A surdocegueira é uma deficiência que apresenta impactos em todas as áreas de desenvolvimento do ser humano. O horizonte desta pesquisa foi apontar caminhos para um trabalho educativo com professoras do Instituto Benjamin Constant (IBC). Objetivo geral: Promover formação teórico-prática em serviço para os profissionais do IBC de maneira que possam compreender a surdocegueira e aumentar suas competências para atender as necessidades de estudantes com surdocegueira por meio de uma formação continuada em serviço. Objetivos específicos: oferecer bases teóricas de fundamentação à surdocegueira congênita; favorecer a construção de um processo avaliativo de estudantes com surdocegueira congênita; consolidar estratégias e recursos didático-pedagógicos por meio do planejamento do processo; subsidiar a construção de uma prática pedagógica capaz de acompanhar o processo de desenvolvimento dos estudantes com surdocegueira congênita. O estudo foi submetido à Plataforma Brasil, cumprindo todas as necessidades para garantir o sigilo e integridade dos participantes. As participantes são professoras do IBC que optaram por uma participação voluntária e sem prejuízos no caso de recusa ou desistência em qualquer momento durante a realização da pesquisa. Os instrumentos propostos para avaliação pedagógica inicial e de acompanhamento do desenvolvimento educacional para estudantes com surdocegueira são: o Instrumento de aplicação e orientações de práticas que permitam o acesso e participação de pessoas com surdocegueira e ou deficiência múltipla sensorial em sistemas inclusivos, responsáveis e sustentáveis; a Ficha de Avaliação de Aprendizagem da Atividade; o MAPs traçando planos de ação; o Planejamento decisões conjuntas profissional-família. Os procedimentos incluíram uma formação em duas etapas: a primeira ocorreu em abril e acompanhamento à distância semanal e mais uma visita de acompanhamento presencial em junho; a segunda ocorreu em agosto, de formação e acompanhamento à distância estendido até setembro, sendo que a pesquisadora se colocou à disposição para além desse período. Nas visitas presenciais a pesquisadora se propôs a acompanhar as participantes com seus estudantes no ambiente escolar, trouxe impresso os Indicadores Observáveis que serviram de guia e auto avaliação dividido em três seções: Uso de recursos para comunicação; Observação da atitude dos profissionais como estratégias para favorecer a comunicação; Adequação das atividades. Após as formações as participantes preencheram um auto avaliação sobre os ganhos ou não dos conceitos trabalhados. As participantes também preencheram o Protocolo para orientação em escolas modelos no acesso e permanência na inclusão de pessoas com surdocegueira e com deficiência múltipla sensorial. Ao termino da intervenção a pesquisadora enviou questionário por e-mail para as participantes avaliarem a formação como um todo. A análise das respostas das participantes revelou que obtiveram ganhos em sua formação de maneira individual, nas considerações finais a pesquisadora concluiu que não notou mudanças no atendimento aos estudantes após a formação oferecida de abril a setembro de 2018. Houve sugestão de continuidade com mais pesquisas para verificar se os instrumentos sugeridos oferecem subsídios na formação docente para que construam uma avaliação autentica com critérios adequados para acompanhamento educacional de estudantes com surdocegueira. / Deafblindness is a disability that causes impact in all areas of human development. The aim of this research was to show different ways of educational services with teachers of Instituto Benjamin Constant (IBC). The general objective was to promote theory-practice in-service training to teachers at IBC so that they would be able to understand deafblindness and increase their competencies to meet the needs of students with deafblindness with a continued training course. The specific objectives were: offer theory foundations on congenital deafblindness; foster teachers into building an assessment process of students with congenital deafblindness; reinforce instructional strategies and resources through a planning process; support an educational practice so that to monitor the educational development of students with congenital deafblindness. This study was submitted to the Ethics Committee Plataforma Brasil fulfilling all requirements so as to guarantee confidentiality and integrity of the participants. Participants are teachers at IBC that have chosen to voluntary participation with no losses in case of refusal or withdrawal at any time during the conduct of this research. The proposed instruments for first educational assessment and monitoring of educational development of students with congenital deafblindness are: Protocol for guide and instruction in model schools for the access and permanence in the inclusion of persons with deafblindness and persons with multiple sensory disabilities; Activity Learning Assessment Sheet; MAPs making action plans; Planning Sheet professionals-families decision making. Methodological procedures included a training course divided into two moments: the first took place in April with a weekly distance follow up plus a present visit in June; the second took place in August with training course and distance follow up in September which was extended further. During the face-to-face visits it was proposed that the researcher could support participants with their students by getting to know them personally, also during this visits the Observable Indicators served as guide and self-assessment, which is divided into three sessions: use of communication resources; observation of the professionals attitude used as communication strategies; adequacy of the proposed activities. Following the training courses participants were invited to fill out a selfassessment on the gains or no gains on the concepts presented. Participants were also invited to fill out the Protocol during the last visit of the researcher. At the end of the intervention a questionnaire was sent by e-mail to the participants so they could evaluate the overall teacher training. Analysis of the participants responses revealed that they did perceive gains but at an individual level and in Final Considerations it is concluded that there were no visible changes in the educational services provided to the students of the participants, after an intervention that occurred from April to September. The suggestion was to carry on with more researches and studies to verify if the suggested instruments offer support in teacher training so that teachers are able to create an authentic assessment with proper criteria to monitor the educational development of students with deafblindness.

This naturalistic study examined the kinds of decisions prospective teachers and their instructor made in constructing and using reflective portfolios in a 13-week multicultural education course. In addition, I also examined the role reflective portfolio construction and discourse played in relation to classroom interaction with peers, instructor, pedagogy and self. The reflective portfolio model, adapted from the literacy portfolio model (Hansen, 1992), was a tool that asked students to develop a portrait of themselves as reader/writer/learner/teacher, in the context of a multicultural education course. Participants in this study included three prospective teachers and one instructor purposefully sampled from a class of eight. Data were constructed from nine data sources. The theoretical framework of this study drew from related research in the domains of portfolios, narrative and autobiography, and pedagogy. / Through reflective portfolio discourse, prospective teachers examined personal experience as it related to their emerging beliefs about teaching and learning. The primary focus of the study was to examine the process of prospective teachers and their instructor and using reflective portfolios in a 13-week course. In doing so, I explored the decisions prospective teachers and their instructor made throughout the process and the role the portfolio played in relation to classroom interaction, pedagogy, self, and the multicultural course curriculum. A secondary focus emerged during data collection. This secondary purpose examined the function/role of the reflective portfolio as a tool for examining intrapersonal context, the way in which prospective teachers view themselves, and personal experiences as they relate to multicultural course content. Seven research assertions emerged. These research assertions were presented in three categories: (a) managing portfolio pedagogy; (b) portfolio construction; and (c) curricular dimensions. These findings contribute to a new dimension in portfolio research by examining the possibilities of portfolios as reflective and discourse tools in teacher education to explore how personal experience relates to practical knowledge. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2798. / Major Professor: Kathryn Scott. / Thesis (Ph.D.)--The Florida State University, 1994.

This project investigates the extent to which personality type theory merits attention as a useful lens through which to examine teacher responding practices. It also suggests directions for further study utilizing personality type theory as a way to help better understand teacher and student attitudes and practices in the composition classroom. After explaining personality type theory in general and reviewing recent scholarship on personality type and teaching, I consider possible connections between selected personality type preferences and teacher attitudes and responding practices. / The project consists of two phases: the first uses a survey and a correlational study to examine the connections between the personality preferences of 28 composition teachers and their attitudes and responding practices, and the second uses a case-study approach to look more closely at the attitudes and practices of four of those 28 teachers. Based on an analysis of the data generated by this project, I conclude that while type preferences may not be predictive of specific kinds of teacher responses, preferences are sufficiently related both to teaching styles in general and to teacher responding practices in particular to merit additional study by composition researchers. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0850. / Major Professor: John Fenstermaker. / Thesis (Ph.D.)--The Florida State University, 1993.

This study was designed to investigate problems of perceptual biases in needs assessment data from different sources, to demonstrate a methodology for addressing biases, and to determine the relationship of teaching experience and length of training to perceived safety program needs. The sample consisted of 10 administrators, 44 technical instructors, and 92 technical teacher students. A structured questionnaire was used to collect the data. Data was analyzed utilizing descriptive statistics, Multivariate Analysis of Variance (MANOVA), and multivariate regression. The safety program needs identified by the three groups of respondents were integrated and prioritized by using the Multiattribute Utility Analysis (MAUA). / The following were the study findings and conclusions: (a) Administrators, instructors, and students perceived considerably high safety program needs at Medan technical Teacher Upgrading Center Medan. (b) The perceptions of safety program needs between administrators, instructors, and students were different. (c) Administrators perceived higher needs than did instructors for safety programs that affected the general appearance of the center. (d) Instructors perceived higher needs than did administrators for safety programs that affected every day operations of the center. (e) Instructors' perceptions regarding safety program needs were positively related to their length of technical training. (f) Teaching experience was not linearly related to perceptions of safety program needs. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0493. / Major Professor: Garrett R. Foster. / Thesis (Ph.D.)--The Florida State University, 1993.

This study applies a Balesian analysis to the investigation of the dynamics in cooperative learning groups. The bulk of the research on cooperative learning has focused on academic achievement and social behavior with students and adults. A gap exists in the research on the dynamics of cooperative learning at the staff development level. This study attempts to answer two research questions: (a) How do individuals behave in cooperative learning groups? (b) Does behavior in cooperative learning groups differ from behavior in traditional groups as discerned by Bales? / The methodology consisted of videotaping teachers in an ESOL workshop interacting in cooperative learning groups as they engaged in task-oriented activities. The videotapes were then submitted to a Balesian analysis which compared cooperative groups with Bales' traditional groups. / The first research question was analyzed by means of group profiles. The comparison of group profiles for Bales' groups and the cooperative groups suggested that people in cooperative groups tend to: produce relatively high rates of verbal interaction; produce meaningful task-oriented input; produce relatively high rates of recall and concept attainment; produce relatively high rates of critical thinking; and promote attention to time on task. / Regarding research question two, the findings showed, that cooperative learning groups did not conform to the predicted patterns of Bales' groups. This deviation was attributed to the characteristic difference of the two types of groups based on the presence of the attributes positive goal interdependence and individual accountability contained in the cooperative but not the traditional groups. Additionally, these two attributes produced flexible task-resolution patterns, equal opportunity for input, and diminution of role differentiation. / The implications of the study suggested the potential for developing a cooperative learning group model of staff development, grounded in cooperative learning theory, and employing cooperative learning groups. Furthermore, the findings implied the effectiveness of cooperative learning groups especially in the area of ESOL staff development. Further research was recommended to continue this line of investigation. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0384. / Major Professor: Byron G. Massialas. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study is to analyze the teaching and learning process in a recently developed physical science course with the focus being on the learning of chemistry. In 1991, Florida State University received a grant from the National Science Foundation (NSF) for the purpose of restructuring science and science education courses for prospective teachers. A major part of this project has been focused on improving the science curriculum for prospective elementary teachers. / This study attempts to focus on learners, and the learners' perceptions of the chemistry component of the restructured course. These areas are: "what are students' preferences for the way teachers teach?", "what are students' perceptions of the physics part of the physical science course (preferred versus experienced)?", "what are the teacher's views about teaching and learning?" and "how do the students perceive the learning environment in chemistry (preferred versus experienced)?". The goal of the dissertation is to discuss these findings, and present implications for college science curriculum reform. / The main theoretical framework used in this study is constructivism. It has two basic tenets: knowledge is personally and socially constructed, and individuals are accountable for how and what they know. Interpretive or ethnographic research techniques are used in the study. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4340. / Major Professor: Kenneth G. Tobin. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study was to investigate the effects of variations in the levels of self-focus and general and task-specific self-concepts of ability on performance, effort, and continuing interest. It was hypothesized that in addition to a main effect for self-focus, there would be an interaction among level of self-focus and general and task-specific self-concept of ability. It was further hypothesized that the difference in outcome measures would be greater when task-specific self-concept of ability and self-focus were considered than when general self-concept of ability and self-focus were involved. / A total of 129 ninth and tenth graders from a high school in a small southern city participated in the study. Premeasures of reading and problem solving ability and test anxiety were collected and used as covariates. Subjects were randomly assigned to one of two groups. In the high self-focus group, students were told that performance scores achieved while completing a computer-based lesson and a posttest, would be made available to classmates via the lesson's online management system. This system was said to produce a rank-ordered list based on several performance criteria, and would allow social comparisons of performance. Additionally, a video camera was present during treatment sessions to increase the levels of self-focus among participants. In the low self-focus group, subjects were told that their performances would be more private, and no video camera was used. On task behavior in both groups was recorded as a measure of effort. All students completed a posttest and an interest survey. / The treatment effects for performance, effort, and interest were analyzed using ANCOVA. The results indicate that students in the high self-focus group performed more poorly on the lesson posttest, and expended less effort than students in the low self-focus group. The results obtained were not conclusive, but they suggest that instructional practices that invoke high levels of self-focus may impair some types of performance and the amount of effort expended by learners. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3480. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1992.

This study was designed to explore an expert teacher's model of thinking and teaching as it occurred within the social and cultural context of the classroom. It also sought to compare an expert teacher's model of thinking and teaching with those of instructional systems design to identify the similarities and differences between them. To accomplish these goals, the study focused on the process and relationships among four aspects of teacher thinking: (1) the teacher's experiential world and frame of reference; (2) the teacher's knowledge and beliefs; (3) her planning and interactive teaching, and (4) her reflective thinking. / The study employed a naturalistic approach which combined different methodological techniques. The data were analyzed in the constant comparative style, which allowed categories to emerge from the data. The generated model of the teacher thinking and teaching was then compared to instructional systems design (ISD) models and principles. / The findings of the study suggest that there is an interactive relationship among the teacher's different components of thinking and teaching. While the teacher's preplanning seemed to be a good indicator of what was going to happen in the classroom, the planning occurs during interactive and reflective phases of thinking and teaching. The data also showed that reflection was an integral component of the experienced and competent teacher's thought process and occurred before, during, and after teaching. / The results of comparisons between the teacher's model of thinking and teaching with ISD models suggested that there were fundamental differences between these two models. The separation of instructional planning from implementation and evaluation, the linear or procedural model of teaching and planning, and the concept of reflection or evaluation of effectiveness of instruction after implementation were found to be major sources of differences between the two models. / Source: Dissertation Abstracts International, Volume: 54-10, Section: A, page: 3719. / Major Professor: Marcy P. Dirscoll. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this research was to examine whether certain caregiver personality characteristics, as measured by the Myers-Briggs Personality Type Indicator (1989), were related to caregiver beliefs about teaching practices in early childhood education settings, as measured by the Teacher Beliefs Inventory (Peters, Neisworth and Yawkey, 1985). Once the beliefs about teaching practices and the personality characteristics were identified, it was expected that there would be patterns of personality dimensions that would be more compatible with each of the beliefs about teaching practices. The study also explored whether a caregiver's beliefs about teaching practices were related to the amount of education as well as their satisfaction with working conditions. Job satisfaction with working conditions included caregiver satisfaction ratings of staffing, space and materials, activity organization, and schedule. / Participants were 167 child caregivers from early childhood programs in Orange and Seminole counties in Florida. Caregivers were attending paraprofessional training classes. In summary, the present study suggests that for the caregivers involved in this study: (1) There were no significant relationships between personality characteristics and beliefs about teaching practices. A personality characteristics profile emerged of caregivers as being extroverted, preferring to learn from concrete information, basing decisions on affect rather than logic, and preferring a high degree of structure. (2) There were significant differences between caregivers' levels of education and their beliefs about teaching practices. When caregivers had more education than a high school diploma/GED, they had stronger beliefs about cognitive/developmental and maturationist/socialization teaching practices. This did not hold true for the cultural training/behaviorist beliefs about teaching practices. / Another result worth noting is that caregivers of children under three had the least amount of education and years of employment. (3) There were no significant relationships between beliefs about teaching practices and levels of job satisfaction. As a group, the caregivers were moderately satisfied. / Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0465. / Major Professor: Belen C. Mills. / Thesis (Ph.D.)--The Florida State University, 1994.

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