The purpose of this study is to investigate the factors that are related to students&rsquo / science achievement in TIMSS-R. Basically instructional activities, affective characteristics of students and socioeconomic status (SES) were taken as the variables of the model proposed within the Linear Structural Modeling (LSM) framework. This study examined the TIMSS data for Turkish students with the sample size of 7841 through the analysis of Structural Equation Modeling (SEM). Resulting path diagram showed that the largest relationship existed between science achievement and SES of students. It was also observed that students&rsquo / enjoyment of science did not seem to have a significant contribution on science achievement. In addition, science achievement had a negative relationship with the classroom activities considered as student-centered. On the other hand, the activities considered as teacher-centered had a positive impact on the science achievement scores of the TIMSS tests. It was also observed that science achievement and perception of success/failure in science were highly related with each other. The results were interpreted within the framework of Turkish educational system, and some suggestions for future research studies were proposed.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1714. Adviser: Walter Feinberg. Includes bibliographical references (leaves 142-152) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Dec. 2, 2004. Dissertation Committee: Elwood Egelston (chair), Ronald Laymon, Thomas Fitch, Ronald Halinski, Louise Dieterle. Includes bibliographical references (leaves 75-78) and abstract. Also available in print.

Thesis (M. S.)--Public Policy, Georgia Institute of Technology, 2006. / Dr. Monica Gaughan, Committee Member ; Dr. Donna Llewellyn, Committee Member ; Dr. Gordon Kingsley, Committee Chair. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 8, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, George Padavil, Kenneth H. Strand. Includes bibliographical references (leaves 117-123) and abstract. Also available in print.

Thesis (M.A.) -- University of North Carolina at Chapel Hill, 2007. / Includes bibliographical references (leaves 97-109). Also available via Internet from the University of North Carolina Libraries Electronic Thesis and Dissertation web site.

Since the introduction of chat technology there has been resistance within education to fully engage with it partly due to policy making that has left teachers disempowered (UCLAN 2002:66). Unlike other innovative technologies, its use has been limited. Pastoral support has developed significantly in education but in some instances, like chat rooms, has been viewed with scepticism. One reason for this scepticism may be that a clear measurable link between support and achievement is not easily proven. However, there is widespread acceptance that academic success is not the only measure of intelligence (Gardner 2006) and that supporting and understanding how young people communicate with each other and feel supported is an important research area for development. This research uses exploratory case study to consider the introduction of a bounded bespoke chat system into a sixth-form college. A range of sources are considered including semi-participant observation, chat transcripts and observational diaries. It is shown that the introduction of such a system can be managed effectively and be useful for students. The research reveals there are critical drivers for its successful introduction. The first relates to the role of the moderator, including perceptions about them and their impact on rules and boundaries for behaviour. The study shows that finding moderators with the appropriate level of skill is challenging. It also shows that students access support online in different ways compared to offline and that the use of topics can influence their behaviour. Anonymity, gender, the use of „text speak‟ and participant consciousness all affect communication. Future research is proposed into the specific impact of the gender of the moderator on chat usage, the impact of an individual institutional culture on the willingness of learners to use chat, attitudes of stakeholders towards chat and the purpose of "lurking" in bounded environments.

Esta tese de doutoramento trata da integração da teoria piagetiana com a Ciência da Computação, mais especificamente, a análise de ferramentas computacionais do ponto de vista da lógica operatória. Para isso, foi preciso investigar, em primeiro lugar, a teoria do sujeito individual, no que se refere a função simbólica e reinterpretar estes conceitos no objeto. Neste caso, o objeto e a ferramenta computacional de uso individual. Portanto, somente a partir deste estudo foi possível construir o modelo geral de interação de um sujeito qualquer com uma ferramenta computacional, para depois analisá-la operatoriamente. Em um segundo momento, introduziu-se a teoria do sujeito coletivo que, para caracterizá-lo, foi necessária a compreensão de alguns conceitos relevantes da teoria em questão envolvidos nas noções de interação interindividual e cooperação. A partir de então, foram construídos os modelos interativos mais simples de um sujeito coletivo com três tipos de ferramentas computacionais de uso cooperativo. Para isso, foram abordados alguns aspectos relativos a Computação Cooperativa ou CSCW - Computer Supported Cooperative Work. Da mesma forma que ocorre no nível individual, foram analisadas operatoriamente ferramentas computacionais de uso cooperativo. / This thesis integrates the piagetian theory with Computer Science, more specifically, the computational tools analysis, from an operatory-logical point of view. For that, it was necessary to investigate, in a first step, the individual subject theory, in relation to the symbolic function and to interpret this concept in the object. In that case, the "object" is a computational tool for individual use. After this study it was possible to construct the general interaction model of any subject with a computational tool and to analyse it in an operatory form. In a second step, we introduce the collective subject theory. For that it was necessary to comprehend some relevant concepts of the theory in question involved in the notions of interindividual interaction and cooperation. After that, it was constructed the simplest interactive model of a collective subject in interaction with three types of computational tools for cooperative use. For that, some concepts related to CSCW or Computer Supported Cooperative Work were reported. In the same way that occurred in the individual level, the computational tools for cooperative use were analysed in an operatory form.

Esta tese de doutoramento trata da integração da teoria piagetiana com a Ciência da Computação, mais especificamente, a análise de ferramentas computacionais do ponto de vista da lógica operatória. Para isso, foi preciso investigar, em primeiro lugar, a teoria do sujeito individual, no que se refere a função simbólica e reinterpretar estes conceitos no objeto. Neste caso, o objeto e a ferramenta computacional de uso individual. Portanto, somente a partir deste estudo foi possível construir o modelo geral de interação de um sujeito qualquer com uma ferramenta computacional, para depois analisá-la operatoriamente. Em um segundo momento, introduziu-se a teoria do sujeito coletivo que, para caracterizá-lo, foi necessária a compreensão de alguns conceitos relevantes da teoria em questão envolvidos nas noções de interação interindividual e cooperação. A partir de então, foram construídos os modelos interativos mais simples de um sujeito coletivo com três tipos de ferramentas computacionais de uso cooperativo. Para isso, foram abordados alguns aspectos relativos a Computação Cooperativa ou CSCW - Computer Supported Cooperative Work. Da mesma forma que ocorre no nível individual, foram analisadas operatoriamente ferramentas computacionais de uso cooperativo. / This thesis integrates the piagetian theory with Computer Science, more specifically, the computational tools analysis, from an operatory-logical point of view. For that, it was necessary to investigate, in a first step, the individual subject theory, in relation to the symbolic function and to interpret this concept in the object. In that case, the "object" is a computational tool for individual use. After this study it was possible to construct the general interaction model of any subject with a computational tool and to analyse it in an operatory form. In a second step, we introduce the collective subject theory. For that it was necessary to comprehend some relevant concepts of the theory in question involved in the notions of interindividual interaction and cooperation. After that, it was constructed the simplest interactive model of a collective subject in interaction with three types of computational tools for cooperative use. For that, some concepts related to CSCW or Computer Supported Cooperative Work were reported. In the same way that occurred in the individual level, the computational tools for cooperative use were analysed in an operatory form.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-02-19T12:31:00Z No. of bitstreams: 1 arquivototal.pdf: 1972337 bytes, checksum: 98f4d5955b8ec1624db082863b2a9f47 (MD5) / Made available in DSpace on 2016-02-19T12:31:00Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1972337 bytes, checksum: 98f4d5955b8ec1624db082863b2a9f47 (MD5) Previous issue date: 2015-06-29 / This study in Religion Studies points out religion and philosophy as a knowledge possibility of social representation on faith and reason. In this perspective, it was studied the social representations that rise in the public educational space, of the relation of faith and reason in the dynamics of knowledge construction through pedagogical practices of teachers / learners. In order to do that, we approach the social-cultural, historical and philosophical dialogue based on Paul Tillich (1886 – 1965), whose critical-reflexive view is of extreme importance, René Descartes (1596 – 1650) with the Discourse of Method and Meditations, highlighting the importance of method for the scientific knowledge, and Emmanuel Kant (1724 – 1804) with the works Critique of Pure Reason and Religion in the Limits of Simple Reason, once they relate to the concepts investigated and contribute in this dialogue in a position which avoids dogmatism and fanaticism. The final reflections describe the study of social representations as fruitful for understanding the relation faith/reason, Religion/Science between the subject thought and the social production context in the public school spaces, in view of that he social construction in the heterogenic space rise from the subjective, intersubjective and transubjective spheres. In this sense, from the conception of the integral human being while a spiritual and biopsychosocial being who experiences and expresses his/her faith or his/her spirituality in the total experience of his/her life, we propose that the religions, with their faiths representations and religion practices be understood in the context of social productions of public school spaces, in the transdisciplinary of integral education, in order to educate the human being for living and coexist with each other in their diversity. / Este estudo, nas Ciências das Religiões, destaca a religião e a filosofia como possibilidade de conhecimento das representações sociais sobre fé e razão. Nesta perspectiva, estudamos as representações sociais que surgem no espaço público educacional, da relação fé e razão na dinâmica da construção do conhecimento através das práticas pedagógicas dos ensinantes / aprendentes. Para isso, abordamos o diálogo filosófico, histórico e sociocultural, fundamentado nos teóricos Paul Tillich (1886 – 1965), cuja visão crítico-reflexiva é de extrema importância, René Descartes (1596 – 1650) com o Discurso do Método e Meditações, destacando a importância do método para o conhecimento científico e Emmanuel Kant (1724 – 1804) com as obras Crítica da Razão Pura e A Religião nos Limites da Simples Razão, uma vez que se relacionam com os conceitos investigados e contribui nesse diálogo numa posição que evita o dogmatismo e o fanatismo. As reflexões finais descrevem o estudo das representações sociais como frutífero para compreender as relações de fé/razão, Religião/Ciência entre o pensamento do sujeito e o contexto de produção social dos espaços públicos escolares, tendo em vista que a construção social neste espaço heterogêneo surge das interações nas esferas subjetiva, intersubjetiva e transubjetiva. Neste sentido, a partir da concepção do ser humano integral enquanto ser biopsicossocial e espiritual que vivencia e expressa sua fé ou sua espiritualidade na experiência total de sua vida, propomos que as religiões, com suas representações de fé e práticas religiosas, sejam compreendidas nos contextos de produções sociais dos espaços públicos escolares, na transdisciplinaridade da educação integral, com o objetivo de educar o ser humano para viver e conviver com o outro na sua diversidade.