The purpose of this study was to: (a) develop a comprehensive plan consisting of a series of logical steps based upon recommendations derived from psychometric, measurement, and research literature and utilize the plan to develop a Likert-type scale to provide valid and reliable measures of the attitude of preservice and inservice elementary school teachers toward computers; (b) administer the developed scale to selected preservice elementary school teachers; and (c) investigate relationships between attitude toward computers and selected teacher variables. The comprehensive plan consisted of the following steps: (a) develop theory of construction, (b) establish conceptual framework, (c) create item pool, (d) develop trial scale, (e) administer trial scale, (1) conduct item analysis, (g) select items, (h) construct final scale, (i) test for homogeneity, (j) determine reliability, (k) test for unidimensionality, (l) administer final scale, and (m) infer validity. The plan was utilized to develop the Evans Scale for Computer Attitude (ESCA). Validity was inferred utilizing construct-related evidence, which included the manner in which the scale was developed, studies of scale internal structure, prediction and conformation of a general factor, replication of factor structure, relationship of scale scores to nontest variables, relationship of scale scores to similar and dissimilar constructs, comparison of scores with experimental intervention, comparison of known-group responses. An alpha reliability coefficient was found to be 0.96 on two occasions. It was concluded that: (a) the ESCA provided valid and reliable measures of the computer attitude of preservice and inservice teachers at the elementary school level, (b) the comprehensive plan was effective for the development of a Likert-type scale for measuring the attitude toward computers of preservice and inservice teachers at the elementary school level, (c) preservice teachers in the Masters of Arts in Teaching Program (MAT) in Elementary Education at Oregon State University as a group had positive attitude toward computers, and (c) computer attitude of elementary MAT preservice teachers was significantly related in a positive direction with computer experience and in a negative direction with age. / Graduation date: 1995

Vi lever idag i ett mångkulturellt samhälle som är i ständig rörlighet, något som gjort att också den svenska skolan ser annorlunda ut än för bara några år sedan. Mitt i denna rörlighet så har också lärarnas uppgift vidgats och satt de i en kontext som kräver mer, men kanske också även ger mer? Denna uppsats är en studie om lärarnas upplevelser om att vara en del utav en mångkulturell skolkontext. Hur upplever de sin arbetsplats, hur ter sig bemötandet mellan lärare och elev, och vilka konsekvenser talar de om vad gäller ungdomarnas integreringsprocess? / Today we live in a multicultural society that is in constant movement, which means that also the Swedish school system looks different than just before a few years ago. In the midst of this movement, also the teachers' roles has expanded, putting them in a context that requires more, but perhaps also gives more? This paper is a study on teachers' experiences of being a part of a multicultural school context. How do they experience their workplace, how does the response between teacher and student take form, and what impact are they talking about in terms of theese young people's integration process?

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / "December 2008". Bibliography: p. 299-327.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The proposed research will be justified by a study in the context of teacher and student in the distance modality, aiming to realize the impacts that may be reflected the quality of academic work and professional identity of educators in training context. Therefore, he stressed the need to investigate what students think of the 8th semester of Pedagogy from the University Federal de Santa Maria (UFSM), within the Open University of Brazil (UBA)-mediated Virtual Learning Environment-Learning Free (MOODLE) about the training offered, not neglecting the institutional context and the way in which these students are found. Therefore, this project was to problem the following question: What skills and practices developed in distance education modality for the initial training of educators, considering the experience of UFSM UAB in the system? Thus, the aim of this research was to investigate the skills and practices developed in the modality of training in distance education to students in final course, with reference to the preparation for future role as educators. The methodology relied on the principles of quantitative-qualitative research, working with quantitative data derived from surveys educational, but analyzed using qualitative bias. For collection and processing of data were used surveys collectively constructed and arranged in accordance with the Google Docs, being available for the subjects participating in the virtual learning environment Moodle. The theoretical study based the interpretation and discussion of results, highlighting the skills and pedagogical practices, guiding principles of research. We emphasize that the work provided a significant learning about distance education, specifically the Pedagogy Course EaD UFSM, from which we glimpse a process of teaching and learning that involves seeking to develop skills oportunizem that the constitution of the pedagogue mediator in the transformation of information into knowledge always taking into account the interactions, exchanges and interests of prospective students. We also see that view the development of educational practices, however not always been possible activities that allow the appropriation of this action. And yet, we identified the human-technological ambience set the course provides a good quality in initial teacher training, involving knowledge and own teaching, considering the important part of the training process and integrating theory and practice. / A pesquisa proposta justificou-se por ser um estudo no âmbito da formação docente e discente na modalidade a distância, visando perceber os impactos que podem estar se refletindo na qualidade do trabalho acadêmico e na identidade profissional dos pedagogos nesse contexto formativo. Para tanto, ressaltou a necessidade de investigar o que pensam os estudantes do 8º semestre do curso de Pedagogia a distância da Universidade Federal de Santa Maria (UFSM), no âmbito da Universidade Aberta do Brasil (UBA) mediado pelo Ambiente Virtual de Ensino-Aprendizagem Livre (MOODLE) a respeito da formação oferecida, não descuidando do contexto institucional e do curso em que estes alunos se encontram. Portanto, o presente projeto teve como problema a seguinte questão: Quais as competências e práticas desenvolvidas na modalidade EaD para a formação inicial dos pedagogos, considerando a experiência da UFSM no âmbito do sistema UAB? Dessa forma, a proposta da pesquisa foi investigar as competências e práticas desenvolvidas na modalidade em EaD para formação dos estudantes em final de curso, tendo como referência o preparo para a futura atuação como pedagogos. A metodologia empregada apoiou-se nos princípios da pesquisa quantiqualitativa, trabalhando com dados quantitativos oriundos de enquetes educativas, porém analisados por meio de viés qualitativo. Para a coleta e tratamento dos dados foram usadas enquetes construídas coletivamente e organizadas de acordo com a ferramenta Google Docs, sendo disponibilizadas para os sujeitos participantes no ambiente virtual de aprendizagem Moodle. O estudo teórico embasou a interpretação e discussão dos resultados, com destaque às competências e práticas pedagógicas, eixos norteadores da pesquisa. destacamos que o trabalho realizado possibilitou uma aprendizagem significativa acerca da Educação a Distância, especificamente do Curso de Pedagogia EaD da UFSM, a partir do qual vislumbramos um processo de ensino aprendizagem que envolve e procura desenvolver competências que oportunizem a constituição do pedagogo mediador na transformação da informação em saber sempre levando em conta as interações, trocas e interesses dos futuros alunos. Percebemos também, que consideram importante o desenvolvimento de práticas pedagógicas, no entanto nem sempre foram possíveis atividades que permitissem a apropriação dessa ação. E ainda, identificamos que a ambiência humano-tecnológica configurada no curso proporciona uma boa qualidade na formação inicial docente, envolvendo saberes e fazeres próprios da docência, considerando-a parte importante do processo formativo e integrando teoria e prática.

Made available in DSpace on 2016-04-27T16:57:29Z (GMT). No. of bitstreams: 1 Rogerio Fernando Pires.pdf: 10758384 bytes, checksum: f0759370cd755a65395aa4b16d481cfe (MD5) Previous issue date: 2014-02-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to investigate how teachers conceive the concept of function, as this concept is reflected in their work in the classroom in high school and in higher education and how this notion is understood by the students of these two levels of education. Results of external evaluations, our experience as a mathematics teacher in high school , as well as results of other research, pointed to the existence of difficulties for the students to understand this concept. Therefore, our theoretical basis based mainly on Records Representation Semiotics Raymond Duval, the assumptions present in the search The function concept as a prototype for problems in learning Mathematics, Shlomo Vinner and teachers knowledge of Maurice Tardif. However, analysis of the data also relied on studies, such as Sfard (1992), Sierpinska (1992) and Norman (1992). The research was conducted with one hundred twenty-eight students and ten teachers from two public schools and a public university located in São Paulo. Of all students , seventy-three attending the 1st and 3rd grades of high school and the fifty-five attending Higher Education degrees in Mathematics , Physics, Chemistry and Biology. Already teachers, eight were active in high school and two in college. The information that formed the corpus for the analysis were collected through two lists of activities (tests I and II) held at different times by all students, a questionnaire about the profile, also responded by students; creating situations/activities referring to the concept of function and interview with teachers. The research answered the question: "What conceptions of function expressed by teachers high school and higher education and how they reveal themselves in their teaching? Conceptions that this concept emerge at the time these students two levels of education perform activities related to that notion?" The results showed that much of what is done by the student is a reflection of teacher practice, since many of the strategies present in the activities proposed by teachers were identified in student productions. Some teachers showed to believe, according to the classification proposed Sfard, pointed to the operational and pseudoestrutural, and other transiting between operational and structural. In turn, students, those of high school, oscillated between operating and pseudoestrutural, the Higher Education at the end of the study show some consistency in their responses, which indicated that the ideas were not limited to operational aspects, however it was not possible to observe whether there was a reification of the concept. Also it was observed that the majority of participants (teachers and students) saw function as a process, rather than an object / Este estudo tem por objetivo investigar como os professores concebem o conceito de função, como essa concepção se reflete em seu trabalho em sala de aula nos Ensinos Médio e Superior e como essa noção é compreendida pelos alunos desses dois níveis de ensino. Resultados de avaliações externas, nossa experiência como professor de Matemática no Ensino Médio, como também resultados de outras pesquisas, apontavam para a existência de dificuldades por parte dos estudantes na compreensão desse conceito. Para tanto, nossa base teórica fundamentou-se principalmente nos Registros de Representação Semiótica de Raymond Duval, nos pressupostos presentes na pesquisa The function concept as a prototype for problems in Mathematics learning, de Shlomo Vinner, e nos saberes docentes de Maurice Tardif. Contudo, a análise dos dados também se apoiou em estudos como o de Sfard (1992), Sierpinska (1992) e Norman (1992). A pesquisa foi realizada com cento e vinte e oito estudantes e dez professores de duas escolas estaduais e uma universidade pública situadas no interior de São Paulo. Do total de estudantes, setenta e três cursavam a 1.ª e a 3.ª séries do Ensino Médio e os cinquenta e cinco do Ensino Superior cursavam as licenciaturas em Matemática, Física, Química e Biologia. Já os professores, oito atuavam no Ensino Médio e dois no Ensino Superior. As informações que constituíram o corpus para a análise foram coletadas por meio de duas listas de atividades (testes I e II) realizadas em momentos distintos por todos os estudantes, um questionário a respeito do perfil, também respondido pelos alunos; criação de situações/atividades referentes ao conceito de função e entrevista realizada com os professores. A pesquisa respondeu à questão: Quais as concepções de função manifestadas por professores dos Ensinos Médio e Superior e como elas se revelam em suas propostas de ensino? Que concepções desse conceito emergem no momento em que estudantes desses dois níveis de ensino realizam atividades relacionadas a essa noção? . Os resultados apontaram que muito do que é feito pelo estudante é reflexo da prática do professor, uma vez que muitas das estratégias presentes nas atividades propostas pelos professores foram identificadas nas produções dos estudantes. Alguns docentes mostraram concepções que, segundo a classificação proposta Sfard, apontavam para a operacional e a pseudoestrutural, e outros transitavam entre a operacional e a estrutural. Por seu turno, os estudantes, aqueles do Ensino Médio, oscilavam entre a operacional e a pseudoestrutural; os do Ensino Superior, ao final do estudo, mostram certa consistência em suas respostas, o que apontava que as concepções não se limitavam apenas a aspectos operacionais, porém não foi possível observar se houve a reificação do conceito. Também pôde-se observar que a maioria dos participantes (professores e alunos) enxergava função como um processo, e não como objeto

The purpose of this study was to determine and compare the academic advising needs of students as perceived by students and faculty advisors through faculty advising functions in the six teachers' colleges in Bangkok, Thailand. Fifteen faculty advising functions were included in a questionnaire validated by a panel of three judges. The questionnaires were distributed to students and faculty advisors in the six teachers' colleges by two selected research assistants. A total of 180 faculty advisors and 540 junior and senior teacher training students at the six teachers' colleges in Bangkok, Thailand, were selected using stratified random sampling. The usable and complete questionnaires received included 109 from faculty advisors (60.56 per cent) and 350 from students (64.81 per cent). The t-test, the Kendall's Coefficient of Concordance W, and the Spearman's Coefficient of Rank Correlation were employed to determine and compare the differences, the agreements, and the relationships of academic advising needs of students as perceived by students and faculty advisors, respectively. Analyses of the data revealed that students and faculty advisors in the six teachers' colleges in Bangkok, Thailand, perceived a mismatch between student advising needs now being fulfilled and student advising needs that should be fulfilled. Apparently, the academic advising programs in the teachers' colleges were not meeting the student needs. However, for student advising needs which should be fulfilled, both students and faculty advisors ranked personal, vocational and career, and academic areas very high. Overall, students and faculty seemed to agree on the advising needs which should be fulfilled.

The purpose of this study was to investigate the views of upper elementary mathematics teachers and students about the use of manipulatives in teaching and learning mathematics. This study is a qualitative case study. The participants of this study were four elementary mathematics teachers in a private school and their 6th, 7th, and 8th grade students. The data were collected through one-to-one interviews, observations and analyzing documents consisting of annual plan, daily plan, notebooks of students, and the field note that the researcher kept throughout the study. This study revealed that although all the teachers advocate the use of manipulatives in teaching mathematics, they use traditional teaching techniques in their classes. They mentioned different factors affecting their use of manipulatives in teaching mathematics such as not knowing how to use them, grade level, availability of materials, time constraints, students&rsquo / reactions (seeing them as a toy or not being accustomed to them), school administration, classroom management, not finding materials appropriate for the subject being taught and classroom size. In fact, these are the factors that are seen on the surface level. This study indicated that even when teachers are provided with training about the use of manipulatives, supported by the school administration, and provided with manipulatives, the use of manipulatives is largely determined by their views / beliefs about the nature of mathematics, how students can learn mathematics, the effect of manipulatives and their knowledge in using them. Students seemed to like learning by using manipulatives. When conditions were arranged for learning, they were willing to learn through manipulatives.

Αυτή η εργασία με θέμα «Οι αντιλήψεις των δασκάλων ως προς την ετοιμότητα τους να αναγνωρίζουν και να αντιμετωπίζουν ζητήματα ψυχικής υγείας των μαθητών» πραγματοποιήθηκε για να μελετήσει, να αναλύσει και να καταγράψει πόσο έτοιμοι, προετοιμασμένοι νιώθουν οι δάσκαλοι που εργάζονται στα σχολεία να αναγνωρίζουν και να αντιμετωπίζουν τις ανησυχίες ψυχικής υγείας που εκδηλώνουν οι μαθητές. Με δεδομένο το γεγονός ότι στο σύγχρονο σχολικό περιβάλλον παρουσιάζονται συνεχώς ποικίλα προβλήματα ψυχικής υγείας από τους μαθητές, έχει ως αποτέλεσμα να αυξάνονται οι αρμοδιότητες και ευθύνες των δασκάλων και να δημιουργείται εντονότερη η ανάγκη για μια πιο συστηματική παροχή βοήθειας στους μαθητές τους αλλά κυρίως προβάλλει επιτακτικότερη η ανάγκη ενίσχυσης της ετοιμότητας, γνώσης/προετοιμασίας των δασκάλων για την έγκαιρη αναγνώριση και την κατάλληλη αντιμετώπιση των δυσκολιών ψυχικής υγείας των παιδιών. Η έρευνα διεξήχθη το σχολικό έτος 2013-2014 με συγκέντρωση ερωτηματολογίων σε δείγμα 193 δασκάλων μονίμων και αναπληρωτών. Από την στατιστική ανάλυση και επεξεργασία των δεδομένων προκύπτουν στοιχεία που αποδεικνύουν διαφορετικά επίπεδα ετοιμότητας, αυτοπεποίθησης των δάσκαλων για τα ποικίλα ζητήματα ψυχικής υγείας και της προετοιμασία τους μέσω της εκπαίδευση τους σχετικά με αυτά. Επίσης από τα αποτελέσματα παρατηρούμε συμφωνία και διαφωνία μεταξύ των απόψεων των συμμετεχόντων για την ετοιμότητα, προετοιμασία και εκπαίδευση τους για τον εντοπισμό και την αποτελεσματική διαχείριση/επίλυση των διαφορετικών προβλημάτων ψυχικής υγείας των μαθητών. Ακόμη δίνονται στοιχεία για το ποιοι παράγοντες (π.χ. φύλο, έτη υπηρεσίας κ.τ.λ.) επηρεάζουν ή όχι, διαφοροποιούν ή όχι τις αντιλήψεις των δασκάλων μεταξύ τους για το υπό μελέτη θέμα μας. Τα αποτελέσματα της παρούσας έρευνας μπορούν να αξιοποιηθούν από τους αρμόδιους φορείς, ώστε να βελτιωθεί η εκπαίδευση των δασκάλων και να τους εφοδιάζει με την κατάλληλη προετοιμασία, ώστε να ανταπεξέλθουν ικανοποιητικά στις σύγχρονες απαιτήσεις του ρόλου τους ως εκπαιδευτικών και στον τομέα ανάπτυξης/στήριξης της ψυχικής ευεξίας των παιδιών. / This study on "Perceptions of teachers regarding their readiness to recognize and treat mental health issues of students” conducted to study, analyze and record how ready they feel prepared teachers who work in schools to recognize and deal with mental health concerns that students exhibit. Given the fact that the modern school environment is constantly varied mental health of students, the effect of that has led to increased powers and responsibilities of teachers and creating a stronger need for a more systematic assistance to students but rather raises the urgent a need enhancing preparedness, knowledge / preparation of teachers for early recognition and appropriate treatment of mental health problems of children The survey was conducted during the school year 2013-2014 with questionnaires concentration in sample 193 permanent teachers and substitutes. From the statistical analysis and processing of data obtained evidence of different levels of readiness, confidence of teachers for a variety of mental health issues and prepare them by educating them about these. Also from the results observed agreement and disagreement between the participants' perceptions of readiness, preparation and training them to identify and effectively manage / resolve differences of mental health of students. Even given of what factors (e.g., gender, years of service, etc.) affect or not, differentiate or not the perceptions of teachers together to study our subject. The results of this research can be used by the responsible bodies in order to improve the training of teachers and to equip them with the proper preparation to cope well in the modern demands of their role as teachers and in development / support mental wellness of children.