Supported employment has been shown to be an effective way to contribute to the community reintegration of persons with disabilities. Traditionally, the hiring practice for supported employment staffs has focused on individuals with social service training; however, it has been proposed that employment specialists need to possess advanced skills that tend to be emphasized in business training programs. This study uses several new measures to identify differences in attitudes toward vocational rehabilitation and readiness and aptitude for a supported employment position, of social service and business students. Results indicate that social service students possess higher levels of clinical readiness and aptitude and more favorable attitudes toward vocational rehabilitation than do business students. Nevertheless, business students' readiness, attitudes, and aptitude are above theoretical neutral points, and comparable to those of social service students, and thus, effort should be devoted to diversifying the workforce by recruiting individuals with business training. / Department of Psychological Science

Thesis (M.A.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 181-198).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 51-59).

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 76-80).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 51-59). Also available in print.

Made available in DSpace on 2018-06-18T13:27:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2017 / Introdução: A internacionalização do ensino tem sido vista como prioridade para muitas Instituições de Ensino Superior (IES) no cenário mundial. Significa uma série de atividades internacionais, tais como: mobilidade acadêmica de estudantes e docentes, parcerias para o desenvolvimento de projetos, criação de novos programas acadêmicos de pesquisas conjuntas. Entre as iniciativas de internacionalização encontra-se o Programa Ciência sem Fronteiras – CsF, regulamentado pelo Decreto n.º 7.642, de 13 de dezembro de 2011. Na UNIFESP este Programa apresenta um fluxo contínuo aos alunos de graduação, e dentro de suas áreas prioritárias, destacam-se as áreas das Ciências da Saúde e Biomédica, Farmacêutica, Biotecnologia e Biodiversidade que contemplam os Campi de São Paulo, Baixada Santista e Diadema. Objetivos: Investigar o processo de internacionalização dos estudantes de graduação da área da saúde no âmbito do Programa CsF. Analisar, especificamente, as razões que impulsionam os estudantes à realização de um intercâmbio internacional, identificar os principais obstáculos que o aluno da área da saúde encontra no processo de vivência proporcionado pelo intercâmbio, conhecer as contribuições e benefícios na visão desse aluno e mapear as sugestões dos estudantes participantes visando o aprimoramento do processo de internacionalização. Método: Com abordagem quantitativa e qualitativa de caráter exploratório, o estudo foi realizado na UNIFESP com a participação de 94 estudantes da área da saúde dos Campi São Paulo, Diadema e Baixada Santista, que foram bolsistas do Programa entre 2011 a 2015, respeitando todos os preceitos éticos da pesquisa. O instrumento de coleta de dados utilizado na pesquisa foi composto de três partes: um formulário de informações sociodemográficas da população de estudo, uma escala atitudinal tipo Likert e duas questões abertas. As assertivas foram analisadas estatisticamente e as questões abertas foram submetidas à uma análise de conteúdo modalidade temática. Resultados: Os estudantes da UNIFESP que participam do Programa CSF já se apresentam proficientes na língua do país escolhido para o intercâmbio, mostram-se com ótimas expectativas frente à possibilidade de um intercâmbio internacional, idealizam várias possibilidades com a realização do intercâmbio (como, por exemplo, pensar em seu futuro profissional), a vivência em outro país, o tempo longe da família, entre outros fatores. A família é considerada muito importante na decisão de participar de um intercâmbio, bem como o fator financeiro. Os estudantes apontam dificuldades de comunicação com a SRI e com as informações divulgadas nos editais de seleção, alegando um alto custo de preparação com documentos para o intercâmbio. Enfatizam que as matérias cursadas no exterior necessitam ser incorporadas no histórico escolar dos estudantes. Ressaltam que o Programa proporciona um diferencial na sua vida profissional e sugerem o aprimoramento do processo de seleção de candidatos, por meio do estabelecimento de regras mais claras e com transparência de informações, melhorando o apoio antes do intercâmbio, durante a seleção, com o trâmite após seleção e para o seu retorno à UNIFESP. Conclusões: Os estudantes da área da saúde da UNIFESP apresentaram uma excelente expectativa em participar de um intercâmbio internacional pelo Programa CsF. Os obstáculos encontrados diante do processo de intercâmbio foi possível concluir que, 94% dos estudantes tiveram alguma dificuldade em localizar as informações do Programa disponíveis pela UNIFESP. E que mais de 95% dos estudantes os resultados do intercâmbio foi satisfatórios. Concluímos que algumas ações devam ser providenciadas para o bom desenvolvimento do processo como a redução da burocracia. Esta investigação não teve como pretensão esgotar esta temática tão relevante para o aprimoramento da formação dos estudantes brasileiros. Entendemos que a internacionalização e, especialmente, o Programa CsF necessitam de mais estudos com os quais esperamos contribuir com esta análise de internacionalização na Universidade Federal de São Paulo. / Introduction: The internationalization of education has been seen as a priority for many Higher Education Institutions (HEIs) in the world scenario. It means a series of international activities, such as academic mobility of students and teachers, partnerships for project development, creation of new academic joint research programs. Among the internationalization initiatives is the Science without Borders Program (CsF), regulated by Decree No. 7642, of December 13, 2011. At UNIFESP, this Program presents a continuous flow to undergraduate students and within their areas Priority areas, the areas of Health Sciences and Biomedical, Pharmaceutical, Biotechnology and Biodiversity that include Campi de São Paulo, Baixada Santista and Diadema stand out. Objectives: To investigate the internationalization process of undergraduate health students under the CsF Program. Analyze specifically, the reasons that motivate the students to carry out an international exchange, to identify the main obstacles that the student of the health area finds in the process of experience provided by the exchange, to know the contributions and benefits in the vision of that student and to map the suggestions of the students. Students to improve the internationalization process. Method: With a quantitative and qualitative exploratory approach, the study was conducted at UNIFESP with the participation of 94 students from the health area of Campi São Paulo, Diadema and Baixada Santista, who were scholarship holders of the Program between 2011 and 2015, respecting all the Ethical precepts of research. The data collection instrument used in the research was composed of three parts: a sociodemographic information form of the study population, a Likert-type attitudinal scale and two open questions. The assertions were analyzed statistically and the open questions were submitted to an analysis of content thematic modality. Results: UNIFESP students participating in the CSF Program are already proficient in the language of the country chosen for the exchange, they show great expectations regarding the possibility of an international exchange, idealizes several possibilities with the exchange (such as thinking about their professional future), the experience, in another country, time away from family, among other factors. The family is considered very important in the decision to participate in an exchange as well as the financial factor. The students report difficulties in communicating with SRI and the information disclosed in the selection bids, alleging a high cost of preparation with documents for the exchange. Emphasize that the subjects taken abroad need to be incorporated into the students' academic records. They emphasize that the program provides a differential in their professional life and suggests the improvement of the process of candidate selection, establishing clearer and more transparent rules of information, improving support before the exchange, during selection, after-selection and for His return to UNIFESP. Conclusions: The UNIFESP health students had an excellent expectation of participating in an international exchange through the CsF Program. The obstacles encountered in the exchange process allowed us to conclude that, 94% of the students had some difficulty in locating the information of the Program available by UNIFESP. And that more than 95% of the students the results of the exchange was satisfactory. We conclude that some actions should be provided for the good development of the process as the reduction of bureaucracy. This research did not pretend to exhaust this theme so relevant to the improvement of the Brazilian students' education. We understand that internationalization and especially the CsF Program require more studies with which we hope to contribute with this internationalization analysis at the Federal University of São Paulo.

Science education has maintained a longstanding goal of enhancing societal interest, values, and understandings of science. Despite a series of public education reforms and efforts by scientific researchers, scientific literacy and passion remain sparse across the American public. In fact, many students demonstrate a lack of interest in the sciences as early as first grade, with major drop-offs occurring by the age of 14. This is further exacerbated for youth of color, as science is deeply rooted in pervasive and institutionalized racism. When accessible, out-of-school science experiences are uniquely positioned to promote youth agency, leverage students’ current values, and challenge structural inequities. Therefore, this work sought to highlight the narratives of three young science learners who identify as youth of color and graduated from an eight-year-long museum science program. A narrative inquiry was implemented, guided by Critical Race Theory and Cultural Learning Pathways as frameworks. Data from semi-structured interviews, questionnaires, and drawings provided insight into the students’ orientations towards science and the development of those orientations. The study took place during the Covid-19 outbreak. Implications of the pandemic on the study are discussed. Findings from the study suggest that students positively identify with science and feel at home in The Museum. It was also noticed, however, that the students maintained ideologies consistent with Western perspectives. Recommendations include creating homeplaces, making out-of-school learning more easily accessible, and creating justice-centered curricula.

This study explores how an afterschool science program for girls that uses a curriculum written by female scientists/science educators and highlights the contributions of women in science, technology, engineering, and mathematics (STEM) fields affects girls’ perception of scientists, confidence in their science skills, belief in their ability to do science, and helps them construct a positive science identity. Using self-efficacy, identity, feminist, gender, and learning theories as theoretical frameworks, this study investigates how strengthening girls’ belief in their ability to do science and confidence in their science skills and content knowledge can increase girls’ curiosity and generate a sustained interest in science that may eventually lead to STEM degrees and careers later in life. By providing girls with hands-on science experiences that emphasize leadership, cooperative learning, critical thinking, and creativity, as well as female role models and stories of successful women in STEM fields, the study provides evidence of a successful intervention format that leads to a sustained interest in science both in and outside of school. Data were collected in this qualitative case study via a survey (with Likert scale and open-ended questions), an interview, and artifacts (student work), and analyzed using open and axial coding to look for themes in the data around participants’ changing perceptions of science and scientists, increasing confidence in their science skills and content knowledge, enhanced belief in their ability to do science, and positive identity construction. The results of this study provide information about how to format a successful after-school program with a curriculum and methodology that nurtures learning, and by proxy, generates greater achievement and participation in STEM among girls that could extend through secondary school and possibly into post-secondary education and career choices. HYPOTHESISters was an afterschool STEAM program for upper elementary-aged girls (4th and 5th grades) based in West Harlem. The program was conducted on twelve consecutive Saturdays, for two hours per session, in the fall of 2019 (September 21st through December 7th) at The Forum at Columbia University. The curriculum, developed by the primary researcher in conjunction with another educator, consisted of one 12-lesson outer space-themed unit. The program participants consisted of twenty girls - ten 4th grade girls and ten 5th grade girls, between the ages of eight and ten. Most of the participants reside in West Harlem or the surrounding area. Except for four girls who identify as Caucasian, most identify themselves as members of communities of color, with seven participants being Latina, eight being Black or African American, and one being Asian (from India).

Scientific literacy entails mastery of basic scientific thinking practices. Rather than focus attention exclusively on students’ acquisition of science content knowledge, students should be engaged in the practice of science in order to support development of the critical thinking skills essential to scientific work. Previous research (Kuhn et al., 2017) has demonstrated the advancement of high-school students’ scientific reasoning and understanding of the nature of science following participation in a problem-based inquiry activity based on a socio-scientific issue. The present research investigates whether superior maintenance and transfer of scientific practices and understandings occur when students engage in investigations involving multiple such issues, including one of particular personal relevance for the population of students who participated. The intervention employed in the current work is the same one as in the study by Kuhn et al. (2017). However, in this study 84 ninth-grade students were assigned to one of three intervention groups who addressed different topics in a classroom activity that took place over five sessions of eighty minutes each. One group (the Astronaut group) addressed a neutral topic. The second group (the Asthma group) addressed a personally relevant topic. The third group addressed both of these topics. Students worked in pairs in a guided problem-based investigation to identify relations between multiple factors and an outcome. Students’ investigations began with comparisons of individual data points, and then proceeded to comparison of entire samples depicted graphically in Inspire Data, a data analysis tool for beginners. Thirty days following completion of the intervention, students were assessed on their ability to design controlled comparisons, to coordinate the effects of multiple-variables on an outcome, and to understand principles of scientific method. Results showed no statistically significant differences across groups in the maintenance and transfer of skills; the development of an experimental design, counterargument, and selection of informative evidence, although all groups showed gains compared to an earlier non-intervention group (Kuhn et al., 2017). However, the third multiple-topic group showed superior performance to the first two groups, in particular with respect to the understanding of multiple causes contributing to an outcome. These results suggest that the relevance of content and provision of multiple contexts to apply skills and understandings can enhance the development of science skills and understandings and aid in understanding their real-life relevance.