Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

The purpose of this creative project was to develop a master plan for an outdoor learning lab for Daleville Elementary School (DES) in Daleville, Indiana. Utilizing a formal design process, including surveys, case study research, and site analysis, the best solution was devised specific to the needs of DES. Along with a design team from Daleville, additional DES faculty responded to a written survey to validate requests for various features. Daleville students participated in a design workshop to express their own ideas for outdoor learning activities and features. A site analysis was conducted on the school grounds utilizing criteria set for features within the design program. Three concepts were generated, leading to the development of the master plan. The research and design process used to create the master plan have provided data suitable for further research and concepts for outdoor learning labs in the elementary school setting. / Department of Landscape Architecture

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 30, 2007). Includes bibliographical references.

Final Project (M.A.)--John F. Kennedy University, 2006. / "July 18, 2006"--T.p. Includes bibliographical references (p. 78-81).

Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Lloyd H. Barrow. Includes bibliographical references.

This creative project explores the principles of permaculture, within the context of environmental sustainability, applying them to the development of the master plan for Camp Goodfellow. Camp Good Fellow is the also known as the Indiana Dunes Environmental Learning Center, part of the Indiana Dunes National Lakeshore located in northwestern Indiana.This project involves design of an overnight environmental education facility within the Goodfellow site. Permaculture principles are applied to the development of a third camp cluster at Goodfellow, focused on sustainable systems demonstration. This demonstration provides further direction for the existing draft concept master plan and generates typical site details. The project shows how concepts of permaculture can be integrated and oriented towards sustainability education in the northern Indiana landscape. / Department of Landscape Architecture

Thesis (Ph. D.)--University of Toronto, 2005.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-26T11:26:21Z No. of bitstreams: 1 vicentedepauladealmeida.pdf: 734856 bytes, checksum: 7ae71c22d634e3fb807b124dc6c10002 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-07T20:29:05Z (GMT) No. of bitstreams: 1 vicentedepauladealmeida.pdf: 734856 bytes, checksum: 7ae71c22d634e3fb807b124dc6c10002 (MD5) / Made available in DSpace on 2017-08-07T20:29:05Z (GMT). No. of bitstreams: 1 vicentedepauladealmeida.pdf: 734856 bytes, checksum: 7ae71c22d634e3fb807b124dc6c10002 (MD5) Previous issue date: 2014-08-29 / O presente trabalho se propõe a discutir o papel do Laboratório de Aprendizagem (LA) da Escola Municipal Profa. Eunice Alves Vieira (EMPEAV), assim como os processos, funções e resultados alcançados pela escola na implementação da política pública de reforço escolar e ampliação do tempo escolar, proposta da Secretaria Municipal de Educação de Juiz de Fora (SE/JF). Objetiva-se, neste estudo, avaliar a implementação e os resultados do projeto de Laboratório de Aprendizagem que possibilitaram o aumento do tempo dos alunos na Escola Municipal Eunice Alves Vieira, em consonância com as aulas especializadas, bem como suas funções e contribuições e, assim, definir melhorias para o atendimento aos alunos através de um Plano de Ação com propostas para a escola e para a Secretaria de Educação. Para esta pesquisa, consideram-se as informações fornecidas pela SE de Juiz de Fora e documentos da própria escola. Para a realização deste trabalho, foi feita uma pesquisa bibliográfica e documental e realizadas consultas dos dados da escola, seu histórico, implementação do PDE Escola e do Programa Mais Educação (PME), assim como a implementação do LA. As informações coletadas são tratadas por meio de análise qualitativa na escola, sendo necessário um breve estudo em produções do MEC e em literaturas existentes, no que tange à Educação em Tempo Integral, formação em serviço do professor, relação família-escola, ciclo de políticas, Laboratório de Aprendizagem e as experiências vividas na EMPEAV. Aqui, o estudo de caso objetiva mostrar as boas práticas realizadas no LA da escola, que apesar das dificuldades, têm proporcionado aos estudantes bons momentos de aprendizagem, assim como aos professores formação em serviço, novas práticas e aperfeiçoamento daquelas existentes, o que se pode perceber através da satisfação do trabalho realizado. / The present dissertation aims to discuss the role of the Learning Laboratory (LA, in Portuguese) of the Municipal School Profa. Eunice Alves Vieira (EMPEAV), as well as its processes, functions and results reached by the school in implementing the public policy of reinforcement classes and increased school hours, proposed by the Municipal Secretariat of Education of Juiz de Fora (SE/JF). The goal of this study is to assess the implementation and the result of the Learning Laboratory project which made possible for the students to spend more time at the Municipal School Profa. Eunice Alves Vieira, in line with the specialized classes, as well as its functions and contributions and, therefore, define improvements to the service provided to the students. For this research, we considered the information provided by the SE of Juiz de Fora and documents from the school. Bibliographical and documental research were conducted as well as consults to data from the school, its history, implementation of the School PDE and the More Education Program (Programa Mais Educação or PME, in Portuguese), and also the implementation of the LA. The gathered information were treated by means of a qualitative analysis in the school, being necessary a brief study of the MEC documents and other existing bibliographical references, regarding Full-Time Education, teacher in-service training, the relationship between family and school, cycle of policies, Learning Laboratories and the experiences had at EMPEAV. Here, the case study aims to show the good practices conducted at the school’s LA, which, despite difficulties, has provided students with good learning experiences, as well as in-service training to the teachers, new practices, improvements of existing ones, which may be noticed by means of the satisfaction of the conducted work.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-07T13:26:28Z No. of bitstreams: 1 lucianatavaresdebarros.pdf: 1294875 bytes, checksum: f27e7c7f99197e364aafe7eef4ca158a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-07T16:35:29Z (GMT) No. of bitstreams: 1 lucianatavaresdebarros.pdf: 1294875 bytes, checksum: f27e7c7f99197e364aafe7eef4ca158a (MD5) / Made available in DSpace on 2017-04-07T16:35:29Z (GMT). No. of bitstreams: 1 lucianatavaresdebarros.pdf: 1294875 bytes, checksum: f27e7c7f99197e364aafe7eef4ca158a (MD5) Previous issue date: 2014-08-29 / Este trabalho discute o curso Extrapolando a sala de aula: outros lugares para mediação da aprendizagem, enquanto processo de formação continuada para os professores que atuam nos Laboratórios de Aprendizagem (LAs) das escolas municipais de Juiz de Fora - MG. O objetivo deste estudo é analisar o funcionamento deste curso, investigando essa formação sob o olhar dos professores cursistas bem como dos gestores, responsáveis pela coordenação do curso, buscando compreender o seu papel na prática pedagógica destes educadores. Esta pesquisa visa a compreender os limites e possibilidades deste curso, para então propor ações alternativas que possibilitem ampliar os aspectos positivos dessa formação, bem como minimizar as dificuldades encontradas. Ao longo do estudo, foram apresentados aspectos do contexto educacional de Juiz de Fora, demonstrando a importância de uma política de formação continuada nessa rede de ensino, uma vez que ela ainda tem grandes desafios a serem superados, especialmente no que se refere à melhoria da qualidade do ensino das diferentes escolas, distribuídas pelo município de sua abrangência. A relevância deste estudo é contribuir para que a SE/JF, possa melhorar este processo de formação, que atua de maneira indireta, com alunos que apresentam dificuldades de aprendizagem e que estão nos LAs. Esta pesquisa traz também algumas considerações teóricas sobre formação docente, experiência profissional, gestão de escolas e gestão de redes e formação continuada, tendo suporte teóricos como Nóvoa, Pimenta e Lück. Adotou-se a metodologia de pesquisa qualitativa, com a utilização de questionários, entrevistas, bem como análise documental. Os dados coletados foram tratados e analisados à luz da teoria relacionada à questão investigada. Apuraram-se dados sobre a formação e tempo de trabalho dos professores cursistas sujeitos dessa pesquisa, demonstrando a importância da experiência docente como um fator de formação profissional, relacionando-a também à formação acadêmica. Num segundo momento, os dados encontrados, abrangeram questões referentes à gestão de escolas e gestão de redes. Verificou-se, então a essencialidade do papel do gestor, que através de um processo de gestão democrática e participativa, pode influenciar nos resultados educacionais de seu espaço de ação. Demonstrou-se a importância do planejamento coletivo das ações e projetos, que devem estar em consonância com o Projeto Político Pedagógico (PPP) da escola, que deve representar a identidade coletiva da escola. A relevância dos processos de formação continuada também foi abordada, destacando-se a importância de constantes estudos para os educadores, como forma de se refletir sobre a prática e conseguir acompanhar a evolução dos conhecimentos. Finalmente, este trabalho traz uma análise do curso, apresentando o parecer dos sujeitos participantes da pesquisa sobre o mesmo e também algumas de suas fragilidades que puderam ser verificadas durante o estudo, trazendo, então, algumas propostas de ações alternativas para o aprimoramento desse processo de formação continuada / This dissertation discusses the course Extrapolating the classroom: other places of learning mediation, as a process of continual training to the teachers that act in the Learning Laboratories (Las, in Portuguese) of the municipal schools of Juiz de Fora – MG. The goal is to analyze the functioning of this course, investigating this training from the perspective of the course members as well as managers, responsible for the course’s coordination, aiming to comprehend their role in the pedagogical practice of these educators. The research intends to comprehend the limits and possibilities of the course, in order to propose alternative actions that may amplify the positive aspects of the training program, as well as minimize the difficulties found. Throughout the study, we presented aspects of the educational context of Juiz de Fora, demonstrating the importance of a continual training policy in this education network, given that it still has great challenges to be overcome, especially regarding the improvement in the quality of teaching in different schools, distributed across the city. The relevance of the study is to contribute to the improvement, by the SE/JF, of the training program, which indirectly impacts the students who present leaning difficulties, and who can be found at the Las. The research also brings some theoretical considerations about teacher training, professional experience, school management and network management and continual training, having as theoretical basis Nóvoa, Pimenta and Lück. We adopted a qualitative approach, utilizing surveys, interviews, as well as documental analysis. The data gathered were treated and analyzed under the perspective of the theoretical basis related to the matter under investigation. The compiled data about training and work experience of the course members demonstrated the importance of teaching experience as a factor of professional training, related also to academic training. On a second moment, the data found matters regarding school management and network management. We verified that the work of the manager is essential, which by means of a democratic and participative management may influence the academic achievement results in their work environment. It was demonstrated the importance in collective planning of actions and projects, which must the consistent with the school’s Political Pedagogical Plan (PPP), which should represent the school’s collective identity. The relevance of the processes of continual training was also dealt with, highlighting the importance of constant studies for educators, as a way of reflecting upon the practice and managing to follow the evolution of knowledge. Finally, the dissertation brings an analysis of the course, presenting the perspective of the participants about it and also the fragilities that were verified during the study, bringing then some proposals of alternative actions to improve this process of continual formation.

<p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments.  Further, this research suggests that students are detecting the messages that are communicated.  Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum.  In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course.  An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure.    </p> <p><br></p>