Thesis (Ph. D.)--University of Chicago, 1935. / "Private edition, distributed by the University of Chicago libraries." Four half-titles are each numbered as one page. Photolithographed. Bibliography: p. 259-265.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3099533."

Thesis (Ed. D.)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: Richard D. Howard. Includes bibliographical references (leaves 247-256).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 224-237).

Thesis (Ph. D.)--Texas State University-San Marcos, 2005. / Vita. Appendices: leaves 261-287. Includes bibliographical references (leaves 288-300).

Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-10-16Bitstream added on 2014-06-13T20:14:31Z : No. of bitstreams: 1 santos_aap_me_prud.pdf: 585599 bytes, checksum: da319447cdca4356f780d2d92d7f48ed (MD5) / Relacionado à linha de pesquisa – Políticas Públicas, Organização Escolar e Formação de Professores – este trabalho, que aborda “O estágio como espaço de elaboração do saber docente e a formação do professor”, teve como ponto de partida refletir sobre o papel do estágio na elaboração dos saberes docentes, na formação do professor. Os objetivos que guiaram esta pesquisa foram realizar um estudo sobre os saberes que poderão ser elaborados a partir das experiências que o futuro professor adquire nas atividades de estágio; investigar e analisar como são previstos os estágios supervisionados no projeto pedagógico do curso de licenciatura em Pedagogia, bem como analisar como os saberes docentes são construídos durante o estágio, a partir das opiniões dos egressos do curso de Pedagogia da Unesp de Presidente Prudente.Devido à natureza desses objetivos, optou-se pela abordagem qualitativa, que permite uma melhor compreensão de fenômenos por meio da obtenção de dados, da análise e da interpretação. Foram analisados o Projeto Pedagógico do Curso de Pedagogia e os Programas de Ensino das disciplinas relacionadas ao estágio. Egressos do curso de Pedagogia, diurno e noturno, que se formaram na Faculdade de Ciências e Tecnologia – UNESP de Presidente Prudente-SP, em 2005, foram selecionados como sujeitos da pesquisa porque já estariam trabalhando e, por isso, poderiam avaliar melhor a relação entre o que aprenderam durante a graduação, a vivência do estágio e a realidade na prática das salas de aula. 39 egressos responderam um questionário para a caracterização do perfil dos sujeitos, nove dos quais foram também entrevistados, visando ao aprofundamento das informações coletadas por escrito. A análise dos dados mostrou que o Projeto Pedagógico do curso pesquisado precisa de uma reestruturação curricular... / Related to the research group – Public Policies, School Organization, and Teacher Education – “Training as teachers´ knowledge development activity and teacher education” is the theme of this paper that had its start with the question: what role does training play in elaborating teachers´ knowledge during their graduation course? To answer that question, Pedagogy graduates who got their Education Major from Faculdade de Ciências e Tecnologia – UNESP/PP in 2005 were chosen as subjects to undergo an investigation whose aim has been to find out how training can help student teachers to acquire the knowledge they must have in order to be prepared for their professional practice. Those graduates have been chosen mainly because most of them have already been teaching and so they would be entitled to evaluate the relation between what they learned during their graduation course and the reality in elementary classroom practices. Investigating in which way Supervised Training Programs are inserted in the university Pedagogic Project, as well as analyzing graduates’ opinions about what kind of knowledge can be developed during training activities are also objectives which have guided this research. Due to the nature of those objectives, a qualitative investigation has been chosen as methodological procedure since it allows phenomena understanding by means of data collecting, analysis, and interpretation. Graduation Teaching Programs and Pedagogic Projects have been analyzed, and 86 daytime and nighttime graduated students have answered... (Complete abstract click electronic access below)

The purpose of this study was to investigate the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District with reference to national and international teachers. The literature reflects issues and theories concerning the implementation and management of workforce diversity in secondary schools. The study also shows the benefits of managing teacher diversity and the challenges in the implementation and management of workforce diversity among teachers in secondary schools. The population of the study comprised of all teachers in the fifty- six public secondary schools in the Mthatha Education District and the sample comprised of five principals, five deputy principals, five heads of departments and five international teachers on whom the case study was base to examine their views about the awareness, implementation and management of teacher diversity in the education system. This sample was drawn from five public senior secondary schools. The selection of the sample was done through the use of a purposive sampling technique. The sampling technique was used because it is not all public secondary schools in the Mthatha Education District where international teachers are found. This, therefore, allowed the researcher to select only those secondary schools at which international teachers were found. The researcher developed an open- ended interview schedule for the face-to-face in-depth interviews on the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District. Themes were drawn from the responses of the participants and analysed. The findings revealed that Principals, deputy principals, school management teams and teachers at all levels lacked the skills and knowledge in designing, implementing and managing teacher diversity policies in secondary schools. The findings revealed that local teachers were resistant and took a xenophobic stance towards the employment and promotions of International teachers in secondary schools. Lastly, Affirmative Action and Employment Equity Acts favour the local teachers and discriminate against the international teachers. Recommendations are made concerning the lack of awareness, skills and knowledge in designing and implementation of teacher diversity policies in secondary schools. Recommendations are also made concerning the Affirmative Action and Employment Equity Acts that influence the non recruitment and selection of international teachers.

Thesis (Ph.D.)--University of California, Berkeley, 2001. / Chair: Peter B. Evans.

Thesis (Ph. D.)--University of North Texas, 2003. / Includes bibliographical references (p. 166-179).