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Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10Moss, Aideen Helena 20 November 2013 (has links)
This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.
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EXTENT OF LINKAGE DISEQUILIBRIUM, CONSISTENCY OF GAMETIC PHASE AND IMPUTATION ACCURACY WITHIN AND ACROSS CANADIAN DAIRY BREEDSLarmer, Steven 09 August 2012 (has links)
Some dairy breeds have too few animals genotyped for within breed genomic selection to be carried out with sufficient accuracy. As such, the level of linkage disequilibrium within each breed as well as consistency of gametic phase across breeds was studied. High correlations of phase (>0.9) were found between all breed pairs at this same SNP density. The efficacy of imputing animals genotyped on lower density (6k and 50k) panels was then explored in order to increase the size of the reference population with 777k genotypes in a cost-effective manner. These results showed high accuracies (>0.92) in all imputation scenarios studies, using both a within breed and a multi-breed reference population for imputation. It was concluded that given the results of both of these studies, pooling breeds into a common reference population for genomic selection should be a viable option for accurate genomic selection in breeds with few genotyped individuals. / NSERC, USDA, CDN, DairyGen, Ayrshire Canada, Guernsey Canada, Semex, L'Alliance Boviteq Inc.
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Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10Moss, Aideen Helena 20 November 2013 (has links)
This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.
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TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAMBrashear, Taylor 01 January 2015 (has links)
Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students. Consequently, the University of Kentucky (UK) is piloting Presentation U, a multimodal communication across the curriculum (MCXC) program. This study examines the degree to which the Faculty Fellows program succeeds in helping faculty across the university integrate effective communication instruction and assignments into their courses. For this study, all faculty members participating in cohort #2 of the program responded to surveys and wrote reflection papers regarding their experiences. Their responses were analyzed and conclusions drawn. The study, grounded in the adult theory of transformative learning, found evidence of worldview transformation among faculty fellows as a result of their participation in the program.
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Futures of education: Feminist and post-Western critiques and visionsMilojevic, I. Unknown Date (has links)
No description available.
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Playing musical hopscotch: How Indigenous Australian women perform around, within and against Aboriginalism.Barney, K. S. Unknown Date (has links)
No description available.
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Playing musical hopscotch: How Indigenous Australian women perform around, within and against Aboriginalism.Barney, K. S. Unknown Date (has links)
No description available.
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Playing musical hopscotch: How Indigenous Australian women perform around, within and against Aboriginalism.Barney, K. S. Unknown Date (has links)
No description available.
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Futures of education: Feminist and post-Western critiques and visionsMilojevic, I. Unknown Date (has links)
No description available.
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[en] TERRITORIAL IDENTITIES INSIDE THE SCHOOL ROUTINE / [pt] IDENTIDADES TERRITORIAIS NO COTIDIANO ESCOLARVIVIANE MENEZES DE AMORIM 19 October 2010 (has links)
[pt] Como explicar a contradição das sociedades plurais em lidar com a
diferença? Por que a diversidade cultural é tão celebrada e ao mesmo tempo
negada na sociedade brasileira? Qual o papel do espaço geográfico nessas
temáticas? Formas de desvalorização social são criadas a cada dia, toda a vez que
se tenta desqualificar as diferenças que dignamente constituem pessoas e grupos.
A geografia cultural se interessa particularmente pela consciência sobre os lugares
e pelos papéis que eles desempenham na formação de identidades individuais e
coletivas. Nesta abordagem teórica, observam-se como os sujeitos, em interação
com o meio geográfico, percebem e questionam suas identidades, sejam elas
construídas ou cristalizadas nas representações sobre os lugares e as relações
espaciais. Esta pesquisa parte do pressuposto de que toda identidade territorial é
uma identidade cultural, definida através do território, ou seja, dentro de uma
relação de apropriação que se dá tanto no campo simbólico quanto no espaço
físico. Assim, o espaço geográfico constitui parte fundamental dos processos de
identificação social. Nesta perspectiva, ao entendermos a escola como espaço de
construção das representações, visões de mundo e valores dos educandos/as, as
questões sobre identidade e diferença tornam-se fundamentais. Essa pesquisa teve
como objetivo central analisar a interação entre a identidade territorial, a origem
geográfica, o nosso contexto social pluralista e o cotidiano escolar, na tentativa de
contribuir para uma prática pedagógica na perspectiva intercultural. Para tanto foi
realizado um diálogo entre diferentes autores, tanto do campo da geografia quanto
da educação, acerca do tema pesquisado. Foi realizada ainda uma pesquisa de
campo com educandos/as do primeiro e segundo anos do ensino médio noturno de
uma escola pública localizada na zona sul do Rio de Janeiro, a fim de
compreender a representação desses sujeitos sobre o papel da identidade territorial
no cotidiano escolar. / [en] How can we explain the contradictions inside plural societies regarding
their way with dealing with differences? Why cultural diversity can be so
celebrated at the same time that it can be denied by Brazilian society? What is the
role of the geographic space among those themes? Social ways of diminishing
different people are created every day, every time someone tries to disqualify the
differences that constitute people and their groups. Cultural geography is
particularly interested in the conscientiousness about places and about the roles
that they perform in the formation of individual and collectives identities. In this
theoretical approach, it is observed how do individuals acknowledge and question
their own identities, which may be built or crystallized among their
representations of places and spatial relations, as they interact with the geographic
space. In this work it is defended the idea that territorial identity is a cultural
identity, defined through the territory, as it creates an association between both the
symbolic field and the geographic space. Therefore, the geographic space
constitutes a fundamental part of the social identification processes. With this
perspective, as we comprehend that schools are places where representations,
world views and values of the students are constructed, the issues related to
identities and differences become essential. This work presents a research which
has seek to analyze how does the interaction among territorial identity, geographic
origin, the plurality presented inside our social context and the school routine take
place, as an attempt to contribute to the development of an intercultural
pedagogical practice. For this purpose it has been established a dialog between
different authors from both the geography and the education fields. It was also
been developed a field research with students from the first and second grades of
High School of a night course at a public school located at the south district of Rio
de Janeiro, in order to comprehend the representations of those individuals
regarding the role of territorial identity inside the school routine.
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