This study is survey research on the reported instructional strategies of college mathematics professors. I modified an Approaches to Teaching Inventory (ATI-R) that contained likert scale, demographic and rank order items in order to characterize the instructional strategies of college math professors.

This discussion begins with an introduction by faculty presenters currently on the journey toward tenure and those recently tenured. The panelists intend to cover topics including tips for surviving the first year, finding time for research, planning and preparing for your tenure review, and managing balance. How might faculty carve out the necessary time to cultivate an active research program, especially at teaching institutions? What materials should faculty collect for presentation in their tenure case file? How might faculty manage success in various professional expectations with regard to research, teaching, and service? How might faculty deal with the potential pitfalls of departmental and institutional politics? Ideas, experiences, and questions from discussion attendees are more than welcome.

Made available in DSpace on 2014-06-11T19:28:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-19Bitstream added on 2014-06-13T20:17:40Z : No. of bitstreams: 1 benites_lc_me_rcla.pdf: 1110841 bytes, checksum: 512e49300cd57da4cc4f1cffd1187500 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria de Estado de Educação / Esta pesquisa se insere nos estudos que abordam o tema formação de professores, saberes docentes, prática pedagógica e identidade do professor. Entre os objetivos relacionados buscou-se averiguar os saberes docentes e a prática pedagógica na proposta do curso de Licenciatura em Educação Física da Unesp/ Rio Claro; apontar os elementos constitutivos da identidade do professor; e identificar no exercício da profissionalidade docente habitus dos professores universitários. Trata-se, portanto, de uma pesquisa qualitativa, estudo de caso, que utilizou como técnica para a coleta de dados: fonte documental, entrevista e observação. Os dados foram apresentados contemplando à análise do conteúdo nas seguintes categorias; (a) Os saberes docentes e as práticas pedagógicas presentes na proposta curricular e na perspectiva docente; (b) A identidade docente; e (c) O habitus do professor universitário. Da discussão dos resultados observou-se que, dentro da proposta curricular, há um conjunto de saberes presentes, mas que, no entanto, são priorizados os de caráter conceitual/procedimental, apresentando uma fundamentação pautada no modelo da racionalidade técnica. Com relação aos saberes, de forma geral, foram visto como plurais. Porém, em alguns momentos são alguns são mais priorizados que iv outros. Com relação a prática pedagógica vislumbra-se a percepção desta em diversos momentos: ora relacionados ao conhecimento da disciplina e a forma de se ensinar, e ora ao universo do aluno e a sua intencionalidade. Este encaminhamento direciona para a compreensão de uma identidade que abarca a compreensão da docência como um dom, vocação, até a dimensão atitudinal, fazendo jus a composição de uma identidade historicamente construída e modificada pelos saberes, pela ação do exercício profissional, pelo contexto, pela formação, entre outros... / This research deals with teachers formation, professors knowledge, pedagogical pratical and teaching identity. Between the related objectives will search to inquire the constitution of the professor knowledge and of the pedagogical practical in the proposal of professor formation of the Degree in Physical Education Course of the Unesp/Rio Claro; to point the constituent elements of the professor identity; and to recognize in the teaching exercise habitus of the professors. It is treated, therefore, of one searches qualitative, case study, that it used as technique for the data collection: documentary source, interview and participant comment. The data presented contemplating the content analysis in the following categories; (a) professors knowledge and pedagogical practical presents in the curricular proposal and teaching perspective; (b) teaching identity; and (c) professor habitus. In the discussion of the results was observed that inside of the proposal curricular have a set of the knowledge, however they are prioritized of conceptual / procedures character, presenting a recital in the model of the technique rationality. The knowledge was understood with plural. Though, in some moments are prioritized someone in detriment of others. With regard to pedagogical practical is glimpsed perception of this at diverse moments: related with the disciplines knowledge and the teaching form, and with students universe and its scienter. This guiding directs to understand of the professors as a vocation, until the atitudinal dimension, 181 relationship the composition of an historical identity constructed and modified by knowledge professor, action of the professional exercise, context and formation, among others. However, it perceives, also, that the professor identity, with relation to superior education needs to be explored. Inside of this context habitus created in the university... (Complete abstract click electronic access below)

Current society is much diversified as regards its culture of customs and trends encountered also in the eating habits of people. Our health-care facilities provide treatment to a good number of patients of different religions and, consequently, different eating habits. We certainly do not want the patients to be only passive recipients of medical care. That is why the nurses have to put some effort into learning about the individual eating habits of their patients. A nurse informed about food that a patient wishes or does not wish to be given is able to use her own initiative in providing what is needed to satisfy the requirements. In this way the nurse will involve the patients in the treatment and boost their confidence in the health-care staff. The theoretical section investigates primarily nutritional habits of believers of some selected religions, namely Judaism, Islam, Buddhism, Roman Catholic Church and Brethren Church. Other parts of the theoretical section analyzed some alternative nutritional trends. Also mentioned was food provision at health-care facilities and the competences of nutrition therapeutists and assistants. The empirical section formulated four objectives: (1) to specify the main features of nutritional trends met in the selected religions; (2) to measure the level of nurses' expertise in the eating habits associated with the selected religions; (3) to find out whether the nurses in providing the care respect the clients' nutritional trends as related to the selected religions; and (4) to investigate the importance and observance of specific nutritional trends in the selected religions as perceived by the clients and the nurses. The methodology relied on a quality-oriented survey performed through controlled interviews with the clients, and a quantity-oriented survey conducted through questionnaires distributed among clients and nurses. The qualitative survey was to answer these questions: What eating habits can be encountered in clients professing the selected religions? Does proper observation of the clients' eating habits make the clients satisfied with the nursing care? The quantitative survey was based on assumptions that (1) nurses ignorant of the nutritional trends will make the clients unhappy about the nursing care, and that (2) proper attention paid to varied eating habits in different cultures will make the job of nursing teams in health-care facilities a more burdensome task. The survey has been conducted in the regions of South Bohemia and Central Bohemia. Judging from the results, the objectives have been met, the hypotheses confirmed, and the research questions objectivized. The work resulted in an Education Sheet to be used by both nurses and the public.

Purpose: The purpose of this study was to assess the vocal health, hygiene, and use of university professors teaching at-risk populations. The self-reported habits of professors of education, business, social work, and psychology were compared to the self-reported habits of professors of communication sciences and disorders (CSD) to determine if there was any difference between these two groups for whom risk factors are comparable but knowledge of those factors significantly differs. Method: A survey comprising 40 questions regarding vocal health, hygiene, and use, was sent to a total of 3018 professors at 61 different universities. A total of 80 professors from CSD and 162 professors from other departments responded to the survey. Results: Responses were analyzed for statistically significant differences using multiple independent-sample T-tests. Analyses included comparing: 1) all respondents from both groups, 2) those respondents who reported the most hours lectured from both groups, 3) those respondents who reported having the largest class sizes from both groups, and 4) those respondents who reported the least hours lectured from both groups. While statistical analyses demonstrated some significant differences between each subgroup, few differences were observed between professors of CSD and professors of other departments. Conclusion: The paucity of statistically significant differences between any of the subgroups suggests that professors of CSD are neither more aware of their vocal health nor more likely to engage in more beneficial vocal practices. Education about vocal health and pathology alone is not enough to increase the use of beneficial vocal habits for this at-risk population. / text

The problem of this study was the identification of selected characteristics of Minnie Stevens Piper Professors. Purposes of the study were: (a) to determine characteristics of Minnie Stevens Piper Professors, and (b) to determine whether these professors possess characteristics which typify outstanding college teachers as described by the Selection Research, Incorporated College Teacher Perceiver interview. Forty subjects, 20 from community colleges and 20 from senior colleges, were randomly selected from the 1978 through 1988 lists of Piper Professors. Fifteen community college and 11 senior college professors agreed to participate by being interviewed with the College Teacher Perceiver. This interview identified 13 characteristics, or themes, of excellent college teachers.

The purpose of this study was to provide historical and philosophical information regarding the field of Adult Education from the perspective of 15 African Americans. This studys design utilized the findings from African-American Adult Educators (A-AAE) to add to the depth and breadth of information about Adult Education by engaging participants in reflective dialogue regarding the field and their experiences. This qualitative design used semi-structured interviews to obtain information about the relationships among and influences of major professors and dissertation committees. The study included influences, direct and indirect, as well as influential authors, books, and publications. Adult Education was analyzed by examining the ideological nature and function of African-American modes of thought about the field. Discussion included divergence from ideologies and values of major professors by the A-AAE and the basis for that divergence. Themes emerged from discussions of the accomplishments and disappointments of each participant. Individuals spoke freely about changes and trends in adult education during their careers. Most found influences in communities of their origin, rather than in the academic communities of major professors or dissertation committees. The majority modestly discussed their accomplishments, regretting not having published more. A few discussed global views in the future tense, while most discussed application of Adult Education theory in the present. Without exception, A-AAE spoke both of changes towards diversity and of the long way the field has to go in this direction. Many felt being marginalized provided a different perspective. Major changes included decreased numbers of graduate programs presenting fewer job opportunities and a shift from a male to a female predominated professorate. All valued national organizations, but most felt that they must increase visibility to meet the field’s ever-growing needs in the global political arena. The newest professors must be activists of social change through politics and scholarly research from the platform of the Adult Education professorate. African-American professors are dealing with issues of discrimination in the field of Adult Education by replacing the gatekeepers, and developing more collaborative research, by providing opportunities for people of color to participate in scholarly activities.

És una creença generalitzada del professorat –i avalada també per les investigacions actuals– que tant la relació de l’alumnat amb la matemàtica com l’evolució de la seva competència en aquesta matèria canvien en general de forma negativa al llarg de l’escolarització. Aquest aspecte justifica la necessitat d’investigar la pràctica docent des del punt de vista de la transició, i analitzar fins a quin punt factors com els coneixements del professor de matemàtiques, les seves creences, o els objectius que persegueix amb el seu ensenyament poden afectar a l’aprenentatge present i futur dels alumnes. D’altra banda, la resolució de problemes constitueix un dels eixos principals en l’ensenyament de les matemàtiques, i des del punt de vista de la transició, entenem que aquesta pot ser una de les eines que ajudin a donar sentit a les matemàtiques. Aquesta tesi doctoral té com a objectiu caracteritzar i comparar les creences i coneixements de professors i estudiants de professor de matemàtiques de primària i secundària sobre la resolució de problemes i establir possibles relacions entre creences i coneixements, ja que considerem que aquests factors poden tenir un impacte en l’aprenentatge matemàtic de l’alumne durant la transició entre les etapes d’educació primària i secundària. Partint dels estudis de Ball sobre el Mathematical Knowledge for Teaching, s’ha adaptat el marc teòric de l'estudi TEDS-M 2008 (que s'adequa molt a aquest treball) i, en base a aquest marc, s’ha realitzat un estudi amb quatre mostres –estudiants de professor de secundària, professors de secundària, estudiants de professor de primària i professors de primària–. A cada mostra s’ha subministrat dos instruments de recollida de dades: un qüestionari (determinació de creences) i un protocol (determinació de coneixements) sobre resolució de problemes. En el cas de l’estudi dels coneixements, s’ha optat només per un tipus de problemes (de nombres), ja que considerar la resolució de problemes globalment fa massa ampli el tema dels coneixements. S’ha dut a terme una anàlisi mixta quantitativa-qualitativa: primer del global de la mostra, i després d’individus concrets. L’anàlisi de les dades del conjunt de les mostres consta de dues fases diferenciades: la primera, amb l’objectiu de donar una visió general dels resultats, és de caire essencialment quantitatiu, mentre que la segona, de caire més qualitatiu, ens permet realitzar una mirada específica a les dades que més ens interessen. En relació als resultats obtinguts amb aquesta anàlisi s’han plantejat les relacions existents entre coneixements i creences sobre resolució de problemes. Finalment, s’ha realitzat un estudi més aprofundit de casos reals: s’ha determinat un prototipus de cada mostra (entenent prototipus com aquell subjecte real que més s’acosta a la mitjana de cada mostra), i per a cadascun d’ells s’han descrit les característiques del conjunt de les seves respostes i s’han comparat entre sí. L’anàlisi realitzada ens ha permès, d’una banda, constatar que hi ha diferències rellevants en les creences i els coneixements de les quatre mostres, i de l’altra, establir relacions entre les creences i els coneixements sobre resolució de problemes. Destaca el fet que un dels nostres resultats coincideix amb els resultat obtinguts en el TEDS-M: un nivell de coneixements alt és més probable que estigui associat a creences properes a pensar matemàticament en el marc de la resolució de problemes, i menys probable que estigui associat a creences properes a sistemes de creences definits per característiques de rigidesa, reducció a l’instrumentalisme o tradició conductista de l’aprenentatge. / Es una creencia generalizada del profesorado –y avalada también por las investigaciones actuales– que tanto la relación del alumnado con la matemática como la evolución de su competencia en esta materia cambian en general de forma negativa a lo largo de la escolarización. Este aspecto justifica la necesidad de investigar la práctica docente desde el punto de vista de la transición, y analizar hasta qué punto factores como los conocimientos del profesor de matemáticas, sus creencias, o los objetivos que persigue con su enseñanza pueden afectar al aprendizaje presente y futuro de los alumnos. Por otro lado, la resolución de problemas constituye uno de los ejes principales en la enseñanza de las matemáticas, y desde el punto de vista de la transición, entendemos que ésta puede ser una de las herramientas que ayuden a dar sentido a las matemáticas. Esta tesis doctoral tiene como objetivo caracterizar y comparar las creencias y conocimientos de profesores y estudiantes de profesor de matemáticas de primaria y secundaria sobre la resolución de problemas y establecer posibles relaciones entre creencias y conocimientos, ya que consideramos que estos factores pueden tener un impacto en el aprendizaje matemático del alumno durante la transición entre las etapas de educación primaria y secundaria. Partiendo de los estudios de Ball sobre el Mathematical Knowledge for Teaching, se ha adaptado el marco teórico del estudio TEDS-M 2008 (que se adecua mucho a este trabajo) y, en base a este marco, se ha realizado un estudio con cuatro muestras –estudiantes de profesor de secundaria, profesores de secundaria, estudiantes de profesor de primaria y profesores de primaria–. A cada muestra se le han subministrado dos instrumentos de recogida de datos: un cuestionario (determinación de creencias) y un protocolo (determinación de conocimientos) sobre resolución de problemas. En el caso del estudio de los conocimientos, se ha optado solamente por un tipo de problemas (de números), ya que considerar la resolución de problemas globalmente hace demasiado amplio el tema de los conocimientos. Se ha llevado a cabo un análisis mixto cuantitativo-cualitativo: primero del global de la muestra, y después de individuos concretos. El análisis de los datos del conjunto de las muestras consta de dos fases diferenciadas: la primera, con el objetivo de dar una visión general de los resultados, es de carácter esencialmente cuantitativo, mientras que la segunda, de carácter más cualitativo, nos permite realizar una mirada específica a los datos que más nos interesan. En relación a los resultados obtenidos con este análisis se han planteado las relaciones existentes entre conocimientos y creencias sobre resolución de problemas. Finalmente, se ha realizado un estudio más profundo de casos reales: se ha determinado un prototipo de cada muestra (entendiendo prototipo como aquel sujeto real que más se acerca a la media de cada muestra), y para cada uno de ellos se han descrito las características del conjunto de sus respuestas y se han comparado entre sí. El análisis realizado nos ha permitido, por un lado, constatar que hay diferencias relevantes en las creencias y los conocimientos de las cuatro muestras, y por otro, establecer relaciones entre las creencias y los conocimientos sobre resolución de problemas. Destaca el hecho de que uno de nuestros resultados coincide con los resultados obtenidos en el TEDS-M: un nivel de conocimientos alto es más probable que esté asociado a creencias cercanas a pensar matemáticamente en el marco de la resolución de problemas, y menos probable que esté asociado a creencias cercanas a sistemas de creencias definidos por características de rigidez, reducción al instrumentalismo o tradición conductista del aprendizaje. / It is widely accepted among teachers, and also supported by current research, that both the relationship of students with mathematics as well as the evolution of the student’s competence in this area changes negatively throughout schooling. This fact justifies the need to investigate the teaching practice from the perspective of the transition, and to analyze to which extent some factors such as the teacher's mathematic knowledge, their beliefs, or the aims of his teaching may affect the present and future students’ learning capabilities. On the other hand, problem solving is one of the core aspects of mathematics’ teaching, and from the point of view of the transition, it is accepted that this may be one of the key tools to help make sense of mathematics. This PhD thesis aims to characterize and compare the beliefs and knowledge about problem solving of pre-service and in-service teachers of mathematics, both at primary and secondary school level, and to establish possible relationships between beliefs and knowledge, since it is considered that these factors may have an impact on student's mathematical learning during the transition between the stages of primary and secondary education. Based on the studies of Ball on Mathematical Knowledge for Teaching, the theoretical framework of the study TEDS-M 2008 (which fits much of this work) was adapted and, based on this framework, a study was performed with four samples –secondary school pre-service teachers, secondary school in-service teachers, primary school pre-service teachers, primary school in-service teachers–. To each sample, two collecting data instruments were provided: a questionnaire (determination of beliefs) and a protocol (determination of knowledge) on problem solving. For the knowledge study, it was decided to provide only with one type of problems (numbers based) since the problem solving makes too broad the subject of knowledge. A mixed quantitative-qualitative analysis was conducted: first from the overall sample and then from specific individuals. The data analysis of all samples consists of two differentiated phases: the first one, aiming to provide an overview of the results, is essentially quantitative, while the second one, more qualitative, allows for a specific interpretation of the data of interest. Based on the results obtained, the relationships between knowledge and beliefs about problem solving were established. Finally, an in detail-study of real scenarios was performed. To do so, a prototype was determined for each sample (defining prototype as a real subject that is closer to the mean of each sample), and for each of them the characteristics of their responses were described and compared with each other. The analysis performed has enable to confirm that there are significant differences among the beliefs and knowledge of the four samples investigated, and secondly, to establish relationships between beliefs and knowledge about problem solving. It is remarkable that one of the results described herein strongly agrees with the results obtained in the TEDS-M study. Briefly, a high level of knowledge is more likely to be associated with thinking mathematically in the context of problem solving, and less likely to be associated with beliefs close to systems defined by characteristics of rigidity, reduced to instrumentalism or behaviorist learning tradition.

This research is a survey of two samples, one among the 450 Faculty and the other among the 5,200 full-time and 2,200 part-time students of a bilingual and multicultural university located in Ontario, Canada. Diversity characteristics that are examined include ethnicity, gender, age, job status, marital status, study program, faculty, and disability. The variables under study include inclusiveness, class atmosphere, perceived behavior of students and faculty, support for research, working environment, safety, organizational image, and performance expectations. / Readers must contact Common Ground Publishing for permission to reproduce: http://commongroundpublishing.com

És probable que qui estigui vinculat d'alguna manera amb la docència senti la necessitat de compartir experiències educatives i contrastar idees, punts de vista, formes de treballar. Aquest treball sorgeix d'aquesta inquietud. Un dels factors que ajuda a enriquir aquest procés està representat per la perspectiva constructivista.L'aportació d'aquesta tesi es centra, fonamentalment, en un nivell pràctic. Així des d'un paradigma naturalista o interpretatiu, s'analitzen les interaccions que s'estableixen en una classe constituïda pel professor i l'alumnat, en abordar uns continguts relacionats amb el procés d'ensenyament-aprenentatge de les tècniques de circ en general i dels malabarismes en particular. L'anàlisi està focalitzada en l'aplicació d'estratègies per part del professor:El motiu de l'elecció d'aquesta activitat és que permet: afavorir la motivació de l'alumnat,partir d'un nivell més homogeni amb tot el grup classe, abordar l'aprenentatge amb menys concepcions prèvies errònies, cercar altres estratègies per ensenyar. D'aquestes concepcions prèvies sorgeix el títol de la tesi: "Les estratègies que empra el professorat d'educació física per aconseguir que l'alumnat aprengui a aprendre. Estudi de cas".Amb aquest plantejament sorgeix com a necessitat: a)Seleccionar l'esquema de conjunt de la concepció constructivista i orientar en es aspectes clau els processos d'ensenyament-aprenentatge. b)Analitzar i aplicar una metodologia d'investigació adient amb el context de treball habitual en l'àmbit educatiu. És per aquest motiu que la investigació s'aborda des d'un paradigma naturalista o interpretatiu, que permet respectar l'ecologia de l'aula basant-se en un procés d'anàlisi constant del dia a dia. c)Identificar els aspectes bàsics de l'activitat dels malabarismes per enfocar i reconduir el procés d'ensenyament-aprenentage. d)Aprendre com a discent i com a docent, atès que ambdós processos es complementen en el moment d'ensenyar. e)Analitzar quin tipus d'estratègies por utilitzar el docent per facilitar l'aprenentatge autònom de l'alumnat, vinculant-ho forçosament amb el tipus de contingut que s'ha de treballar.Aquests són els punts més elementals, però l'abast de l'obra és més complex, atès que primer hi ha tota una fonamentació teòrica, es fa un estudi en profunditat sobre la terminologia a utilitzar atès que va relacionada amb una tendència ideològica professional determinada, així com altres punts que no he inclòs per no allargar l'extensió d'aquest resum. / Es posible que quien esté vinculado de alguna forma con la docencia sienta la necesidad de compartir experiencias educativas y contrastar ideas, puntos de vista, formas de trabajar. Este trabajo surge de estas inquietudes. Uno de los factores que ayuda a enriquecer este proceso de enseñanza-aprendizaje está representado por la perspectiva constructivista.La aportación de esta tesis se centra, fundamentalmente, en un nivel práctico. Así, desde un paradigma naturalista o interpretativo, se analizan las interacciones que se establecen en una clase constituida por el profesor i el alumnado, en abordar unos contenidos relacionados con el proceso de enseñanza-aprendizaje de las técnicas d circo en general y de los malabarismos en particular. El análisis está focalizado en la aplicación de estrategias por el profesor. El motivo de la elección de esta actividad permite:favorecer la motivación del alumno,partir de un nivel más homogéneo en relación a todo el grupo clase, abordar el aprendizaje con menos concepciones previas erróneas,buscar otras estrategias para enseñar.De esta concepciones previas surge el título de la investigación: "Las estrategias que utiliza el pofesor de educación física para conseguir que sus alumnos aprendan a aprender. Estudio de caso".Con este planteamiento surge la necesidad inminente: a)Seleccionar el esquema de conjunto de la concepción constructivista i orientar en los aspectos clave los procesos de enseñanza-aprendizaje. b)Analizar i aplicar una metodología de incestifación en coherencia con el conteto de trabajo habitual en el ámbito educativo. Es por este motivo que la investigación se aborda desde un paradigma naturalista o interpretativo, que permite respectar la ecología del aula basándose en un proceso de análisis constante del día a día. c)Indentificar los aspectos básicos de la actividad de los malabarismos para enfocar i reconducir el proceso de enseñanza-aprendizaje. d)Aprender como discente y como docente, ya que ambos procesos se complementatn en el momento de enseñar. e)Analizar qué tipo de estrategias puede utilizar el docente para facilitar el aprendizaje autónomo del alumado, vinculándolo forzosamente con el tipo de contenido que se tiene que trabajar. Estos son los puntos más elementales, pero el texto de la obra es más complejo, ya qe primero hay toda una fundamentación teórica, se hace un estudio en profundidad sobre la terminología a utilizar puesto que la misma está relacionada con una tendencia ideológica profesional determinada, así como con otros puntos que no he incluido por no alargar la extensión de este resumen.