Thesis (Ed.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. / This study investigated the relationship between an instructional pedagogy formulated around Polya's heuristic four-step method and computer based problem solving performance in an introduction to computer programming course. A four step heuristic managerial guide, employing structured walkthroughs and group activities, was developed to direct students into a period of constructive reflection, planning, and refinement supporting structured programming. The subjects consisted of fifty-four secondary school seniors, completing a first course in BASIC programming, evenly divided into an experimental group and a control group. The experimental group received instruction related to the heuristic managerial guide. The control group received instruction similar to what was normally provided them without the guide. Four problems were introduced and analyzed, within a lecture format, followed by a question-answer session. Each subject attempted to complete a problem-set consisting of a problem and three related extensions. After a week, results were evaluated and scores from zero to four were assigned based on the number of correct solutions attained. No qualitative evaluation was performed. The null hypothesis stated that the two sets of scores came from populations having identical distributions. Since a normal distribution was questionable, the statistic used was the Mann-Whitney U test, a nonparametric version of the t-test for independent samples. The ranked scores for the two groups appeared to support the research hypothesis, since the sum of ranked scores for the experimental group exceeded those of the control group 840 to 645. However, the results of the Mann-Whitney test did not support a rejection of the null hypothesis at the 5% level of significance. The value, z = 1.791, was sufficient to support the rejection of the null hypothesis at the 7% level. Therefore, the heuristic managerial guide showed a tendency to positively contribute to student performance on the problem set used in the study. The conclusion drawn was that the heuristic managerial guide yielded encouraging, but not significant, results when applied to a computer based problem set. Further research into this approach should consider the effects of the method if implemented at the inception of the students' first course. / 2999-01-01

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.

Education on Healthy Lifestyle at Secondary School ABSTRAKT This thesis deals with am issue of healthy lifestyle among pupils at secondary schools. The aim of the thesis is to find out information, or knowledge, attitudes to and perception of the hidden curriculum of school corresponding to healthy lifestyles area. The theoretical part pursues the analysis of the concept of health and healthy lifestyle, includes a view of curriculum documents related to educational training for health and focuses on teacher as the major component affecting students in shaping the relationship and the principles relating to a healthy lifestyle. Practical part describes the level of knowledge of students, the degree of compliance with the principles of a healthy lifestyle and a measure of the hidden curriculum, which the pupils at the school are influenced by. Based on the results of the research the design for inspiration of the theme of healthy lifestyle education, which can be used in teaching practice, is stated.

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

The aim of the thesis Innovative Approaches to Czech Language Curriculum at Lower Secondary School was to discover whether any innovative approaches to subject Czech language at lower secondary schools were included in their school education programme, if the answer was positive, the aim was to define which innovative approaches exactly they were. The thesis is divided into a theoretical part and a practical part. The theoretical part analyzes the general approach to curriculum and also the specific approach towards the Czech language. The thesis includes a brief history of the curricular reform, which was implemented in January 2005, and the opinions of the experts on the reform. The practical part contains the analysis of the innovative approaches towards the curriculum of the Czech language at the chosen thirteen lower secondary schools in the Czech Republic. A specific interest was given to innovative approaches towards the Czech language which were in agreement with the curricular reform and with the innovative didactic approaches in general. The chosen method is a comparison and the analysis of the texts. The results indicate that the innovative approaches are present in the curricular materials at the chosen schools, specifically in the syllabus of the subject Czech language. The results...