This report conveys some of the modern investigations surrounding the use of topology in a contextual setting. Topics discussed include applications of topology relating to the modeling of biological structures and common objects like sunshades, elementary knot theory, and the connection between the fields of topology and algebra. A brief overview and discussion of the incorporation of elementary topology into the standard Geometry curriculum of secondary schools is also examined. / text

No description available.

Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher’s purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case study was not sweeping generalizations but contextual findings. This case study was conducted in the spring of 2006. The researcher sought to answer the question, “How does constructivist teaching help middle school English Language Learners understand science?” Two variable clusters were examined: 1) the independent variable cluster of the constructivist teaching practices of the one selected teacher; and 2) the dependent variable cluster of the middle school English Language Learners understanding of the science concepts being taught. Four broad categories of data were collected: 1) observations of teaching and learning (including teaching plans and other teaching materials); 2) interviews related to teaching and learning; 3) inventories of teaching and learning; and 4) artifacts of learning. Steve Loos an eighth grade middle school science teacher is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve’s teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, “Constructivist teaching helps middle school English Language Learners understand science.”

Music in the learning area Arts and Culture and the subject Music fight for survival in rural South Africa. Neither more experienced educators nor new generalist teachers were trained to teach the four art forms of Arts and Culture. Courses for Arts and Culture as learning area at universities are scarce and the courses that do exist mostly cater for students who already have a background in music. Other courses again only cover two or three art forms and do not follow the actual school curriculum for Arts and Culture. This then leaves the educator unprepared to deal with the realities of the learning area. Many principals and educators regard Arts and Culture as a filler subject for educators who do not have enough lessons on their timetables. The lack of knowledge amongst educators, a curriculum with no logical progression and scarcity of resources have resulted in learners who are inadequately prepared for and not interested to continue with Music as subject in grade 10 to 12 which in turn leads to fewer music students at universities and fewer music educators. This thesis aimed to pinpoint some of the challenges in Music and suggest possible solutions to start a remedial process to get Music back into schools. Educators, principals and subject advisors were consulted regarding the challenges they are experiencing in music and suggestions and possible solutions were sought from literature and experts in the field of music. The finding has been that similar challenges are experienced throughout South Africa and these challenges are amplified in rural areas. The present situation where untrained educators have to teach a specialist area like music as part of Arts and Culture can only be improved with an ongoing process of intensive workshops and mentoring programmes for in-service educators by subject advisors who are qualified in music and music experts who have an in-depth knowledge of the school curriculum. It will also be advisable for the Department of Basic Education to appoint more subject advisors and also appoint them according to their specialization area/s so that they are capable of assisting educators effectively. / Thesis (DMus)--University of Pretoria, 2011. / Music / unrestricted

The purpose of the study is to develop and propose a system of industrial arts accounting and bookkeeping for the secondary schools of Fort Worth, Texas, if it is found, through the study, that the instructors of industrial arts in Fort Worth, Texas, need and desire a systematic method of keeping financial records.

No description available.

Eating disorders affect millions of people in the United States alone. This study aimed to test the effectiveness of a preventative curriculum for eating disorders called Eating Disorders: Physical, Social, and Emotional Consequences, A High School Curriculum about Anorexia, Bulimia, and Compulsive Eating (EDPSEC). Participants included an experimental group of 27 students in their ninth grade health class and a control group of 21 students. The research examined the integrity of the curriculum administration and changes in participating students' attitudes and behaviors. The outcome measures used were students' scores on the Eating Attitudes Test (EAT-26) and the Eating Survey (ES). Results indicate high treatment integrity (85%) and significant change on students' EAT-26 scores, but not students' ES scores. Students' EAT-26 and ES scores correlated highly. Although a more robust sample and wider testing of the curriculum is needed, this study indicates that a school-based preventative program can yield positive results in changing some students' attitudes toward disordered eating.

Eating disorders are a widespread problem that affects millions of people each year in the United States. Research-based prevention programs are becoming more and more important as this number rises. This study qualitatively examined the effectiveness of a prevention program called Eating Disorders: Physical, Social, and Emotional Consequences, A High School Curriculum about Anorexia, Bulimia, and Compulsive Eating (EDPSEC). Study participants included 10 female students in a ninth grade health class in a junior high school in Utah. The integrity of curriculum administration was analyzed and interviews were conducted. The aim of the interviews was to determine what students who received the curriculum felt about the program and eating disorders in general. Results indicate that while treatment integrity was considered low (45%), students still found value in the curriculum and enjoyed participating in it. While a wider sample size and concurrent quantitative data are needed to further support these findings, this student indicates that the EDPSEC program is a viable option for implementing an eating disorder prevention curriculum in the secondary school setting.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / THE PROBLEM OF THE DISSERTATION: The problem of this dissertation is to discover and evaluate what has been written about the doctrine of the Holy Spirit in selected adult church literature of The Methodist Church from 1941-63. THE METHOD OF THE DISSERTATION: A combination of historical, descriptive and analytical methods are used. Consideration is first given to the development of the doctrine of the Holy Spirit from Old Testament times to the present. In the light of this development criteria are formulated and used to discover how the doctrine is treated in the church school literature. Selected curriculum series are analyzed and evaluated [TRUNCATED] / 2999-01-01

Made available in DSpace on 2016-04-27T14:31:00Z (GMT). No. of bitstreams: 1 Marcela Marcia Canonico de Tremmell.pdf: 1557892 bytes, checksum: 604ae48e86b745f20b8f2c6e868465fc (MD5) Previous issue date: 2012-10-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of this research is the Secondary School that is organized by Sets of Semester-long Subjects, a curriculum developed by the State Department of Education of Paraná - SEED / PR - and introduced in 2009. The objective of this study is to evaluate this proposal for secondary school. For this reason, this project presents the following question as a research problem: the teaching model of Secondary School Grouped in "blocks" helped increase the period students stay in school, and notice their strengths and difficulties regarding this proposal. The main references that guide this research are the following authors: Kuenzer (2000), Frigotto and Ciavatta (2003), Ramos (2004), Cury (2002, 2008), Freire (1996), Arroyo (2004); Apple (2006) and Saviani (2007, 2010). As the methodological direction, the research adopted a qualitative approach, with an analysis of the school s documents. The instrument used to collect data was the structured questionnaire answered by 71 subjects: 57 students, 14 educators. In order to interpret the data, convergences and divergences indicated in the statements of the research subjects were sought, through inter-subjective dialogues and, at the same time, empirical and with required theories. The research revealed that that there was a slight decline in student dropout in secondary school grouped in "blocks" at the studied school. Moreover, it revealed that the new proposal has been contributing to improve the quality of education. However it also presented difficulties that must be overcome since the need to adapt the proposed project was confirmed / A pesquisa tem como tema o Ensino Médio Organizado por Blocos de Disciplinas Semestrais, uma proposta curricular elaborada pela Secretaria de Estado da Educação do Paraná - SEED/PR - e implantada no ano de 2009. O presente estudo tem como objetivo avaliar essa proposta para Ensino Médio; para tanto traz como problema de pesquisa o seguinte questionamento: o modelo do Ensino Médio Blocado permitiu aumentar a permanência dos alunos e saber quais são seus aspectos positivos e dificuldades encontradas nessa proposta. Da literatura especializada os autores Kuenzer (2000), Frigotto e Ciavatta (2003), Ramos (2004), Cury (2002, 2008), Freire (1996); Arroyo (2004); Apple (2006) e Saviani (2007, 2010) são as principais referências que norteiam esta pesquisa. Como encaminhamento metodológico a pesquisa adotou uma abordagem qualitativa, tendo como procedimento a análise dos documentos do Colégio. Na coleta de dados foi utilizado como instrumento o questionário estruturado, respondido por 71 sujeitos. São eles: 57 alunos, 14 educadores. Na interpretação dos dados buscaram-se as convergências e divergências apontadas nas falas dos sujeitos da pesquisa, dialogando na intersubjetividade, ao mesmo tempo com o empírico e com as teorias requeridas. A pesquisa constatou que houve uma pequena queda na desistência dos alunos no Ensino Médio Blocado do Colégio em questão, além disso, revelou que a nova proposta vem contribuindo para melhorar a qualidade da educação; entretanto apresentou também dificuldades que precisam ser superadas visto ter-se constatado a necessidade de adequação da proposta