for teaching in urban schools, in contrast to students who did not have this experience.7. Both groups tended to have more positive views of self on the posttest, though only the experimental group showed significant gains on the total test. However, when these gain scores were compared with the gain scores of the control group, there was no significant difference between groups. The experience of working with children in either setting may have positively influenced attitudes toward self.8. The establishment of programs designed and implemented to prepare teachers for urban areas are desirable, feasible, and necessary.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 86-94).

The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.

Orientador: Luciana Maria Lunardi Campos / Banca: Moises Nascimento Soares / Banca: Ana Lucia Nunes Gutjahr / Banca: Renato Eugenio da Silva Diniz / Banca: Lizete Maria Orquiza Carvalho / Resumo: Formar o pedagogo para atuar no ensino de Ciências da Natureza nos anos iniciais do Ensino Fundamental tem se apresentado um desafio, dadas as condições presentes na formação deste profissional, dentre elas: ensino descontextualizado das relações entre o individuo e a sociedade, distanciamento da relação entre a teoria-prática e concepção de estágio fundada na ideia "etapista" com prevalência da lógica positiva e de, uma perspectiva não crítica. Com o objetivo de identificar e analisar, no contexto do estágio supervisionado em Ciências da Natureza, possibilidades de formação inicial emancipatória de pedagogos para o ensino de Ciências, esta pesquisa pauta-se no conceito de emancipação, a partir das contribuições da Teoria Crítica de Theodor Adorno, especialmente nas categorias de Esclarecimento; Formação; Experiência Formativa; Práxis; Autorreflexão e Reflexão crítica. No processo da pesquisa a referencia teórica-metodológica de Adorno orientou as análises e interpretação dos dados recolhidos nos documentos curriculares de uma universidade publica do Estado do Pará e da escola campo do estágio (PPP do curso de Pedagogia, Plano de Ensino da Formadora, Relatório dos Licenciandos, Estrutura Curricular da Escola, carga horária para o ensino de Ciências) e nos depoimentos dos participantes da pesquisa (formadora em ensino de Ciências, nove licenciandos de um curso de Pedagogia e sete formadores parceiros da escola campo do estágio). Os resultados sugerem revisão desde a proposta d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Forming the pedagogue to act in the teaching of science from nature in the initial years of Elementary School has presented a challenge, given the conditions present in the formation of this professional, among them: decontextualized teaching of the relations between the individual and society, distance from the relation between theory -practic and stage conception based on the "statist" idea with the prevailing positive logic and, a non-critical perspective. With the objective of identifying and analyzing, in the context of the supervised stage in Natural Sciences, possibilities of initial emancipatory formation of pedagogues for the teaching of Sciences, this research is based on the concept of emancipation, based on the contributions of Critical Theory by Theodor Adorno, especially in the categories of Enlightenment; Formation; Formative Experience; Praxis; Self-reflection and critical reflection. In the process of the research Adorno's theoretical-methodological reference guided the analysis and interpretation of the data collected in the curricular documents of a public university of the state of Pará and of the field school of the stage (PPP of the Pedagogy course, of the School's Curricular Structure, the timetable for the teaching of Science) and in the testimonies of the participants of the research (trainer in Science teaching, nine graduates of a Pedagogy course and seven trainers partners of the school stage field). The results suggest a revision from the proposal of the supervised stage, crossing the relationship with the partner institution in the formation of the pedagogue, to the adequacy of the curricular contents of the Pedagogy course with the specific contents of Elementary School years. We consider that the presence of these factors in the organization and development of the stage can enable an emancipatory... (Complete abstract click electronic access below) / Doutor

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1992. / Bibliogr. : f. [80]-86. Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Hong Kong, 1995. / Includes bibliographical references (p. 403-421).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Samuel Miller; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 133-141).

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