The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising. / Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style. / by Jess Everet Tuck. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

According to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time K-8 virtual school setting. The relationship between virtual school teacher practices and their Technological Pedagogical and Content Knowledge (TPACK) was also explored. Using the standards, practices and recommendations developed for online learning from International Association for K–12 Online Learning (iNACOL), National Education Association (NEA), Southern Regional Education Board (SREB), and the International Society for Technology in Education (ISTE) a team of focus group members gave input on the common practices for teaching students in the full time K-8 virtual school environment. The results included 11 general virtual school teacher practices, 12 teacher practices relating to evaluation and three practices relating to special needs and diverse learners. Qualitative and quantitative findings indicated that teachers most frequently meet the established practices through the following strategies: phone conferences, live sessions with students, feedback on assessments, webmail communication, professional development, collaborating with peers/teacher collaboration, professional learning communities, curriculum based assessments on the phone, communicating with family stakeholders, and determining students in the bottom quartile. A framework for K-8 full time virtual school pedagogy which includes evaluating student learning and individualizing instruction through technology tools and collaborative methods was developed. Finally, the quantitative findings indicated that of the three virtual school teacher practice categories (teacher practice, evaluation and special needs and diverse learners), evaluation was the leading predictor of teacher TPACK scores. Specifically, collaboration, having an online voice and presence, and using data from assessments to modify instruction were found to significantly predict a teacher’s Technological Pedagogical and Content Knowledge. Using virtual school teachers’ expertise on the practices which most impact student learning and the methods for implementing virtual school teacher practices, the researcher created a draft full time K-8 virtual school teacher evaluation rubric. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Esta pesquisa teve como objeto de estudo a implantação da política educacional do ensino fundamental de nove anos, tal como expressa na lei federal no. 11.274/06. Partiu-se da suposição básica de que mudanças educativas efetivas dependem da implicação dos atores diretamente envolvidos com as práticas no interior das escolas. O compromisso da investigação foi trazer possíveis respostas aos seguintes questionamentos: como procedeu-se à implantação da política de ampliação do Ensino Fundamental para nove anos em um município do interior paulista? Que debates e medidas formativas foram considerados pela gestão educacional do município? No âmbito de duas unidades de ensino fundamental, que discussões sobre a política de ampliação foram feitas e quais processos formativos foram desenvolvidos? Como objetivos específicos constaram: investigar que medidas foram consideradas pela gestão local visando à implantação da política no município; averiguar qual a inserção e participação de professores na implementação dessa política em duas escolas públicas municipais do interior paulista; compreender quais ações formativas foram desenvolvidas na esfera local e, particularmente, nos contextos de trabalho, visando ao acolhimento da política educacional; identificar que impressões gestores locais e professores das unidades estudadas revelaram a respeito de suas vivências no processo de implantação. Como referenciais teóricos, o estudo baseou-se nos textos dos documentos legais, nos estudos de Michael Fullan e Andy Hargreaves para abordar os conceitos de inovação e mudança educativa e nas formulações a respeito da formação de professores e profissionalismo docente de autores como António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire e outros. A investigação de natureza qualitativa (LANKSHEAR, KNOBEL, 2008) constou de um estudo de caso múltiplo (STAKE, 1999; YIN, 2005) envolvendo duas unidades educacionais públicas de Ensino Fundamental I e II pertencentes à Secretaria Municipal de Educação de Taubaté/SP. Com o estudo, constatou-se que a implantação do ensino fundamental de nove anos preteriu do debate e do envolvimento os profissionais da educação. Identificou-se que as escolas estudadas não estavam devidamente organizadas tanto no que tange à infraestrutura para receber o público mais novo de seis anos, como também no tocante às suas propostas pedagógicas. Os depoimentos das professoras indicam que elas foram conduzidas a pensar estratégias emergenciais para atender crianças de seis e sete anos que estavam no 1º e no 2º ano, respectivamente. Além disso, a adoção de um sistema apostilado não atendeu às necessidades daquela população escolar do ensino fundamental. Conclui-se que há um enorme abismo entre o texto da lei, as orientações emanadas da esfera federal e aquilo que aconteceu no nível da municipalidade e, mais, no nível das unidades de educação do município. / The object of study of this research was the implementation of the nine-year elementary school educational policy, as expressed in the Federal Law 11.274/06. This research was based on the basic assumption that effective educational changes rely on the implication of the actors directly involved with the school practices. In this context, this investigation was committed to bring possible answers to the following questions: how was the extension policy from the eight to the nine-year elementary school implemented in a city in the interior of the São Paulo State? Which debates and formative measures did the city´s educational council consider? In the sphere of two elementary schools, what were the discussions about this extension policy and which formative measures were developed? The specific objectives of this research comprised: investigate the measures considered by the local management with regards to the implementation of this policy in the city; inquire into the insertion and participation of teachers in the implementation of this policy in two municipal public schools in the interior of the São Paulo State; understand which formative actions were developed in the local sphere and particularly in the working context aiming at the reception of this educational policy; identify the impressions that local managers and teachers of the schools studied had with regards to their experiences in the implementation process. As theoretical references, this study derived from the legal documents, the studies of Michael Fullan and Andy Hargreaves to approach the concepts of innovation and educational change and the formulations related to the development and professionalism of teachers from authors such as António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire amongst others. The investigation of the qualitative nature (LANKSHEAR, KNOBEL, 2008) included a multiple-case study (STAKE, 1999; YIN, 2005) involving two educational public units from Elementary I and II schools associated with the Secretariat of Municipal Education from Taubaté/SP. This study revealed that the implementation of the nine-year elementary school policy neglected to involve the educational professionals in the debate. It was also identified that the studied schools were not properly organized concerning their pedagogical propositions and the infrastructure to receive the younger six-years-old children. The testimonials of teachers indicated that they were led to formulate emergency strategies to cope with six and seven-years-old children that were in the first and second years of school, respectively. In addition to that, the adoption of a workbook system did not meet the necessities of that educational population. It was concluded that there is an enormous abyss between the law, the guidance from the federal sphere and what happened in the municipality level and in the schools.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-01-24T09:36:32Z No. of bitstreams: 1 Juarez Bernardino de Oliveira.pdf: 2155594 bytes, checksum: 0905a49631ccb1f58a5c99ef683ffd39 (MD5) / Made available in DSpace on 2018-01-24T09:36:32Z (GMT). No. of bitstreams: 1 Juarez Bernardino de Oliveira.pdf: 2155594 bytes, checksum: 0905a49631ccb1f58a5c99ef683ffd39 (MD5) Previous issue date: 2017-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / We have investigated the pattern of analysis from São Paulo's educational reform in the 1990s, present in the academic production of the Postgraduate programs of the State of São Paulo. The objectives were: a) to identify the research guiding assumptions (thesis and dissertations), b) to analyze the existence of a predominant explanatory model on the subject, c) to examine the key categories defined to support the prevailing thesis that transformations in the educational policy and school administration in the 1990s in São Paulo were consequences of neoliberalism and managerialism and d) to analyze aspects neglected or exploited in a tangential way based on such a preponderant model. Horkheimer's (critically defined in 1937 in his article Traditional theory and critical theory), and the category of technological rationality, by Herbert Marcuse, were used as theoretical frameworks for the analysis. Twenty-four essays (thesis and dissertations) were selected between 1999 and 2013 in the universities located in São Paulo, which maintain Master and Doctoral programs in the Educational area. The hypothesis explored in the analysis was one in which the adherence of the governors to the patterns of educational policy and school management, defended in documents by international institutions, such as the World Bank, could only be clarified when considering the power of technological rationality as a guidance to the social relations in the capitalist society, and that the decisions of these governors and their programs were not merely the expression of rational individualities or specific political interests but above all the making of the "civilizing" march of capital which converted the objectives of enlarged reproduction due to the fact that it belongs to the contemporary world, invading all areas of social life, including education. It was concluded that a pattern of analysis prevailed in the academic production that neglected the elements of continuity and consensus of the educational policy of São Paulo, privileged the use of explanatory categories that referred to the field of small politics, as well as reducing the reform essentially to the condition of a political program and, this way, he elaborated an explanatory pattern that did not reconstitute the complex of determinations capable of clarifying the real movement of the educational policies and of education itself / Investigou-se os modelos de análise da reforma educacional paulista dos anos de 1990, presentes na produção acadêmica dos programas de Pós-Graduação do Estado de São Paulo. Os objetivos foram: a) identificar os pressupostos orientadores das pesquisas (teses e dissertações), b) analisar a existência de um modelo explicativo predominante sobre o tema, c) examinar as categorias-chave definidas para sustentar a tese prevalecente de que as transformações na política educacional e na administração escolar nos anos de 1990, em São Paulo, foram consequências do neoliberalismo e do gerencialismo e d) analisar aspectos negligenciados ou explorados de modo tangencial com base em tal modelo preponderante. Adotou-se a teoria crítica, nos termos de Horkheimer (definidos em 1937 no artigo de sua autoria Teoria tradicional e teoria crítica), e a categoria racionalidade tecnológica, de Herbert Marcuse, como referenciais teóricos da análise. Elegeu-se como corpus documental 24 trabalhos (teses e dissertações) elaborados entre 1999 e 2013 nas universidades localizadas em São Paulo e que mantêm programas de Mestrado e de Doutorado na área de Educação. A hipótese explorada na análise foi a de que a adesão dos governantes aos modelos de política educacional e de gestão escolar, defendidos em documentos de instituições internacionais, como o Banco Mundial, só poderia ser esclarecida ao considerar-se a força da racionalidade tecnológica, como orientadora das relações sociais na sociedade capitalista, e que as decisões desses governantes e seus programas não eram a expressão unicamente de individualidades racionais ou de interesses partidários específicos, mas, principalmente, a realização da marcha “civilizatória” do capital que converteu os objetivos de reprodução ampliada em razão de ser do mundo contemporâneo, invadindo todas as áreas da vida social, inclusive a educação. Concluiu-se que prevaleceu na produção acadêmica um modelo de análise que negligenciou os elementos de continuidade e consenso da política educacional paulista, privilegiou a utilização de categorias explicativas que remetiam ao campo da pequena política, reduziu a reforma essencialmente à condição de programa partidário e, desse modo, elaborou um modelo explicativo que não reconstituiu o complexo de determinações capaz de esclarecer o movimento real das políticas educacionais e da educação

The impact of change facilitator styles (CFS) on elementary teachers' stages of concerns (SoC) about adopting outcome-based education (OBE) in their schools was studied. The group studied was 266 teachers from the Texas Network for Outcome-Based Education. Principal styles are based on the Concerns-Based Adoption Model (CBAM. Styles were determined by the Change Facilitator Style Questionnaire, and teachers' concerns profiles were measured by the Stages of Concern Questionnaire. ANOVA and t tests were conducted to assess the effects of CFS at each of the seven stages of concern. ANOVA assessed teachers' educational level, experience with teaching and OBE, principal gender and type of community related to SoC. Chi-square addressed the relationship among the demographic variables and CFS. With schools as the unit of analysis, significant differences at stages 0,1,2 were found. When teachers were the unit of analysis, significant differences were found at stages 0,1,2, and 3. Concerns of teachers with Initiator style principals were significantly lower at these stages. All teachers demonstrated concerns typical of nonusers, indicating resistance to OBE. Concerns were significantly lower for teachers with master's degree than for bachelor's at stages 0 to 3. Teachers with the least experience with OBE had significantly higher concerns. Chi-square compared change facilitator styles with the demographic variables. The only significant results were more males at the management style than expected. These findings support the CBAMtheory that the initiator style is more effective at impacting SoC and improving success in adopting an innovation. Teacher demographic variables do not affect SoC or CFS. The study indicates problems implementing OBE but suggests effective leadership could impact teachers' concerns.

This qualitative research study investigated the role of the principal in implementing change in the professional development school (PDS). The study involved 7 elementary schools and 4 school-university collaboratives in the Texas network of 17 Centers for Professional Development and Technology (CPDTs). The research questions focused on the role, leadership, and management concerns of the PDS principal.

Cheung, Hin Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 206-216). / Abstracts in English and Chinese; appendix 2 in English and Chinese. / Abstract --- p.i / Abstract in Chinese (摘要） --- p.ii / List of Figures and Tables --- p.vii / Abbreviations Glossary --- p.ix / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- "Research Background, Significance and Question" --- p.4 / Chapter 1.3 --- Research Structure --- p.10 / Chapter 1.3.1 --- Research Subject and Time Period --- p.10 / Chapter 1.3.2 --- Research Objectives --- p.11 / Chapter 1.3.3 --- Hypotheses --- p.12 / Chapter 1.3.4 --- Research Methodology --- p.14 / Chapter 1.3.5 --- Limits of the Research --- p.16 / Chapter 1.4 --- Thesis Structure --- p.17 / Chapter Chapter 2 --- Literature Review: Theoretical Discussion --- p.24 / Chapter 2.1 --- Introduction --- p.24 / Chapter 2.2 --- The Concept of Religion and Politics --- p.24 / Chapter 2.3 --- Church-State Relations --- p.30 / Chapter 2.3.1 --- Role of Church --- p.30 / Chapter 2.3.2 --- The Models of Church-State Relations --- p.32 / Chapter 2.3.3 --- Types of interaction between Church and State --- p.39 / Chapter 2.4 --- Education: A Battlefield between Church and State --- p.42 / Chapter 2.5 --- Political Bargaining & Decision --- p.44 / Chapter 2.6 --- Conclusion --- p.46 / Chapter Chapter 3 --- "Church-State Relations in Hong Kong: Three governments, Four religions, Different relations" --- p.49 / Chapter 3.1 --- Introduction --- p.49 / Chapter 3.2 --- Church-State relations in the colonial age --- p.49 / Chapter 3.2.1 --- Catholicism and Protestant Christianity --- p.51 / Chapter 3.2.2 --- Buddhism and Taoism --- p.55 / Chapter 3.3 --- Church-State Relations in the transition period and after the return of sovereignty --- p.59 / Chapter 3.3.1 --- HKSAR Government & Four Religious Bodies --- p.60 / Chapter 3.3.2 --- Chinese Government & Four Religious Bodies --- p.69 / Chapter 3.4 --- Inter-religion Relations --- p.79 / Chapter 3.5 --- Conclusion --- p.81 / Chapter Chapter 4 --- "Religion, Education and School Management Reform" --- p.84 / Chapter 4.1 --- Introduction --- p.84 / Chapter 4.2 --- Religion and Education in Hong Kong --- p.84 / Chapter 4.2.1 --- Roman Catholicism --- p.88 / Chapter 4.2.2 --- Protestant Christianity --- p.91 / Chapter 4.2.3 --- Buddhism --- p.94 / Chapter 4.2.4 --- Taoism --- p.96 / Chapter 4.3 --- Schools in Hong Kong: Types & Management in the Past and Present …… --- p.98 / Chapter 4.4 --- "School Management Reform: reason, process and consequence" --- p.103 / Chapter 4.4.1 --- School-based Management: History and Development --- p.105 / Chapter 4.4.2 --- The Impact of School Management Reform --- p.108 / Chapter 4.5 --- Different Responses of Different Religious Organizations --- p.119 / Chapter 4.6 --- Conclusion --- p.132 / Chapter Chapter 5 --- Finding: Reasons for Different Responses and Relations --- p.142 / Chapter 5.1 --- Introduction --- p.142 / Chapter 5.2 --- The SAR Government's Dependence on Education Service Provision --- p.142 / Chapter 5.3 --- Social influence of Religious Organizations --- p.148 / Chapter 5.4 --- Relations with the Chinese Government --- p.161 / Chapter 5.5 --- Three factors and Religious Group --- p.170 / Chapter 5.6 --- Factors for Further Consideration --- p.172 / Chapter 5.7 --- Conclusion --- p.182 / Chapter Chapter 6 --- Conclusion --- p.191 / Chapter 6.1 --- Introduction --- p.191 / Chapter 6.2 --- Review of Major findings --- p.191 / Chapter 6.3 --- Further discussion of the research findings --- p.195 / Chapter 6.3.1 --- China and Church-State relations in Hong Kong --- p.195 / Chapter 6.3.2 --- Functional Interaction and Church-State Relations --- p.197 / Chapter 6.3.3 --- Conflict of Ideology and Church-State Relations --- p.199 / Chapter 6.4 --- Suggested Topics for Further Study --- p.202 / Chapter 6.5 --- Conclusion --- p.203 / Bibliography --- p.206 / Appendix --- p.217

In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209. The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice. The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate. Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.

There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increased use of precorrection and praise, while concomitantly reducing their use of reprimands. Limitations and suggestions for future research are provided.

This interpretive study investigated the process of radical change for a collaborative team of investigators in an allied health school at the University of South Australia. Specifically, it investigated the process of developing and implementing a fully-integrated problem-based learning curriculum across the entire undergraduate curriculum for the School of Medical Radiation. The study examined the richness and complexity of the change process for this team of educators over a two year time period. The research builds on understandings of change derived from three main bodies of literature: the school-based educational change literature; the problem-based learning literature; and the organisational change literature. It interweaves knowledge gained from each of these areas to develop a new perspective from which to consider radical educational change in higher education. Much of the previous research into change ignores the participant experience, and particularly the emotional dimension of this experience. This study redresses that gap by exploring the human dimension of the change process. This study has provided an authentic and inclusive representation of participants' experience of radical educational change. It has shown that participants not only undergo considerable cognitive dissonance when implementing major change, they also undergo significant emotional dissonance. Thus, if we are to improve the outcomes of educational innovation, we need to develop change management practices that not only recognise but also support the emotional dimension of the change process.