This study sought to determine the current status of the nuclear armament/disarmament issue as a topic for the moral decision-making model in secondary social studies curriculums and to establish guidelines for its inclusion in future lessons. A review of the relevant literature provided the basis for a questionnaire mailed to four hundred, randomly selected social studies department chairpersons. Their attitudes regarding the legitimacy of the topic and methods employed in instructional lessons were addressed. Survey results were categorized according to respondents' incorporation of the topic into their curriculum and whether they taught in public or private institutions. A majority of the respondents indicated they taught lessons regarding nuclear disarmament and employed at least a portion of the commonly accepted steps of the decision-making model. The related literature and questionnaire results suggested certain recommendations for the development of effective units of instruction in this area.

Millions of United States citizens are functionally illiterate. Included are persons who cannot read or write or perform simple arithmetic at all. The reasons for failure of voluntary literacy are reviewed, and consideration given to mandatory literacy as a solution to the problem. The effect of functional illiteracy on the military is examined, as well as the relationship of illiteracy to poverty and crime. A survey of educators reveals an awareness among them of this illiteracy problem, and also reveals that some of these educators favor mandatory literacy. The issue of civil rights in relation to mandatory literacy is discussed, along with the dangers and drawbacks of functional illiteracy. Suggestions are made for initiating a campaign to eradicate functional illiteracy from American society.

The purpose of this project was to design a curriculum utilizing newspapers as a primary learning resource to establish newspaper reading habits among junior high students. Research suggested a strong correlation between consistent reading of the daily newspaper and political knowledge, voting, and other acts reflecting good citizenship. Use of the newspaper in the classroom helped to establish newspaper reading habits among adolescents. This resulted in students being more aware of the adult world they would enter and more confident. They understood how their society functioned. With increased mastery of newspapers, came increased self-esteem, since newspapers were seen as an adult medium of communication. To capitalize on these findings, this project incorporated the newspaper into the classroom, to be used daily. The adopted textbook is not utilized as extensively as in previous courses. Instruction on newspapers, using the major local daily and two prominent publications (New York Times, Wall Street Journal), has been included. Methodology to be utilized will take into consideration the various learning styles of the students; development of critical thinking skills is emphasized to strengthen the development of citizenship.

This curriculum project reviews the methods, materials, and supplemental reading activities that have been shown in the literature to be effective in developing or promoting positive attitudes toward reading and how these can be used as an integral part of the daily reading program. The major findings and some various methods and materials used to measure attitudes toward reading are also discussed. This curriculum project is specifically designed for fourth grade teachers to use in correlation with the Ginn 720 Series, Level 10. The project includes directions for developing a curriculum of activities to promote or develop positive attitudes toward reading in correlation with Ginn, Level 10. The criteria for selection of the activities and stories are included. This project includes a list of the reviewed activities categorized under one of the following headings: oral activities, written activities, arts and crafts, and dramatics. Finally, the stories in Ginn, Level 10 and the suggested activities to promote or develop positive attitudes toward reading are listed for teachers to use as an integral part of their reading program.

Art educators have expressed the need for art teachers with more qualifications and for more evidence of creativity and successful art experience. The purpose of this project is to illustrate the importance of the interrelationship between the action-oriented sensory capacities of the artist and the verbal-analytical capacities of the teacher, and in so doing to develop a vehicle through which an art teacher might demonstrate the necessary proficiency in at least one medium within the fine arts. More specifically, the objective of the project is the development of an art exhibit to validate the competency of the artist-teacher in the medium of oil painting. The philosophy of every art teacher should be based on art as experience, since valid creative work evolves from sensitive experience. An art teacher must be able to communicate with a student verbally; worlds are one relationship to the creative experience, the art forms another. Much precise thought can go on in words, but ultimately it can only be meaningful for the teacher and student, in turn, if both have experienced art. The teacher should be a creative artist in his own right. He should know from “doing” the experience he is to teach. For the purpose of the study, the literature was divided into five categories: 1) philosophical and psychological, 2) definitive information, 3) historical, 4) present attitudes, and 5) implications for the future. The evidence in the literature indicated that art educators strongly favor the idea that the teacher should be a creative artist in his own right, that he should be skilled in at least one major productive area of art. The vehicle developed in this project was an art exhibit containing fifteen oil paintings. The University of North Florida Library Exhibit Area was chosen as the site of the display which was scheduled from July 18-29, 1977. The show was accompanied by a reception; a printed brochure and invitation described the project, the background of the artist, and contained a list of the paintings. The project contains a complete photographic record of all works in the exhibit. An evaluation of the work was undertaken by a group of five qualified judges in the field of fine arts and art education. At the close of the exhibit the responses to the evaluation were tabulated and a correlation was made on the ratings of five paintings chosen at random from the show.

The purpose of this project was to develop an open education kindergarten curriculum guide utilizing learning centers. This curriculum guide consists of a discussion of specific aspects of implementation of learning centers and a detailed analysis of twelve learning centers. Whether learning centers are implemented gradually, moderately, or totally, the following factors are essential to consider prior to implementation: physical environment, materials, classroom management, evaluation and record keeping, and parental involvement. The following learning centers are discussed in-depth with respect to goals, objectives, enabling activities, and materials and supplies: math, science, language arts, social studies, art, music, block building, dramatic play, sand and water, woodworking, cooking and sewing, and movement. Successful implementation of learning centers in kindergarten appears to be a result of the implementing teacher's attitude toward open education. The attitude of openness is vital in order to successfully develop and implement learning centers.

A study was conducted to determine the effects on the knowledge and comprehension level learning as shown by the post-test scores of thirty-one fifth grade students in one health unit after the utilization of the classroom management program “DUNCE” had been implemented for eight weeks in contrast to their knowledge and comprehension level learning in a prior health unit as show by the post-test scores before the management program was utilized. Health was identified as the subject area for study because each unit in this content area can be taught independently and is assumed to be equivalent in difficulty. Both Deductive and Taba teaching strategies were involved throughout. Through the use of a Taba retrieval chart, the students were able to summarize the information about the health units and form generalizations and inferences about it. Since Taba is considered to be an inductive strategy, the two methods are considered to complement each other.

Is there a difference between how a group of second grade students who have experienced periodic, planned role playing/ discussion activities and a comparable group of second grade students who have not experienced periodic, planned role playing/ discussion activities will display anger when presented with problem situations?

This study addresses areas in cerebral dominance theory which elementary classroom teachers should be aware of when developing instructional strategies to enhance the learning experiences of children. Presented are past and present findings on cerebral dominance theory, giving the reader some understanding of what has been found about the manner in which children process information. The characteristics and processes of the two halves of the cerebrum have been discussed and possible applications and misapplications of this information have been given. It is concluded that students process information in different ways and that the data can be useful when examining teaching techniques and learning styles. Some specific recommendations have been given to help teachers provide activities and instruction to develop both sides of the brain.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-03T11:16:26Z No. of bitstreams: 1 Monie Fernandes Pacitti.pdf: 785779 bytes, checksum: 404357f8dd7e6c08b8f0f0e6ada9db19 (MD5) / Made available in DSpace on 2018-04-03T11:16:26Z (GMT). No. of bitstreams: 1 Monie Fernandes Pacitti.pdf: 785779 bytes, checksum: 404357f8dd7e6c08b8f0f0e6ada9db19 (MD5) Previous issue date: 2018-02-09 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / One of the alternatives found by pedagogical coordinators to improve the performance of their duties has been to return to university. The Professional Master's in Education: Training of Formators of the Pontifícia Universidade Católica de São Paulo - PUCSP (Formep) has welcomed these professionals who seek theoretical and practical support for the development of their varied attributions, in order to contribute to their professional development. It was based on the assumption that the understanding and challenges of the practice would be contemplated by the moments of theoretical deepening, exchanges of experience and learning of the research of the professional practice of these pedagogical coordinators. The general objective of the research was to investigate the contributions of Formep to the professional development of the pedagogical coordinators of the Municipal Education Network of the city of São Paulo. It was adopted as theoretical reference Marcelo (2009), Vaillantt and Gaibisso (2016), Libâneo (2015), Placco and Almeida (2011, 2012), André (2016). The research was based on the qualitative approach, with data collected through semi-structured interviews with five pedagogical coordinators of this municipal school system and who studied the first three classes of Formep (2013, 2014 and 2015) and analysis of pedagogical documents concerning the creation and regulation of Formep and a municipal law decree that deals with the attributions of these coordinators. The method for data analysis followed the assumptions of Prose Analysis (ANDRÉ, 1983). The results show that the Professional Masters contributed to the professional development of the pedagogical coordinators, since the main challenges faced by them, the teacher training in the school and the interpersonal relations, were object of reflection and analysis about the role of these coordinators, which led to changes in the Special Action Project (PEA) and the transformation of interpersonal relationships, as well as to active listening and appreciation of teachers. In addition, the research carried out allowed a more critical and reflexive look at the practice and it was given a new meaning, thus resulting in a more investigative attitude towards the work developed in schools by these pedagogical coordinators / Uma das alternativas encontradas por coordenadores pedagógicos para aperfeiçoar o desempenho de suas funções tem sido o retorno à universidade. O Mestrado Profissional em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo –PUCSP (Formep) tem acolhido esses profissionais que buscam apoio teórico e prático para o desenvolvimento de suas variadas atribuições, de modo a contribuir para o seu desenvolvimento profissional. Partiu-se do pressuposto de que a compreensão e desafios da prática seriam contemplados pelos momentos de aprofundamento teórico, trocas de experiência e aprendizagem da pesquisa da prática profissional desses coordenadores pedagógicos. O objetivo geral da pesquisa foi, então, investigar as contribuições do Formep para o desenvolvimento profissional dos coordenadores pedagógicos da Rede Municipal de Ensino da cidade de São Paulo. Adotou-se como referencial teórico Marcelo (2009), Vaillantt e Gaibisso (2016), Libâneo (2015), Placco e Almeida (2011, 2012), André (2016). A investigação utilizou-se da abordagem qualitativa, com dados coletados por meio de entrevistas semi-estruturadas junto a cinco coordenadores pedagógicos dessa rede municipal de ensino e que cursaram as três primeiras turmas do Formep (2013, 2014 e 2015) e análise de documentos pedagógicos relativos à criação e regulamentação do Formep e de decreto de lei municipal que trata das atribuições desses coordenadores. O método para a análise de dados seguiu os pressupostos da Análise de Prosa (ANDRÉ, 1983). Os resultados obtidos indicam que o Mestrado Profissional contribuiu para o desenvolvimento profissional dos coordenadores pedagógicos, já que os principais desafios por eles enfrentados, a formação dos professores na escola e as relações interpessoais, foram objeto de reflexão e de análise sobre o papel desses coordenadores, o que levou a mudanças no PEA (Projeto Especial de Ação) e na transformação das relações interpessoais, bem como em relação à escuta ativa e valorização dos professores. Além disso, a pesquisa realizada permitiu um olhar mais crítico e reflexivo para a prática e a ela foi dado um novo significado, redundando, assim, numa postura mais investigativa em relação ao trabalho desenvolvido nas escolas por esses coordenadores pedagógicos