Magíster en Educación Mención Currículum y Comunidad Educativa / Nombre Del Autor: Carolina Estefanía Álvarez Rojas Profesor Guía: Manuel Silva Águila Grado Académico Obtenido: Magíster en Educación Mención Currículum y Comunidad Educativa Título de la Tesis: Planificación Para La Comprensión; Un Estudio Cuasi Experimental. En el presente trabajo se presentan dos grandes áreas relacionadas a la planificación docente. Primero, los “Estándares Orientadores para Carreras de Pedagogía en Educación Media” entregado por el Ministerio de Educación Chileno, el que establece las bases mínimas tanto de conocimiento como de habilidades que cada futuro egresado de pedagogía en educación media debe poseer. Segundo, el modelo “Understanding By Design” el que busca implementar una estructura, compatible con todo marco curricular que permita a los profesores de cualquier disciplina, promover en sus alumnos aprendizajes y sobre todo comprensión profunda y duradera de los contenidos. Ambos áreas de investigación serán trabajadas desde perspectivas teóricas como también serán analizadas cuantitativamente para poder determinar la significancia de la comprensión al momento de planificar, es decir, se verificará la incidencia que un curso de planificación puede tener, todo desde la perspectiva de estudiantes de Formación Inicial Docente

This thesis provides annotations for contemporary adolescent novels for the purpose of serving as a guide for English teachers in the individual selection of novels for outside reading by adolescents in grades nine, ten, eleven, and twelve.

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Thesis advisor: Diana Pullin / A number of scholars are examining factors hindering student performance. Scholars suggest that understanding these factors is critical knowledge for leaders to cultivate as they work to address elements within their school or district that need to change if student learning is to improve. What is often overlooked in the literature is how educators understand the achievement gap and the impact this understanding has on the learning environment. Exploring how district- and school-level leaders understand disparities in student performance and how these understandings then influence the work of leadership may offer insight into factors hindering student performance. The study was conducted in a small, diverse urban district designated by the state as low performing based on state indicators. Many scholars have explored interactions among leaders as a factor hindering student performance. These researchers indicate the significance of the role that interactions between district- and school-level leaders play in school improvement efforts. Although this is a central focus area in the literature, there is limited scholarship on how those interactions specifically impact leaders' understanding of barriers to students' opportunity to learn. Therefore, analyzing these relations may result in an increased awareness of their impact on the learning environment. This single case study uses document reviews and interview data to analyze leader relations and practice. Findings reveal interactions among leaders resulted in an understanding of barriers in the learning environment; lack of trust hindered some relations but despite this, all leaders engaged in tasks intended to enhance student learning. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Despite sound policy and educative reasons for its adoption, the use of Teaching Games for Understanding (TGfU) (Bunker and Thorpe, 1982, 1986b) amongst Physical Education (PE) teachers remains limited. Previous research has indicated that PE (student) teachers’ past and current experiences influence their interpretation and application of this instructional model. The purposes of this interpretative case study therefore were to (a) examine how PE teachers not formally educated in its use interpreted and delivered TGfU using net games and (b) identify the factors that led to their interpretation and delivery of this model. The participants were three purposefully selected teachers from a Sports Academy in the West Midlands, United Kingdom (UK). Data were collected through formal, stimulated-recall and informal interviews, lesson observation field notes, teacher reflective journals and lesson planners. The theoretical framework used to guide data collection and analysis was occupational socialization¹ (Lawson, 1983a, b). The data was inductively analysed teacher by teacher and then by cross-case analysis (Lincoln and Guba, 1985). Findings showed that the teachers demonstrated differing versions of TGfU based around teaching tactics, techniques and use of social constructivist learning strategies. Themes that influenced the teachers’ interpretations and use of TGfU individually and/or collectively were their knowledge of games; the capabilities and behaviour of their pupils and the influence of past and present colleagues. The original contribution to knowledge of this thesis is that the workplace appears incapable of encouraging the full version of the model to be utilised by teachers not previously educated in its use in the UK, irrespective of the relative simplicity of the game taught and the time frame. It is recommended that teachers receive Continuous Professional Development (CPD) to develop their understanding of the tactical problem-solving nature of games; ensure they have sufficient content knowledge and be able to implement the underpinning learning theory effectively.

MMed, Family Medicine, University of the Witwatersrand, 2011 / Background Informed consent is required for any surgical procedure. It is a demonstration of a patient‟s agreement to have surgery performed. Many studies have considered the quality of informed consent in clinical trials. However, only few studies have assessed patients‟ understanding of the process of informed consent in clinical practice. This descriptive cross-sectional study has looked at patients‟ perceptions and understanding of informed consent process for surgical procedures. Aim To explore patients‟ perceptions on informed consent and ascertain if those who have signed for surgical procedures have adequate understanding of the informed consent process. Objectives 1. To ascertain patients‟ perceptions of the process of informed consent; 2. To determine patients‟ recollection of elements of this process that were considered when they signed the consent. 5 3. To explore if patients understand the meaning and implications of the informed consent process; 4. To determine whether patients obtained information about procedures from sources other than the healthcare workers; Methods This was a descriptive cross-sectional study conducted among patients admitted at Leratong hospital for elective surgery. A sample of patients (n=98) selected from those booked for elective surgery at Leratong theatres between April 2008 and June 2008 were interviewed. Different aspects of information were analysed. Specifically: social and demographic profile, formal education, previous medical and surgical history, perceptions of informed consent, process of informed consent and knowledge of the procedure‟s indication, risks and alternatives. Equally considered were sources and value of external medical information. Results Patients interviewed represented 5.5% of the total of those booked for elective surgery. The median similar to the modal age was 38 years, 58.2% being females. Only 4.1% had tertiary education, 32% did not reach secondary school of which 11.2% had no formal education at all. Concerning their prior medical /surgical background, 26.5% were on chronic medical treatment and 48% had previous surgery. More than two third (91%) of them had stayed in the hospital for more than 12 hours prior to surgery. 6 Only 27% perceived the signing of consent form as a proof that they understood the procedure. It was demonstrated that the higher the education level the better the perceptions of informed consent process (P=0.0006). More than 2/3 of patients needed further explanation in their mother tongue to understand the information. Seventy-four per cent did not read the consent form. The understanding of information was more likely to be checked when the information was given by a doctor than by a nursing sister (P=0.014). Only 8% admitted to know some alternatives to the proposed procedure, 13% of patients knew the risks. Formal education was not linked to better understanding of the informed consent process (P=0.245). Patients claiming to have received further information on the procedure from sources other than the healthcare system did not show an added advantage on understanding (P=0.152). The study has demonstrated the low level of understanding of informed consent process in this provincial public hospital. It has shown the public perceptions of the consent form, and the advantage granted by the formal education in this regards. Based on these results, it is therefore recommended that an approved translation of the consent form be made available to patients as an alternative to those who are not English speakers. A proper guideline should be established for physicians to ensure disclosure of information in language of choice of patients to obtain better informed consent.

In previous research men have been shown to obtain higher mean scores on tests of horizontality CH) and verticality CV) than do women. This study investigated the role of experiential factors in this gender difference. Undergraduate psychology students were randomly assigned to one of three treatment groups: training, enhanced training, and placebo. The pretest measure of verticality and horizontality CV/ H), training, and posttest were administered via videotape. Major findings were: men obtained higher mean V/H scores than women; V and H scores correlated significantly; and training increased performance relative to a placebo, but enhanced training was not superior to standard training. It was hypothesized that participation in athletics might eliminate the V/ H sex difference. This was supported by initial analyses of the data. However, further analyses revealed that this may have been artifactual. Errors on the V/H test were classified as undercorrections, overcorrections, and miscorrections. It was found that miscorrections corresponded to relatively low scores, inconsistent responding, and resistance to training. Scores on a generalization test substantiated al l findings from the original V/H measure.

The purpose of this research program was to explore the effectiveness of the Predict- Observe-Explain (POE) teachingllearning technique to diagnose students' understanding of science and identify students' level of achievement with reference to the Science Student Outcome Statements for Australian schools. This research employed an interpretive action research approach with a sample of students from three Australian metropolitan high schools in grades 9, 10, 11, and 12, whose ages ranged between 14 and 17 years. Three data collection methods were used to generate data for interpretation, namely, written POE responses of students, in-class journals and student interviews. Data collected were interpreted using three theoretical perspectives, namely, Chi et al.'s theory of ontological categories, Hewson and Hennessey's conceptual change theory to determine the epistemological status of students' understanding of science, and Chinn and Brewer's model to classify types of students' responses to contradictory observations. This purpose of using this methodology was to obtain an in-depth, plausible and credible account of students' understanding and their level of achievement. POE tasks were concerned with heat and the expansion of water, solubility of salt, and power and resistance of light globes. The data revealed common ideas amongst students that are contrary to scientists' science; furthermore, students showed that they were able to articulate their own ideas based on the POE tasks. The findings in this research reveal that these POEs were effective in capturing a range of possible student observations and prediction outcomes when worded in an open-ended format. / Quality information on students' understanding and on the way they responded to contradictory data was obtained when POEs were administered by teacher demonstrations and were designed to produce phenomena that were clear, immediate and had only one aspect to observe. Furthermore, the data suggest that POEs are effective in identifying students' achievement across levels within a substrand of the Australian Student Outcome Statements and enable the teacher to observe and document a spread of achievement over a range of levels rather that a single outcome. The results of this research suggest that POEs are effective in diagnosing students' understanding of science and their level of achievement. The POE tasks can be used by teachers to insightfully design learning activities and strategies that start from the students' viewpoint rather than that of the teacher or the scientist. Findings in this research have implications for curriculum development and learning strategies, teacher development, and the promotion and assessment of students' understanding and level of achievement.

The majority of adults in the US and in Europe appear to be scientifically illiterate. This has not changed in more than half a century. It is unknown whether the Australian public is also scientifically illiterate because no similar testing is done here. Public scientific illiteracy remains in spite of improvements in science education, innovative approaches to public outreach, the encouraging of science communication via the mass media, and the advent of the Internet. Why is it that there has been so little change? Is school science education inadequate? Does something happen between leaving high school education and becoming an adult? Does Australia suffer from the same apparent malady? The pilot study at the heart of this thesis tests a total of 692 Year Ten (16-year-old) Australian students across ten high schools and a first year university class in 2005 and 2006, using measures applied to adults. Twenty-six percent of those tested participated in a related scientific literacy project utilising in-person visits to Macquarie University in both years. A small group of the students (64) tested in 2005 were considered the best science students in seven of the ten high schools. Results indicate that no more than 20% of even the best high school science students - on the point of being able to end their formal science education - are scientifically literate if measured by adult standards. Another pilot test among 150 first year university students supports that indication. This compares to a scientific literacy rate of 28% for the US public. This thesis finds that the scientific literacy enterprise ?? in all its forms ?? fails scrutiny. Either we believe our best science students are leaving high school scientifically illiterate or there is something fundamentally wrong in our perceptions of public scientific illiteracy. This pilot study ?? probably the first of its kind ?? indicates we cannot rely on our current perceptions of a scientifically illiterate public. It demonstrates that a paradigm shift in our thinking is required about what scientific literacy is and in our expectations of a scientifically literate adult public. In the worst case scenario, governments are pouring millions of dollars into science education and public outreach with little or no basis for understanding whether either is effective. That is illogical, even irresponsible. It also impacts on the way astrobiology ?? or any science ?? is communicated in public.