Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 72-75).

"The purpose of this paper is to provide information which may useful to the Marion County Director of Adult and Vocational Education and to the County School Board in planning future vocational courses, and improving the effectiveness of those now being offered"--Introduction. / "February, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaf 24).

An interest in the development of alternative instructional methods for learning disabled adolescents has emerged within the last few years. Intervention studies examining the effects of cognitive or learning strategies have been proposed as viable alternatives for facilitating the learning of learning disabled youth. This study addressed a specific cognitive or learning strategy entitled "mapping" for improving text recall. Subjects were four diagnosed learning disabled adolescents receiving support services within a high school resource classroom. The design for the study was the A-B-A-B-C design utilized in single subject research. The study consisted of administration of daily text passages and corresponding text passage exams. Each subject was individually trained to utilize the mapping strategy which required the students to take the key concepts presented in the text and develop a diagrammatic representation of these concepts. A self-graphing procedure was utilized to maintain the use of the trained strategy. The results concerning the effectiveness of the mapping strategy indicate that the utilization of the strategy will increase recall of text information among learning disabled adolescents. Maintenance of the trained strategy was demonstrated by two of the four subjects. The two remaining subjects who failed to demonstrate maintenance of the strategy were introduced to the self-graphing procedure. These subjects indicated that a graphic display of exam scores may not be sufficient to develop strategy maintenance. Educational and research implications were discussed.

Orientador: Lílian Aparecida Ferreira / Banca: Fernanda Moreto Impolcetto / Banca: Glauco Nunes Souto Ramos / Resumo: A Educação Física está presente no ensino profissional apenas nos cursos técnicos integrados ao Ensino Médio, com base na obrigatoriedade expressa pela Lei 10.328/2001. No contexto do IFSP ainda são poucos os estudos relacionados à Educação Física, evidenciando um campo carente e com necessidade de mais investigações. Diante dessa escassez de estudos, da crescente expansão dos cursos técnicos integrados e da ampla contratação de professores, o objetivo da presente pesquisa é analisar como tem se dado o ensino da Educação Física no IFSP. Orientada por uma pesquisa qualitativa com característica descritivo-interpretativa, o estudo envolveu a análise documental dos projetos pedagógicos dos cursos de ensino técnico integrado ao médio de 33 campi e entrevista semiestruturada com 15 docentes da área. Na discussão dos resultados, apresentamos os retratos da Educação Física no IFSP com base em duas categorias de análise: 1. O que dizem os planos de ensino versus o que pensam os docentes; 2. Desafios e possibilidades no ensino da Educação Física no IFSP. Podemos apontar que os planos de ensino evidenciaram os seguintes objetivos, em consonância com as perspectivas docentes: a formação do cidadão crítico, a promoção da saúde e o ensino pautado nos conteúdos da cultura corporal de movimento. As diferenças se apresentaram em relação à maior preocupação dos docentes com a problematização de questões sociais atreladas às práticas corporais, em diagnosticar os conhecimentos prévios dos alun... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Physical Education is only found in professional education in Vocational Schools, which combine Technical Education and High School. The inclusion of this school subject is enforced by law 10.328/2001. In the context of IFSP, there still are few studies related to Physical Education, which indicates it is a field that needs to be further investigated. We develop this research faced with the shortage of studies in the area, the growing expansion of vocational courses and the large scale hiring of teachers. Our aim is to analyze how the teaching of Physical Education has been carried out up to the present. This descriptive-interpretative qualitative research involved the documental analysis of the pedagogical projects of Vocational courses from the 33 campuses and a semi-structured interview with 15 teachers. In the results discussion section, we introduce the characterization of Physical Education in IFSP based on two categories of analysis: 1. What the teaching plans indicate versus what the teachers think; 2. The challenges and possibilities of teaching Physical Education in IFSP. The teaching plans show that the following objectives were aligned to the teachers' perspectives: development of a critical citizen, health promotion and the teaching of content related to body and movement culture. The differences were connected to a greater concern of teachers with the problematization of social issues associated to the corporal practices, to diagnosing students' previous knowled... (Complete abstract click electronic access below) / Mestre

Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Adult and Occupational Education.

Abstract The vocational math teachers at a vocational secondary school lack the adequate skills needed to be effective in math classrooms. The vocational teachers who teach math at the local vocational school have been identified as noncertified teachers based on their certification with the state department of education. The purpose of this project study was to determine the best professional development sessions needed to improve the instructional practice of untrained math teachers at the school. Their work is critical to the academic and career development of students. The social development theory of Vygotsky, which states that social interaction has an effect on individuals' growth and development, was the conceptual framework for this study. The research question focused on teachers' perception of the best approach to improve instructional strategies of vocational teachers in math. A qualitative case-study design was used to collect data from 8 teachers using interviews at the local vocational school. Data were analyzed and coded based on common themes. Member checking and triangulation of the data were used to ensure accuracy and credibility. The findings of this study showed that teachers at the study site need professional development, specifically a district policy ensuring that vocational math teachers receive professional development training, common planning time, participation in professional learning communities, and support in understanding the math objectives they are expected to teach to ensure their continuous improvement. This project may influence social change by spurring administrators to provide additional training to vocational educators, which may improve the quality of teachers' level of instruction and subsequent student outcomes.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 101-112).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 77-84.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 101-112). Also available in print.