The search for instructional methodologies which maximize student achievement has been of central concern to educators for many years. Intensified by the recent focus on staff development and school reform initiatives, this search has begun to produce models for school improvement. The majority of the research studies on these models have centered on the academic achievement of inner-city elementary school students in reading and math. One effort to operationalize the research findings has been the instructional model developed by Dr. Madeline Hunter. The few research studies which have been done on her model focus on the effects of teacher training on teacher performance at the elementary level and on student achievement in reading and mathematics. Claims about the effectiveness of teacher training at the secondary level across a wide variety of subject areas and on selected student variables have not been thoroughly substantiated. It was the purpose of this study to determine if the Instructional Effectiveness Model of Madeline Hunter could be applied at the secondary level and to determine what effects the training would have on teacher performance and on selected student variables. This study was conducted employing 14 secondary school teachers, seven in the experimental group and seven in the control group. one class from each teacher's schedule was videotaped prior to and after training. Using the Instructional Skills Observation Instrument each videotape was scored by outside observers. Teachers in the experimental group were also presented with four questionnaires which were used to determine the teacher's perceptions of the content and process of the training sessions. Students in each class (N= 245) were measured in regard to class attendance, number of class discipline referrals, class grade point average, class attitude, and class achievement. In addition, four students from each teacher's class (56 students in total) were interviewed to determine their opinion of how the training affected them. The information obtained from the classroom observations, teacher questionnaires and student interviews was supplemented by ethnographic data. The findings indicated that the teachers in the experimental group did not teach differently than teachers in the control group. The findings also indicated that the selected secondary students of teachers in the experimental group did not differ from selected secondary students of teachers in the control group in overall class attendance, class grade point average, class attitude, and class achievement. There was a significant difference in overall number of class discipline referrals by sex. The correlation between the teacher's performance score as measured on the ISOI and their mean class score on each of the student variables was not significant. The findings from the ethnographic data corroborated the quantitative findings. / Ed. D.

The purpose of this study was to compare the effects of four micro-teaching environments on fourth-grade pupils' coping behavior and verbal response and to determine if one micro-teaching environment is more appropriate than another.

The purpose of this study was to describe factors affecting the use of instructional ideas by secondary teachers in the academic year following a series of staff development sessions designed to present information on effective teaching practices. The research questions addressed the characteristics of information selected for use in classroom practice and the characteristics and relative degree of influence of salient factors affecting the use of ideas. Ten teachers from a large suburban school district in North Texas were selected for this study. Qualitative techniques were used to collect data. Each teacher was interviewed three times and observed in the classroom setting. Documents such as lesson plans were analyzed as a third source of data. Several factors evolved from the data. In varying degrees, these factors predicted teacher use of new instructional practices. Some factors dealt with the teacher's level of understanding and internalization of the information. These factors were labeled as instrumentality, congruence, and analytical thinking. Two other factors which were fairly strong predictors were labeled cost and intrinsic motivation. Cost concerned the amount of time or effort required to implement new ideas versus the perceived benefit to either teacher or student. Intrinsic motivation concerned the personal desire a teacher felt to try new ideas which might improve student learning. Another factor, professionalism, or teacher commitment to the teaching profession, was found to be a less powerful predictor. Two factors were found to be inconclusive predictors of implementation. They were the support felt by the teacher and external pressures, such as legislative mandates and district evaluations and career ladder. The cluster of factors developed in this study offer some possible guidelines for persons concerned with patterns of knowledge utilization among teachers. It is recommended that further studies be conducted to determine if the categories used in this study are consistent predictors of implementation and to verify the research implications in this study.

The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed. Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time. It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know the content do not demonstrate teaching skills which duplicate the training concepts. It can also be concluded that training of this type is beneficial to teachers regardless of their attitude, and that teachers who implement training will do so with knowledge of the content not affected by the factor of time. It is suggested that additional studies be conducted using these and other variables and combinations of variables which may have a relationship to the teachers' use of inservice training in the classroom.

[pt] O presente estudo objetivou relacionar o programa de avaliação e responsabilização escolar - Nova Escola à evolução atual do ensino médio da rede estadual do Rio de Janeiro. Nosso objetivo principal era verificar em que medida o Nova Escola pode ser relacionado à evolução dos resultados escolares do Estado do Rio entre 2000 e 2005. Numa perspectiva qualitativa, o Nova Escola foi analisado a luz de pesquisa documental que teve como principal objeto a documentação referente ao próprio programa. Procuramos compreender a natureza do processo de responsabilização, os instrumentos de avaliação utilizados ao longo dos anos bem como as oscilações destes últimos entre as categorias de avaliação - baseadas em resultado, processo, norma, critério e progresso escolar. Em outra, de cunho quantitativo, foram observados os dados referentes à proficiência (Saeb) e fluxo (Censo Escolar) no entorno do mesmo período. Estes dados foram observados através da comparação com os resultados escolares de outros estados do país. Junto aos dados de fluxo foi possível verificar uma pequena melhora no primeiro biênio do programa, mas que não se sustentou nos anos seguintes. Na proficiência em Língua Portuguesa o estado obteve um desempenho melhor em relação a outros estados. De maneira geral constatou-se um impacto do programa sobre os resultados escolares como um todo que, embora menos expressivo em alguns indicadores, tornou mais estáveis os resultados escolares do estado do RJ. / [en] The following study aimed at relating the program of school evaluation and accountability - Nova Escola- to the current evaluation of public high school in Rio de Janeiro state. Our principal objective was to verify to which extent the program can be related to the evolution of the school results from 2000 to 2005. From a qualitative perpective, the Nova Escola was analysed under the light of a documented research, which has as principal objective the documentation on the program itself. It was attempted to understand the nature of the process of accountability, the evaluation tools used along the years, as well as the oscillations they have between the categories of evaluation - based in result, process, norm, criterion, and school progress. In another perspective, quantitative-oriented, it was observed the data concerning proficiency (Saeb) and flow (Censo Escolar) correspond ing the same period. This data was observed by means of a comparison with school results from other states Brazil. Close to the flow data were possible to verify a small improvement in the first biennium of the program, but that was not sustained the following years. In the proficiency and, Portuguese Language the state obtained a better acting in relation to other states. In a general way an impact of the program was verified on the school results as a whole that, although less significant in some indicators, it turned stabled the results scholars of the state of RJ.

The purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have influenced K-12 science education, scientific understanding, what research has been done on K-12 scientific understanding, and what factors have influenced science understanding in the K-12 arenas. Based on the results of the literature review, the researcher of this study examined a sample of middle school 8th grade students. An Attitude Towards Science Survey (SATS) Simpson & Oliver (1990) and a Survey of Scientific Understandings (Klapper, DeLucia, & Trent, 1993) were administered to these 116 middle school 8th grade students drawn from a total population of 1109 who attend this middle school in a typical county in Florida during the 2010- 2011 school year. Multiple linear regression analysis was used to test each sub-hypothesis and to provide a model that attempted to predict student scientific understanding. Seven null sub-hypotheses were formed to determine if there were significant relationships between student scientific understanding and the abovementioned variables. The results of the tests of the seven null sub-hypotheses showed that the sub-hypothesis that involved socioeconomic status was rejected, which indicated that the socioeconomic status of a family does influence the level of scientific understanding of a student. / Low SES students performed lower on the scientific understanding survey, on average, than high SES students. This study can be a source of information for teachers in low-income schools by recognizing potential areas of concern for low-income students in their science classrooms. The study is also a guide for administrators in developing science curriculum that is designed to remediate critical science content. Recommendations, further research, and implications for stakeholders in the science education process are then identified in order to focus on the concerns that these stakeholders need to address through a needs assessment. / by Joshua Matthew Strate. / Thesis (Ed.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

楊鑫. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 334-362). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and Englisha. / Yang Xin.

No description available.

[pt] A presente dissertação tem por objetivo defender que a redação do aluno do Ensino Médio (EM) da escola pública merece uma outra leitura que não a costumeiramente feita, escorada na gramática normativa. Inclui entendimento da parte do professor de que esta redação é expressão de um indivíduo que está em processo evidente, através da linguagem (Bakhtin, 1979), de formação da consciência de que pode ser sujeito cidadão de seu destino. Essa leitura pode ser feita por viés múltiplo então, e este trabalho mostra alguns deles, como a questão da argumentabilidade de uma palavra (Koch, 2002; Suarez Abreu, 2000) ou na instanciação em que ela ocorre junto a outras. Destaco a escolha de verbos, através dos quais se criam processos, propiciando crescimento da linha de argumentação (Halliday E Matthiessen, 2004). Princípios de coerência e coesão (Koch, 2005; Fávero, 2006) são também foco desta pesquisa. Trago para cá redações nas quais minhas alunas normalistas, de escola pública da Baixada Fluminense, iminentes professoras, respondem à pergunta/tema dada por mim: Favela é lugar de bandido?. Com base na linguística sitêmico-funcional, faço uma leitura que foge à gramática no sentido tradicional, em que o texto vale por seu funcionalismo, é entidade que valida sua semântica e o contexto, e decorre da fraseologia de argumentos. A análise do corpus de redações indica que algumas conseguem algo positivo; outras têm, levando-se em conta o fato de serem quase professoras, preocupantes deficiências de coesão, dentre outras. Contextualizo este quadro geral insólito do EM da escola pública na visão de articulistas de mídia escrita e também em dados estatísticos de aferição de avanços ou recuos de seu desenvolvimento. Concluo, reafirmando o papel do professor de Português: como o agente de transformação no tratamento da escrita do aluno do EM: mais do que uma atividade curricular, é uma voz a ser firmada de vez. / [en] The aim of this study is to argue that the essays of students from secondary education can deserve a reading different from the one customarily made, supported by normative grammar. It includes teachers’ understanding that, to start with, the student’s text is a timely and possible expression of an individual who, through language (Bakhtin, 1979), is in an evident process of formation of his conscience as a citizen, whose greatest prerrogative is to be the owner of his destination. This reading can be done by multiple paths: the argument latent in words (Koch, 2002; Abreu Suarez, 2000) or in the instantiation by which they occur along with others. I highlight here the choice of verbs, by which processes are created, allowing growth of line of argument (Halliday AND Matthiessen, 2004), within principles of coherence and cohesion, and also promoters of argumentativity in plots that the text is working out (Koch, 2005; Favero, 2006). My corpus consists of my students’ essays, from a public school in Baixada Fluminense, who answered the question / theme posed by me: Is the favela a place of bandits? Based on functional-systemic linguistics, I analyze the texts in a non-grammaticalized way ( grammar in the traditional sense), in which the text stands on its functionalism, as an entity that validates its exterior, its semantics, context and resulting argumentative phraseology. This analysis indicates that some texts are more elaborate than others: some achieve greater cohesion than others, which present disconnected sentences. This itself deserves a discussion because they were produced by students who are about to graduate as elementary school teachers. I problematize the context of secondary education of public school, presented by some commentators and also by statistical data for measuring progress or setbacks in its development. I conclude by reaffirming the role of the Portuguese language teacher. If he/she deals with students’ essays as more than just a curricular activity, he/she can be the main agent of students’ identity awareness-raising process. He/she can help them see that they are a voice to be unquestionably firmed.

[pt] O presente estudo aborda o tema da Educação de Jovens e Adultos (EJA) no ensino médio supletivo noturno. Focaliza uma escola que desenvolve essa modalidade de ensino, procurando compreendê-la na perspectiva do multiculturalismo crítico, sob a ótica da interculturalidade. Com essa abordagem, foi realizada uma pesquisa qualitativa, mais precisamente um estudo de caso, em um Colégio Estadual do Estado do Rio de Janeiro, denominado Colégio Arpoador. Foram selecionadas como estratégias metodológicas, além da revisão de bibliografia, três técnicas para a coleta de dados: a observação, a análise documental e a entrevista semiestruturada. Os objetivos principais da pesquisa foram: analisar se os(as) professores(as) do Colégio Arpoador reconhecem e trabalham com a realidade heterogênea dos(as) alunos(as), levando em consideração as práticas pedagógicas, o currículo e a construção da(s) identidades dos(as) alunos(as), além de buscar identificar as possíveis contribuições de uma educação intercultural para essa modalidade. Os resultados obtidos através dos depoimentos dos(as) professores(as) indicam que eles reconhecem a grande diversidade cultural dos(as) alunos(as). No entanto, essa realidade não parece ser referência para pensar suas práticas pedagógicas e a seleção do currículo. A educação intercultural não parece ser uma prática conhecida pelos(as) professores(as), mas foi possível perceber um esforço dos(as) mesmos(as) em compreender do que ela trata e como poderia ser promovida no cotidiano escolar. A partir dos resultados, a pesquisa procurou apontar dificuldades encontradas na EJA de ensino médio e sugerir caminhos de renovação, partindo do princípio que a educação intercultural é capaz de trazer múltiplos benefícios para esta realidade. / [en] This work is a study about the Adults and Youth Education (Educação de Jovens e Adultos –EJA) in an evening high school equivalency program. We have chosen one school that is part of this kind of program and we have tried to understand its functioning under a critic multiculturalism perspective in an interculturallity vision. Starting with this premise, a qualitative research was carried out, in fact a case study, in a public school of the state of Rio de Janeiro, named Colégio Arpoador. The methodological strategies included, besides the bibliography review, three data collection techniques: observation, documental analyses and semi-structured interview. The main objectives were to analyze if Colégio Arpoador’s teachers recognize and work with the heterogeneous reality of its students, considering their pedagogical practices, the curriculum and the identity construction, besides identifying the contributions of an intercultural education for this kind of equivalency program. The results obtained from the teacher testimonies indicate that they recognize the existence of a great cultural diversity among students, although this reality seems not to constitute a reference to their pedagogical practices and the curriculum subject selection. It seems that teachers don’t experience the intercultural education as a practice, but there is an effort to understand how it works and how it can be stimulated in daily school. From the results, the research tried to show the difficulties found in high school EJA, and also tried to suggest ways to renovate the pedagogical practices, starting from the principle that intercultural education is a very productive way of giving multiples benefits for that reality.