abstract: According to national data, there continues to be an ongoing achievement gap between students with disabilities and their non-disabled peers (USDE, n.d.b). This data is representative of a continued disparity in academic performance for students in local Arizona school districts. To address this gap, many districts have implemented inclusion models in which students with disabilities spend increasing amounts of time in general education classrooms, in some cases for the majority of or all of their school day. However, the persistence of the achievement gap suggests that general education teachers working in inclusion models may be lacking systematic instructional methods for ensuring access to the curriculum for those with disabilities and other diverse learning needs. The purpose of this action research study was to examine the impact that a series of professional development workshops had on teacher beliefs and understanding of disability, intelligence, and accessible pedagogy. The study was conducted over the course of a school semester at a kindergarten through 8th grade school in a large, semi-rural school district in southeastern Arizona. Ten teachers from a variety of grade levels and subject areas participated in the study along with a school psychologist and two school administrators. Theoretical frameworks guiding this project included critical disability theory, growth mindset, universal design for learning, and transformative learning theory. A mixed-methods action research approach was used to collect both qualitative and quantitative data in the form of surveys, interviews, and written reflections. The workshop series included five modules that began with activities fostering critical reflection of assumptions regarding disability and intelligence and ended with pedagogical strategies in the form of universal design for learning. The results indicate that the innovation was successful in reshaping participant views of disability, intelligence, and pedagogy; however, changes in classroom instruction were small. Implications for future research and practice include more extended sessions on universal design for learning and a more diverse sample of participants. Workshop sessions utilized a variety of active learning activities that were well received by participants and will be included in future professional learning plans across the district. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

abstract: To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner. The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

This dissertation describes the results of a research that sought to investigate the contributions of the use of Information and Communication Technologies (ICT), in particular GeoGebra software, in the process of acquisition of meanings in the Ausubelian perspective, in the resolution of Mathematics questions of the National High School Examination (ENEM) adapted. The survey was applied in the second half of 2016, together with the participants of two minicourses in the area of Mathematics Education at the Federal University of Santa Maria. The use of Meaningful Learning Theory (MLT) is justified by providing the subjects of the research, the possibility of re/construction of meanings mathematical knowledge. The theoretical reference was based on researchers in the area of Education and Mathematics Education who advocate the use of MLT and ICT In the classroom as an empowering tool for the promotion of Meaningful Learning. The research was developed in a qualitative approach and the instruments used were questionnaires, participants records referring to the resolutions of the problem situations and the observations of the researcher. The analysis of the data suggests that the use of MLT allied to the use of GeoGebra can contribute in a potentially meaningful way in the learning of the mathematical contents associated with the adapted ENEM questions. / Esta dissertação descreve os resultados de uma pesquisa que buscou investigar as contribuições da utilização de Tecnologias de Informação e Comunicação (TIC), em particular o software GeoGebra, no processo de aquisição de significados na perspectiva Ausubeliana, na resolução de questões de Matemática do Exame Nacional do Ensino Médio (ENEM) adaptadas. A pesquisa foi aplicada no segundo semestre do ano de 2016, junto aos participantes de dois minicursos na área de Educação Matemática na Universidade Federal de Santa Maria. A utilização da Teoria da Aprendizagem Significativa (TAS) se justifica por proporcionar aos sujeitos da pesquisa, a possibilidade de re/construção de conhecimentos matemáticos significativos. O referencial teórico baseou-se em pesquisadores da área de Educação e Educação Matemática que defendem a utilização da TAS e das TIC em sala de aula como instrumento potencializador para a promoção da Aprendizagem Significativa. A pesquisa foi desenvolvida numa abordagem qualitativa e os instrumentos utilizados foram questionários, registros dos participantes referentes às resoluções das situações-problema e observações da pesquisadora. A análise dos dados sugere que a utilização da TAS aliada ao uso do GeoGebra pode contribuir de maneira potencialmente significativa na aprendizagem dos conteúdos matemáticos associados às questões do ENEM adaptadas.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-09-04T11:08:27Z No. of bitstreams: 1 arquivototal.pdf: 5740782 bytes, checksum: 3b97f1b9137a67065b146e8f53fdf58e (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-09-04T15:53:27Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 5740782 bytes, checksum: 3b97f1b9137a67065b146e8f53fdf58e (MD5) / Made available in DSpace on 2017-09-04T15:55:16Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5740782 bytes, checksum: 3b97f1b9137a67065b146e8f53fdf58e (MD5) Previous issue date: 2016-02-24 / This work presents elucidate the links between the learning styles of Management students in three public Higher Education Institutions (HEI) in the states of Paraíba, Pernambuco and Rio Grande do Norte and the level of such apprentices´ predilection related to the various areas of knowledge of the course based on David Kolb´s Experiential Learning Theory (ELT). To this end, it is draw up a theoretical framework in which a brief historic of Management teaching in the country is presented, as well as a set of critical works related to the formation process of the Brazilian administrator. Added to that, the presentation of ELT and learning styles advocated by the author. The methodology used in the research has an exploratory and descriptive nature and, through the survey process, information is gathered by the application of a research tool. Finally, the work uses uni and multivariate statistics techniques to analyze these links. The discriminant analysis technique is used to define a "cutoff point" for predilection levels of knowledge areas and correspondence analysis allows the construction of perceptual maps illustrating the associations between learning styles and predilection levels of students. The results of the study indicate a strong inclination to conceptual aspects inherent to the learning process in each of the knowledge areas analyzed. Thus, the end of the work, they present a number of discussions about the current teaching and learning process in the course and what measures could be implemented to an eventual change this scenario. / O presente trabalho apresenta a elicitação de vínculos entre os estilos de aprendizagem de alunos do curso de Administração em três Instituições de Ensino Superior (IES) públicas nos estados da Paraíba, Pernambuco e Rio Grande do Norte e o nível de predileção desses aprendizes em relação às diversas áreas de conhecimento do curso à luz da Teoria da Aprendizagem Experiencial (TAE) de David Kolb. Para tanto, elaborase um referencial teórico em que um breve histórico do ensino de Administração no país é apresentado, assim como um conjunto de críticas ao processo de formação do administrador brasileiro. Soma-se a isso a apresentação da TAE e dos estilos de aprendizagem preconizados pelo autor. A metodologia utilizada na pesquisa tem natureza exploratória e descritiva e, por meio do processo de levantamento das informações mediante a aplicação de um instrumento de pesquisa, utiliza técnicas estatísticas uni e multivariadas para analisar os referidos vínculos. A técnica de análise discriminante é utilizada para definir um “ponto de corte” para os níveis de predileção das áreas de conhecimento e a análise de correspondência permite a construção de mapas perceptuais que ilustram as associações entre os estilos de aprendizagem e os níveis de predileção dos alunos. Os resultados do estudo indicam uma forte inclinação aos aspectos conceituais inerentes ao processo de aprendizagem em cada uma das áreas de conhecimento analisadas. Assim, ao final do trabalho, apresentam-se uma série de discussões acerca do atual processo de ensino e aprendizagem no curso de Administração e quais medidas poderiam ser implementadas para uma eventual mudança deste cenário.

This study is an analysis of a three-phase study with twelve professional scientists and non-scientists (Phase One), one-hundred and twenty-three science and non-science university students (Phase Two) and thirty secondary school girls (Phase Three), to illustrate their ‘science lives’. I have used identity theories and transformational learning theory (TLT) to illustrate transformation or movement of learners towards, or away from, science. The understanding of these models and theories have led me to design a theoretical model of science identity (Sci-ID) that represents the global forces (GF) experienced by learners, the social agencies and agents (SA) that embody those forces, the transformational learning (TL) experiences (events, triggers and interventions) that shape personal meaning, and the inclinations and individual internal agency (IIA) that impact upon individuals’ subject and career choices. I have adopted semi-structured ‘narrative’ styled interviews, a descriptive questionnaire and science ‘intervention evaluation’ approaches from the three cohorts. The data generated has been analysed in several ways, including the use of synoptic analysis to construct individual stories about the participants, in third-person voice, from their responses. These stories and the broader, aggregated, thematic, outcomes have been used to examine the Sci-ID model. These outcomes stress three main themes related to the study (or not) of science, that include (i) progressive transformational learning and smooth transformation, (ii) progressive transformational learning and wavering transformation and (iii) reconstructive transformational learning and wavering transformation. These themes indicates that people in life accept and reject certain TL experiences that either ‘go with their IIA’ or ‘go against it’. The majority find their way, choose and select TL experiences exhibiting small or medium movement towards or away from science. However, very few people exhibit large movement accompanied by regressive TL experiences. This study also reveals the existence of two very broad kinds of people (i) people who demonstrate stable pro-science or anti science and (ii) ‘fluid’ people who populate the centre-ground between pro-science and anti-science people. The fluid group caught my attention because their IIA shows greater ambivalence and the impact of GF, SA, incorporating events, triggers and interventions appear to have more impact than on those with a more stable science identity. Therefore, through six science education-based interventions I was able to work with – and influence - more ‘fluid’ kinds of secondary school girls. I used a number of mini-transformative experiences that led them to gain appreciation of science-based education and possible future science careers.

Made available in DSpace on 2016-03-15T19:31:02Z (GMT). No. of bitstreams: 1 Sergio Ademar Fonseca.pdf: 2957098 bytes, checksum: d1fe4cf210af758dbf902c166792783d (MD5) Previous issue date: 2013-11-19 / Fundo Mackenzie de Pesquisa / This study aimed to seek answers to the following research question "How does the learning process of professional from a kitchen of a restaurant occurs, what are the elements which characterizes it as social learning and what is the role of the Head Chef in this process?". To be able to answer the question, a general objective was established to perform the description and interpretation of social learning processes present in the work of professionals in the kitchen of a restaurant in the metropolitan Sao Paulo area. Three specific objectives were also established: a) to describe the workplace and show the daily activities of the professionals working at the kitchen, b) identify and analyze work and learning processes adopted by the professionals mentioned, and c) to interpret the learning occurring in the workplace studied by the lens of social learning theory of Bente Elkjær and theoretical elements presented by Antonio Strati and John Dewey in relation to aesthetics in organizations. To find elements that could represent answers to the research question it were used ethnographic research techniques based on indications of André (1999). I remained in the field for 14 months, in total it was 62 days of participant observation, 1,156 photos were taken, 363 vídeos recorded with total duration of 12:48:15 hours, 11 in-depth interviews were conducted with every professional from the investigated kitchen, totaling 23:06:58 hours of recording material and 614 pages of transcriptions. For the organization of the final text I brought to the text narratives present both in the speeches of the participants, images were also used, as well as field diary notes and photographs. The text was organized through the narratives shared by the participants in based on Riessman (2008). I analyzed the elements and ingredients that made possible understanding the lessons learned through the Theory of Social Learning from Bente Elkjær. Sense and sensations activities present in the investigated material were analyzed by elements present in the work related to aesthetics from Antonio Strati and John Dewey. Based on the data analysis it was possible to answer the research question: learning at the professional kitchen occurs due to the presence and due to the shared common goals in the social world they belong to. They are the results of experiences, thoughts, habits and transactions in which they engage in their daily lives. The chef has a key role to share his knowledge and encourage the learning process with each member of his kitchen brigade, offering them the opportunity to perform new tasks, new elements to savor, to develop their senses and fully live the sensations found in each of the preparations that the group is involved. In addition to these roles, he has an obligation to govern with perfection the brigade, enabling each member to reach the acme of perfection in the execution of their work offering everyone the chance to taste each learning ingredient present in the social world of the kitchen. / Este trabalho teve como objetivo procurar respostas para a questão de pesquisa Como ocorre a aprendizagem de profissionais de cozinha de um restaurante, quais são os elementos que a caracteriza como aprendizagem social e qual o papel do Chef de cozinha nesse processo? . Para conseguir responder as questões, estabeleci como objetivo geral realizar a descrição e a interpretação dos processos de aprendizagem social presentes no trabalho de profissionais de cozinha de um restaurante da grande São Paulo. Também foram estabelecidos três objetivos específicos: a) descrever o local de trabalho e elucidar as atividades realizadas pelos profissionais de cozinha do restaurante; b) identificar e analisar os processos de trabalho e aprendizagem adotados pelos profissionais mencionados; e c) interpretar as aprendizagens que ocorrem no local de trabalho estudado à luz, fundamentalmente, da teoria da aprendizagem social de Bente Elkjær e de elementos teóricos apresentados por Antonio Strati e John Dewey em relação à estética nas organizações. Para buscar elementos que pudessem dar conta de responder a questão de pesquisa foram utilizadas técnicas etnográficas de investigação baseadas nas indicações de André (1999). Permaneci no campo por 14 meses, realizei 62 dias de observação participante, tirei 1.156 fotografias, gravei 363 vídeos com duração total de 12:48:15 horas de gravação, 11 entrevistas em profundidade foram conduzidas com todos os profissionais da cozinha investigada, totalizando 23:06:58 horas de gravação e 614 páginas de transcrição. Pra a elaboração do texto final trouxe para o texto as narrativas presentes tanto nas falas dos participantes quanto nas imagens gravadas, também foram utilizadas anotações de diário de campo e fotografias para ilustrar as aprendizagens presentes no mundo social investigado. O texto foi organizado por meio da análise das narrativas compartilhadas pelos participantes da pesquisa à luz de Riessman (2008). Foram analisados os elementos e os ingredientes que tornaram possível o entendimento das aprendizagens por meio da Teoria da Aprendizagem Social de Bente Elkjær. Sentidos e as sensações presentes na atividade pesquisada foram analisados por meio de elementos da estética presentes nos trabalhos de Antonio Strati e John Dewey. Baseado na análise dos dados uma das respostas possíveis para a questão de para a questão de pesquisa: a aprendizagem dos profissionais de cozinha ocorre em função de sua presença e do compartilhar objetivos comuns no mundo social que pertencem. Elas são os resultados das experiências, das reflexões, dos hábitos e das transações nas quais se envolvem em seu dia a dia. O chef de cozinha tem o papel fundamental de compartilhar seus saberes e de fomentar as aprendizagens de cada um dos membros de sua brigada de cozinha, oferecendo a eles a oportunidade de realizar novas tarefas, de saborear novos elementos, de desenvolver seus sentidos e viver plenamente as sensações despertadas em cada uma das preparações que o grupo se propõe a compartilhar. Além desses papéis, ele tem a obrigação de reger com perfeição sua brigada, possibilitando a cada membro alcançar o máximo da perfeição na execução de seu trabalho oferecendo a todos a possibilidade de saborear cada um dos ingredientes da aprendizagem presentes no mundo social cozinha.

Doctor of Philosophy / Department of Adult and Continuing Education / Jacqueline D. Spears / This study focused on the professional development experiences of teachers in the Altai Republic, Russian Federation. Russia is a country in flux, transitioning from a totalitarian state into a democracy reflective of its unique ethnic composition, geographic context, and history. The Russian educational system is currently undergoing computerization and teachers are learning to integrate educational technology into classroom practice. In this setting, teachers are beginning to learn how to integrate educational technologies into their classroom practices. This qualitative study explored the potential for transformative learning associated with this type of learning and experience. Transformative learning theory (TLT) was used to explore if and how the world views and perspectives of teachers is changing with respect to their educational philosophies and classroom practice. The study utilized multiple sources of evidence (interviews with program and school administrators, school teachers, observation) and multiple units of analysis (federal/republic levels of training and support, school level training and support, informal experiences, teachers, administrators). Findings indicated that the methods used to train teachers have a high likelihood of being facilitative of transformative learning. It also found that teachers are beginning to think and act in new ways based on their experiences with educational technology. Teachers are also collaborating in this learning process, which provides an important support for continued learning and growth. Findings also indicate that TLT is a useful framework for exploring transformative learning in this setting and helped to uncover the elements of transformative learning which are culturally determined. Further research is needed to further our understanding of how transformation occurs and is experienced in this setting. Collaboration with local experts and researchers is necessary to uncover the cultural differences related to perspective change. Many future pathways are available for continuing to explore transformative learning in this context. They include continued work with teachers, a general exploration of transformative learning, and work with university students.

Magister Educationis - MEd / In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner’s situation contributed to their ability to learn. / South Africa

The goal of the study was to explore the effect of role models on the self efficacy of the child in the middle childhood years. The focus of the study was on the middle childhood or school years, a critical developmental stage with a proliferation of socialization agents – role models. The researcher was interested in the effect that observational learning (modelling) had on the socialization of the child and more specifically on his/her developing self efficacy beliefs. The researcher identified the lack of relevant literature pertaining to children and relating to the South African context. The rapidly changing global environment and pervasive media exposure of modern living begged investigation regarding the effects on the child. A qualitative approach was used in the study in gaining subjective, experiential rich data from the child’s perspective. A phenomenological research strategy was used as the researcher sought the meaning that the children attach to role models in their lived experience. Applied research characterized the research study. The researcher hoped to enhance the existing available data by adding insight in understanding the child’s subjective experiences, insight that would be of assistance to teachers, parents and helping professionals. - Unstructured one-on-one interviews were chosen as the method of data collection. Eight respondents, four boys and four girls, were selected through purposive, non-probability sampling method with the aim at eliciting relevant and rich data. The theory of social learning proposed by Bandura (1963, 1986) formed the basis of the study. This theory underscores observational learning – both direct tuition and vicarious reinforcement – as the powerful vehicle of socialization of a child. Thus, role models are agents of observational learning; modelling attitudes, values, norms, beliefs and behaviours for ensuing emulation. Self efficacy beliefs are a self evaluation of the individual’s capabilities. These beliefs fuel action since an individual will act and achieve success in accordance with this evaluation. The findings of the study highlighted the effect of significant relationships, role models, on the efficacy beliefs of the child. Peer feedback, acknowledgment and vicarious reinforcement provided by peer relationships was seen as influential in colouring the efficacy beliefs of the respondents. Teacher efficacy was seen as an important factor influencing future learning and the child’s academic success. A relationship that was seen to hold great significance was the parent-child relationship. Parent reaction to the child’s achievement – their praise, motivation and validation – was a crucial factor impacting the efficacy beliefs of the child. The researcher found a general lack of awareness of media influences. Role models are selected, observed, evaluated and integrated by the child as an active member of his/her social world. In conclusion, role models were seen as key figures in the developing efficacy beliefs of the child. Self efficacy beliefs govern the achievement and success of the child. These beliefs are a learned self evaluation. The study highlighted that not all role models have the same significance for the child, hold the same influence. Moreover, observational learning is both direct and indirect, including negative and positive models. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

M.Ed. / Die leerder met Wiskunde sukkel omdat hy nie 'n metode het om Wiskunde te leer nie. Groot druk word op die onderwyser geplaas, want hy moet nou vir die leerder leer hoe om Wiskunde te leer. Die vraag ontstaan of daar 'n strategie of benadering van Wiskunde-onderrig bestaan wat die onderwyser kan help om die leerders te help om die nodige konsepte vir insigleer te verkry.