Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 65-73).

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 138-157) and index.

This thesis study analyzed the individual difference factors affecting the success of online instruction. The factors that were examined are mastery goal orientation, learning self efficacy, and conscientiousness. The success of online instruction was examined in terms of the knowledge and skill acquisition during training, the practice level, and program completion rate. To investigate the effects of the hypothesized factors, an online instruction program on time management, fast and effective reading, and memory skills was developed and administered to a sample of college students. Results showed that the developed online instruction program improved time management knowledge and fast reading skills of participants. Additionally, conscientiousness was found to predict the program completion rate. On the other hand, results failed to support the suggestions that mastery goal orientation would predict the undertaken practice level and the improvements in knowledge and skill levels. The proposed predictive relationships between learning self-efficacy and practice level as well as between conscientiousness and practice level were not supported either. Finally, the claim that completing the training program would improve the learning self efficacy of the participants was not supported.

Made available in DSpace on 2016-08-17T13:54:05Z (GMT). No. of bitstreams: 1 Samuel Luis Vellasquez.pdf: 6828349 bytes, checksum: d88b20b07c462cf00e6299524ebe640e (MD5) Previous issue date: 2007-11-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main goal of this investigation was to understand the relational weaving of reading practices among teachers from São Luís do Maranhão, exploring multiple aspects that have contributed to their education as readers as well as the implications as such aspects on teachers pedagogical practices (ZILBERMAN; LAJOLO, 1990; HALLEWELL, 2005; CASTRO, 2007). It studied the socio-historical field of education in Maranhão in the first decades of the XX century, highlighting questions raised from the examination of printing material and its diverse appropriations. It also analysed, described and assessed teaching and learning of reading practices and students reading behaviour through the notions, conceptions and narratives of teachers about their educational praxis in which they acted and interacted (ANDRADE, 1984; SALDANHA, 1992; NÓVOA, 1995; GOODSON, 1995; WOODS, 1995; MOTTA, 2003). The goal was to unveil strategies, developments and transformations in diverse ways of appropriations of teachers as readers cultural production, and its influence in the educational process and in the reading education of their students in the school context (CERTEAU, 1982, 1996; CHARTIER, 1994, 1996, 2003; ABREU, 2003). It highlights through life stories of teachers, using their memory as instruments of analysis (THOMPSON, 1992; BOSI, 1994; BOBBIO, 1997; LE GOLF, 1987) diverse changes to which they were subject in their ways of reading, the appropriation of meaning from text, the production, circulation and distribution of printing material. It employed cultural history (CHARTIER, 1988; BURKE, 2005; HUNT, 1992) as an analytical axes of reflection and a qualitative approach of investigation, supporting our analysis of oral history, focusing on the reminiscences, intertextualities and voices of teachers, through open interviews in the beginning and semi-structured interviews following, which were designed in circles (BAKHTIN, 1988, BOUMARD, 1999) and, had the assistance of participant observation, finding ways to interpret the exposed interpretations by those producers of culture being studied, through different cultural lenses (LAPASSADE, 1993 apud FINO, 2006; ERICKSON, 1999; BARROS, 2004; MATTOS, 1995). It argues for an analysis of collective and individual memory of men and women located in a certain moment, space and field of action in which local identities are perpetuated. It compares their life histories and their reading practices in different political, economical, cultural and educational moments, having as differential categories a priori issues of gender, ethnicity, identity, social class and geographic location (HALL, 2000; BAUMAN, 1998; ELIAS, 1994; GIDDENS, 2002; SILVA, 2000). To analyse and interpret these multiple determinations involved in the process of appropriation of reading, expressed through the conceptions, notions and visions of educators in their field of action and in their pedagogical activities in the school context, will allow the acquisition of cultural productions of these consumers of culture connected to different types of relations, interactions and activities performed in the social tissue, understanding their roles as readers and their educational practices as mentors of new readers, merging spaces of production and circulation of printed materialities, in a direct interaction with the political scenario that, in spite of being located in Maranhão, express a national way of thinking and feeling. / Objetiva-se compreender nesta investigação as tessituras relacionais entre as práticas leitoras dos docentes da rede de ensino de São Luís, os aspectos que contribuem para sua formação como leitor e os seus reflexos nas práticas pedagógicas (ZILBERMAN; LAJOLO, 1990; HALLEWELL, 2005; CASTRO, 2007). Estuda-se o campo sócio-histórico-educacional maranhense nas primeiras décadas do século XX, destacando as questões dos impressos e as suas diversas apropriações, analisando, descrevendo e avaliando o ensino aprendizagem da leitura e o comportamento leitor dos alunos, através das noções, concepções e relatos dos professores e professoras sobre a práxis educativa em que eles atuaram e interatuaram (ANDRADE, 1984; SALDANHA, 1992; NÓVOA, 1995; GOODSON, 1995; WOODS, 1995; MOTTA, 2003). Trata-se de desvelar as estratégias utilizadas, o desenvolvimento e as transformações nas diversas apropriações da produção cultural dos(as) professores(as) leitores(as) e a sua influência no processo educativo e na formação leitora de seus alunos no contexto escolar (CERTEAU, 1982, 1994; CHARTIER, 1994, 1996, 2003; ABREU, 2003). Destaca-se através das histórias de vida destes professores(as), utilizando-nos das suas memórias como instrumento de análises (THOMPSON, 1992; BOSI, 1997; BOBBIO, 1997; LE GOLF, 1987), as diversas modificações a que foram sujeitadas as formas de ler, as apropriações do sentido dos textos, a produção, a circulação e a distribuição dos impressos. Utiliza-se a história cultural (CHARTIER, 1988; BURKE, 2005; HUNT, 1992), como eixo analítico e de reflexão na abordagem qualitativa de investigação, sustentando nossa análise na história oral e nas histórias de vida, nas reminiscências, na intertextualidade e nas vozes dos docentes (BAKHTIN, 1988; BOUMARD, 1999), mediante as entrevistas não-estruturadas em inicio e as semi-estruturadas, formuladas em ciclos e, do auxílio da observação participante, tratando de interpretar as interpretações expostas por estes produtores de cultura em estudo (LAPASSADE, 1993 apud FINO, 2006; ERICKSON, 1999, BARROS, 2004; MATTOS, 1995). Postula-se uma análise da memória individual e coletiva de homens e mulheres situados em um momento, um espaço e um campo de ação determinado que se perpetuam em identidades locais. Relaciona-se as histórias de vida e suas práticas leitoras em momentos políticos, econômicos, culturais e educacionais diferentes e tendo como categorias diferenciais a priori as questões de gênero, de etnia, de identidade, de extrato social e de localidade geográfica (HALL, 2000; BAUMAN; 1998, ELIAS, 1994; GIDDENS, 2002; SILVA, 2000). Analisam-se e interpretam-se as múltiplas determinações inseridas no processo de apropriação da leitura, expressadas através das concepções, noções e visões dos educadores neste campo de ação e nas suas atividades pedagógicas no contexto escolar, nos permitindo captar as produções culturais dos consumidores de cultura, ligadas aos tipos de relações, interações e atividades desempenhadas no tecido societal, compreendendo seus papéis como leitores, suas práticas educativas como formadores de novos leitores, conjugando-as com os espaços de produção e circulação das materialidades impressas, numa interação direta com o quadro político que mesmo localizado no Maranhão, expressa um pensar e um sentir nacional.