Global ETD Search

1	Taking the Leap: The Mix of Motivators and Inhibitors that Impact the Decision to Pursue or Not to Pursue the Superintendency Bonaiuto, Susan, Booras, Ellin, Dunne, Kerry, Gilbert, Lauren, Libano, Jose Antonio, Lynch, Lincoln January 2012 (has links) Thesis advisor: Diana C. Pullin / Framed in the context of increased media attention focused on a shortage of qualified candidates for the superintendency of public school districts, this study examines the thought process of educational leaders who are in a position to pursue the superintendency. A review of the literature explored the increasing challenges of the position itself, and examined business and psychology literature concerning applicant attraction and the concept of fit including the factors that may attract and deter potential applicants. Qualitative research methods were used to illuminate the thought process that accompanies consideration of the superintendency. The following research questions were considered: what factors, including job desirability and accessibility, influence the pursuit intentions of individuals qualified to be superintendent, and, how does the mix of motivators and inhibitors impact the decision to pursue or not to pursue the position? Twelve in-depth interviews were conducted with graduates of a doctoral program in educational leadership, all currently working as educational leaders in public school districts. Coded transcripts from the interviews highlighted the importance of perceived positional and organizational fit, the use of a common mental checklist to conceptualize fit, and the weight that is applied to different factors. Data also pointed to the ways in which female and racial/ethnic minorities experience the pursuit process differently, especially in terms of their access to pipeline networks. Recommendations are made for professional associations of educational leaders, search agencies and school districts, and higher education. / Thesis (EdD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education. applicant attraction fit pursuit intentions recruitment superintendency thought process
2	The Effects of Mood State and Intensity on Cognitive Processing Modes Lamar, Marlys Camille 08 1900 (has links) To investigate the effects of emotional arousal on information processing strategy, three different moods (sadness, anger, and happiness) were hypnotically induced at three different levels of intensity (high, medium, and low) in 29 male and female undergraduate students, while engaging them in a visual information processing task. Subjects were screened for hypnotic susceptibility and assigned to either a high susceptibility group or low susceptibility group to account for the attentional bias associated with this trait. All subjects were trained to access the three emotions at the three levels of intensity. During separate experimental sessions, subjects were hypnotized, and asked to access a mood and experience each level of intensity while being administered the Navon Design Discrimination Task, a measure of global and analytic visual information processing. Scores were derived for global processing, analytic processing, and a percentage of global to analytic processing for each level of mood and intensity. Two (hypnotic susceptibility) x 3 (emotion) x 3 (intensity level) repeated measures ANOVAs were computed on the global, analytic, and percentage scores. In addition, two separate ANCOVAs were computed on each dependent measure to account for the effects of handedness, and cognitive style. None of these analyses revealed significant main effects or interactions. The analysis of the percentage scores revealed a trend toward differences between the emotions, but in a direction opposite to that hypothesized. Hypnotic susceptibility does not appear to mediate global and analytic responses to the Navon visual information processing task when emotions are being experienced. Results regarding emotions and emotional intensity were discussed in terms of the problems with adequate control and manipulation of mood and intensity level. Difficulties with the Navon measure were also explored with regard to the exposure duration in the Navon task, and its adequacy in measuring shifts in information processing associated with transient mood states. Implications for future research were discussed. mood and cognition thought process information processing strategy Thought and thinking. Mood (Psychology)
3	La main à la pâte. D’une innovation en matière d’éducation scientifique aux conditions de sa transférabilité au système scolaire / La main à la pâte. From an innovation in scientific education to the conditions of its transferability within the school system Micewicz Marin, Clotilde 30 November 2010 (has links) Surgie en 1996, "La main à la pâte" suggérait que l’école ne pouvait se suffire du lire écrire et compter sans un « raisonner » qui en constituerait son épine dorsale à travers l'enseignement des sciences. Ce projet innovant souhaitait concilier une formation intellectuelle par la construction de connaissances et de compétences, une formation morale par les valeurs construites et transmises, une formation sociale ou politique par l’éducation du sens critique.La recherche présentée se demande si cette opération peut et à quelles conditions être transférée au système scolaire ? Question complexe affaire de finalités, de contenu, d’organisation, de gouvernance. Question complexe car La main à la pâte n’est pas à l’heure actuelle à distance du système éducatif : un tiers des écoles primaires a pu être concerné par l’enseignement des sciences fondé sur l’investigation qu’elle encourage et accompagne.Dans un premier temps, est analysée La main à la pâte. On en retient l'importance de l’investigation raisonnée et des conditions socio-historiques de l'émergence des savoirs.Dans un second temps sont clarifiées les stratégies d’acteurs qui s’y déploient, illustrant une constante articulation entre des dimensions de co-formation et une visée éthique empreinte d’humanisme revendiquée par ses fondateurs.Ensuite est abordée La main à la pâte d’un point de vue politique en montrant comment plus globalement a été traité le lien science et société. Enfin, est questionné le possible transfert de ce modèle dans le système de l’ Education Nationale, tant du point de vue des enjeux de l’enseignement scientifique et de l’éducation citoyenne que La main à la pâte promeut, que sur le plan de la conception de l’organisation qu’elle incarne. / Born in 1996, La main à la pâte (Lamap) suggested that teaching could not limit itself to reading, writing and counting without some “coherent reasoning” which would constitute its backbone through the teaching of sciences. This innovating project hoped to reconcile an intellectual education: the construction of knowledge and competences, a moral education: the construction and transmission of values and a social/political education by enhancing critical thinking.This research thesis questions whether this operation can be transferred to the school system, and in which conditions. It is indeed a complex question, in terms of finalities, contents, organization and governance. It is a complex question because Lamap is not remote from the education system: one third of the elementary schools has already been concerned with inquiry based science education, which Lamap encourages and accompanies.First, we start with the analysis of Lamap, underlying the importance of the thought process and of the social/historical conditions for the emergence of knowledge.Secondly, the actors’ developing strategies are clarified, illustrating a constant articulation between dimensions of mutual training and the strong humanistic ethical philosophy asserted by its founders.Then Lamap is studied through the link between science and society, in a general political perspective. Lastly, we question the possible transfer of this model to the Education Nationale system, both in terms of the stakes of science education and citizenship education which Lamap promotes, and as far as the respective organization of these two systems. La main à la pâte Investigation Inquiry Raisonner Science Enseignement Accompagnement scientifique Formation Gouvernance La Main à la Pate Hands on Investigation Inquiry Thought process Science Teaching Scientific tutoring Training Governance
4	Rozvoj tvůrčího myšlení jedince v procesu kognitivní činnosti / Development of creative thinking of individual in the process of cognitive activity Ilyasova, Vladlena January 2012 (has links) This thesis is devoted to the development of creative thinking. The main objectives of the work are to identify, define and justify the psychological factors, stages and qualitative characteristics of creative thinking. Show through practical experiments that specially organized cognitive activity leads to the development of creative thinking through the development of its qualitative properties. In my work I analyze in detail the concept of creativity, creative thinking, and cognitive activity in terms of different scientific approaches. One important aspect is the detailed functional analysis of the process of creative thinking and cognitive activity. Cognitive activity in the context of my work is discussed as a functional space for the development of creative thinking. During the practical part by experimental work we confirm the hypothesis that the development of individual qualitative characteristics of creative thinking during a specially organized cognitive activity leads to the overall development of creative thinking. Practical work includes preparation and adaptation of Torrance figural test of creative thinking to identify creative potential, preparation of exercises and tasks for the development of each property of creative thinking, preparing a presentation to familiarize students with concepts: creativity, creative thinking, cognitive activity and the capacity to distinguish psychical phenomena influencing the creative thinking. Creating an appropriate atmosphere for the development of emotionally-positive attitude of students to the process of creative thinking. Ensuring an impact of detected psychological factors through the implementation of certain conditions. Carrying out classes targeted to the development of individual qualitative characteristics of creative thinking in the 5th, 6th and 7th classes of elementary school Janského. By creating a control and experimental groups we provide the ability to track changes in the practical section. After comparing and analyzing the results we can make the conclusion that the specially organized cognitive activity leads to the development of creative thinking. Own contribution of the work lies in the fact that the effect of each identified, evidence-based psychological factor in the development of creative thinking of individual is guaranteed due to creation of certain conditions to initiate and activate this process, while developing each of the four qualitative characteristics of creative thinking takes place gradually. The research results can be used in the practice of educational institutions to create a comprehensive program targeted to develop creative thinking and the implementation of this framework program in the school education process. During writing this thesis we used the following methods: a theoretical analysis of philosophical, psychological and pedagogical literature, examined the practical experience on the subject. Developing creative thinking of individual during cognitive activity was studied using experimental tests of J. Guilford, E.P. Torrance and others. The work consists of two parts. First, more theoretically oriented part, is divided into two chapters. The first chapter deals with definitions of basic terms, describes the process of creative thinking and its stages. The second chapter deals with the revelation of psychological factors and phenomena influencing the process of creative thinking and functional analysis. Second, practically oriented part, deals with the preparation of tests and tasks targeted to the development of individual qualities of creative thinking, practical implementation of research among primary school pupils and analysis of the results.
5	Uchopení matematických výukových prostředí dětmi předškolního věku (5-7let) / Graspig arithmetic learning environments by children (age 5-7) in kindergarten Šubrtová, Eva January 2014 (has links) thesis: Children of pre-school age are entering stage of structural change of thinking. The way how they grasp solving mathematical tasks reflects whether these changes have already started. This work surveys visible intellectual outputs in the group of 20 children who passed set of experimental tasks at arithmetic learning environments "Stepping" and "Bus". Children were subsequently subjected to pedagogical diagnostics and results of this investigation and carried experiments were trade off. From comparison it can be concluded that results of both surveys correspond enough to facilitate the application of selected mathematical tasks as pedagogical diagnostic tools.
6	Les théories de la complexité et la systémique en gouvernance clinique: le cas des soins intensifs chirurgicaux Hellou, Gisèle 08 1900 (has links) Deux thématiques importantes des technologies de la santé: la pratique médicale fondée sur des preuves probantes et l’évaluation des interventions en médecine sont fondées sur une approche positiviste et une conception mécaniste des organisations en santé. Dans ce mémoire, nous soulevons l’hypothèse selon laquelle les théories de la complexité et la systémique permettent une conceptualisation différente de ces deux aspects de la gouvernance clinique d’une unité de Soins Intensifs Chirurgicaux (SIC), qui est considérée comme un système adaptatif dynamique non linéaire qui nécessite une approche systémique de la cognition. L’étude de cas d’une unité de SIC, permet de démontrer par de nombreux exemples et des analyses de micro-situations, toutes les caractéristiques de la complexité des patients critiques et instables et de la structure organisationnelle des SIC. Après une critique épistémologique de l’Evidence-Based Medicine nous proposons une pratique fondée sur des raisonnements cliniques alliant l’abduction, l’herméneutique et la systémique aux SIC. En nous inspirant des travaux de Karl Weick, nous suggérons aussi de repenser l’évaluation des modes d’interventions cliniques en s’inspirant de la notion d’organisation de haute fiabilité pour mettre en place les conditions nécessaires à l’amélioration des pratiques aux SIC. / In Health Technology Assessment and Management, Evidence-Based Medicine and many tools available for clinical assessment reflect a positivistic and mechanistic approach to Health Care Organizations and scientific knowledge. We argue that the Complexity Theories and the Systemic decision-making process give a different insight on those two aspects of Clinical Governance in a Surgical Intensive Care Unit (SICU). In a case-study, we describe the nature of critically ill and unstable patients and the organizational structure of a SICU in a university based hospital. We demonstrate all the characteristics of complexity in that setting, through the use of many examples and micro-situational analysis. After an epistemological critical appraisal of EBM, we suggest that if a SICU is conceptualized as a dynamic non-linear adaptative system, then clinical knowledge and scientific thought processes must include hermeneutical, systemic and abductive types of reasoning. Finally, we draw upon Karl Weick’s work and suggest that a SICU must be considered as a High Reliability Organization in order to aim for improving patient care and create better conditions for quality and performance in this complex environment. Système dynamique non linéaire Technologies de la santé Gestion en santé Modes d’interventions en santé Organisation de haute fiabilité Épistémologie médicale Raisonnement clinique Herméneutique en médecine Non-Linear Dynamic System Health Technology Assessment Health Care Management Medical Epistemology EBM High Reliability Organization Surgical Critical Care ICU Complexity Theory Systemic Thought Process
7	Les théories de la complexité et la systémique en gouvernance clinique: le cas des soins intensifs chirurgicaux Hellou, Gisèle 08 1900 (has links) No description available. Système dynamique non linéaire Technologies de la santé Gestion en santé Modes d’interventions en santé Organisation de haute fiabilité Épistémologie médicale Raisonnement clinique Herméneutique en médecine Non-Linear Dynamic System Health Technology Assessment Health Care Management Medical Epistemology EBM High Reliability Organization Surgical Critical Care ICU Complexity Theory Systemic Thought Process
8	En studie i elevmotivation genom självreglerande lärande som metod för inlärning i moderna språk / A study on Learner Motivation by means of Learner Autonomy as Studying Technique in Modern Language Learning Gehrke, Karina Wiebke January 2022 (has links) Onödiga språkvalsbyten i moderna språk kan anses vara resultat av motivationsbrist kopplat till intrycket att glädje i språkvalsstudier inte leder till gymnasiebehörighet. Denna studie ämnar undersöka och fördjupa kunskap om a) samband mellan självreglering och elevmotivation, samt b) samband mellan glädje och motivation. Hattie och Zierer (2019) konstaterar att mer självreglering leder till ökad elevmotivation. För att pröva om denna slutsats kan verifieras, genomfördes en empirisk studie med lärarintervjuer som besvarade följande fråga: Vad anser lärare är en bra återkoppling till eleverna? För att kunna nå en slutsats i frågan om samband mellan självreglering och elevmotivation etablerades först en definition av begreppet självreglering. I detta syfte användes en teori som står för uppsatsens analytiska ramverk. Ramverket baseras på författare som arbetar i linje med Richard M. Ryans och Edward L. Decis Self-Determination Theory (SDT). Då slutsatsen att mer självreglerande lärande leder till ökad elevmotivation inte kunde verifieras i min empiriska studie, genomfördes en noggrann litteraturstudie. Utifrån denna kunde jag sedan göra en analys av mina frågeställningar med anslutande diskussion. Resultatet antyder att lärare bör fokusera på elevmotivationens kvalitet, med den prototypiska intrinsiska motivationen som mål, för att kunna motverka motivationsbristen i skolan. I detta forskningsarbete kom jag dessutom fram till slutsatsen att en högre motivation i allra högsta grad kan leda till ett mer effektivt lärande i allmänhet. Nyckelord: effektivt lärande, elevmotivation, intrinsisk motivation, motivationsbrist, Self-Determination Theory, självreglering, återkoppling formative assessment learner autonomy Self-Determination Theory motivation language studies language learner autonomy SDT intrinsic motivation extrinsic motivation learning motivation self-regulation student motivation modern languages language learning formative feedback self-regulated learning effective learning task level process level self-regulation level feedback long-term goals learning goals high school eligibility curriculum primary school language choice multilingual society result-oriented curriculum learning system language skills curriculum in modern languages upper secondary school motivation difficulty motivation problem German lack of motivation planning phase implementation phase self-reflection phase metacognition metacognitive strategy metacognitive process thought process visible learning controlled learning autonomous self-regulation sense of autonomy social values personal values self-regulation style identified regulation integrated regulation SDT work method self-reflection goal setting learning activity formative Motivation im Unterricht Lernermotivation Autonomie Fremdsprachenunterricht Formative Diagnostik Lernerautonomie Lernmotivation Selbstregulation Autonomie Schülermotivation moderne Sprachen Sprachenlernen formative Beurteilung formatives Feedback selbstgesteuertes Lernen effektives Lernen Freude am Lernen Aufgabenebene Prozessebene Selbstregulationsebene Feedback Lernziele Lehrplan Grundschule mehrsprachige Gesellschaft ergebnisorientierter Lehrplan Lernsystem Sprachkompetenz Lehrplan in Moderne Sprachen Sekundarstufe II Motivationsschwierigkeit Motivationsproblem Fach Deutsch DaF Motivationsmangel Planungsphase Umsetzungsphase Selbstreflexionsphase Metakognition metakognitive Strategien metakognitiver Prozess Denkprozess sichtbares Lernen intrinsische Motivation extrinsische Motivation kontrolliertes Lernen autonome Selbstregulation Autonomiegefühl soziale Werte persönliche Werte Selbstregulationsstil identifizierte Regulation integrierte Regulation SDT Arbeitsmethode Selbstreflexion Zielsetzung Lernaktivität lärandemotivation självreglering autonomi elevmotivation moderna språk språkinlärning formativ bedömning formativ återkoppling självreglerande lärande effektivt lärande glädje i undervisning uppgiftsnivå processnivå självregleringsnivå återkoppling långsiktiga mål lärandemål gymnasiebehörighet läroplan språkvalslektion grundskola språkval flerspråkig samhälle resultatorienterad lärosystem språkkunskap kursplan i moderna språk högstadiet motivationssvårighet motivationsproblematik tyska motivationsbrist planeringsfas genomförandefas självreflektionsfas metakognition metakognitiv strategi metakognitiv process tankeprocess synligt lärande inneboende motivation yttre motivation kontrollerad autonom självreglering extrinsisk motivation intrinsisk motivation autonomikänsla sociala värden personliga värden självregleringsstil identifierad reglering integrerad reglering SDT arbetsmetod självreflektion målsättning inlärningsaktivitet formativ Learning Lärande

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