The purpose of this study was to obtain an insider's perspective of an unguided field experience, which was a part of a university professional preparation program, through the use of naturalistic research techniques. The methodologies employed were participant observation and interviewing (both formal and informal). Data were also collected by having the preservice teachers maintain daily journals of their observations. / Data collection lasted six weeks. The seven volunteer subjects were senior physical education majors. The observation period entailed six hours of observation each week, for six weeks. The researcher was also a participant observer and made an effort to be in the settings with the preinterns as much as possible. / Data were analyzed inductively, and working hypotheses developed as data were collected. Emergent patterns or categories which were prevalent in the data were investigated as they became evident. Validity of the observations was established through triangulation of multiple data sources, data checks, and through the application of thick description in reporting data. / The focus of the preinterns' observations varied. However, the content of their observations was fairly consistent. The observations revealed that generally, the preinterns did not provide bases for their subjective observations; they often focused on Academic Learning Time (ALT), lesson organization, teaching methods, and student characteristics; they made simple as well as a wide variety of complex observations; they made comments about student skill performances but were not specific in these observations; they almost totally ignored individual student performance and the mechanics of the skill performances; and they seemed to disregard lesson purpose, student social interactions, teacher characteristics, the environment, and the school organization and administration. / The study revealed that while the preinterns' observations did reflect some aspects of their training, other parts were neglected. The preinterns' past experiences, university training, and interaction with inservice teachers were strong influences on their observations. Their observations contained a variety of complex observations, but they were not representative of mature observers. Recommendations are made for future research and possible program improvements. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3923. / Major Professor: Charles Imwold. / Thesis (Ph.D.)--The Florida State University, 1989.

This study explored the relationship between school quality and the degree of parent involvement. The measures of school quality consisted of 21 variables representing four categories--student achievement, learning environment, student characteristics, and school input. The measures of parent involvement consisted of five parent involvement categories--in-home parent-child interactions, parent-teacher interactions and communications, parent-school interactions and communications, and parent participation in school. / Data consisted of parent involvement data gathered through surveys of teachers and parents of children involved in a longitudinal study, school quality data, and focus group data. / Due to the exploratory nature of the study, the data was analyzed using canonical correlations analysis and multiple regression analysis. Eight school quality variables were selected (based on factor analysis) to represent the four categories--percentage of students above the median national percentile for reading scores on achievement tests, percentage of students who were expelled from the school, percentage of students who received out-of-school suspensions, percentage of students on free/reduced lunch status, percentage of teachers with 4-9 years of experience, percentage of teachers with 0-3 years of experience, expenditure per student, and percentage of teachers with advanced degrees. / Results indicated that school-level reading achievement scores, school-level poverty, school-level discipline problems (out-of-school suspensions), and teacher experience were related to the parents' ratings of parent involvement. These relationships were positive for school-level reading and school-level poverty and negative for school-level discipline problems and teacher experience. / Significant positive relationship between school-level reading achievement scores and teachers' ratings of parent involvement was also identified. In addition, teachers' education levels (advanced degrees) and school-level discipline problems (out-of-school suspensions) were positively associated with the teachers' ratings of parent involvement. / This study implies causal relationships among parent involvement and school-level reading achievement, school-level poverty, and school-level discipline problems (out-of-school suspensions), and expulsions. A direct positive relationship between the teachers' specific parent involvement training and parent involvement is also suggested. / Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 1008. / Major Professor: Virginia P. Green. / Thesis (Ph.D.)--The Florida State University, 1996.

The purpose of this study was to determine the current state of the conditions and functions of curriculum materials centers in teacher education institutions accredited by the National Council for The Accreditation of Teacher Education. The subjects selected for the study were the professional staffs of the curriculum materials centers of NCATE accredited teacher education institutions located in the United States. / The data gathering instrument was a two-part questionnaire. Part 1 sought demographic information about the centers including the following: (1) name and location of the institution; (2) number of staff assigned to the center; (3) amount of the budget allocated to the center; (4) campus agency or agencies having administrative control of the center; (5) size of collection; (6) number of hours of service; (7) size of the center; (8) most important services performed by the center. Part 2 was an attitudinal survey consisting of fifty statements which sought information about the following six major areas of concern for the curriculum materials centers: (1) administration/policies; (2) funding; (3) staffing; (4) services; (5) resources; and (6) physical facilities. A Likert scale was used to measure the respondents' answers regarding the existing and desired conditions at the centers. / The collected demographic data were analyzed and a general profile of the curriculum materials centers participating in the study was compiled as well as individual profiles for the centers in teacher education institutions categorized as large, medium, and small. / The findings of the attitudinal survey indicated that the professional staffs supervising the centers considered most of the existing conditions satisfactory with the exception of certain facets of funding. Salaries, programs, and staffing were designated by the respondents as specific areas needing additional budgetary support. / This study was not meant to serve as a blueprint for designing uniform curriculum materials centers nor was it meant to formulate a set of rigid standards for the centers. However, the findings can be used to assist accreditation teams, college and university administrators, teacher educators, and education librarians to provide better resources and services for existing centers and in planning new ones. / Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0760. / Major Professor: David Leslie. / Thesis (Ed.D.)--The Florida State University, 1990.

Four college instructors and the students (N = 329) in each of their two communication classes completed the Teacher Communicator Style (TCS) instrument at five different times during the same semester. The data were used to test two underlying assumptions of Norton's (1983) Communicator Style theory. Namely, that perceptions of a person's communication style become increasingly stable as a function of more association with that person, and that separate classes of students differ in their perceptions of the same teacher's communication style. Five related research questions were also explored. / Of the ten communicator style subconstructs measured, the "Relaxed" and "Friendly" subconstructs were consistently ranked highest while the "Dominant," "Dramatic," and "Contentious" subconstructs were consistently ranked lowest. The data revealed a trend of increasing stability of students' perceptions of their teacher's communication style. This trend seems to "peak" around mid-term. However, only some of the increases in stability are statistically significant. The data also revealed that two separate classes of students differ in their perceptions of several aspects of the same teacher's communication style. Question 1 revealed that as the semester progresses, students do not move toward consensus about their teacher's communication style. Question 2 indicated that there are differences in students' perceptions of many aspects of their teacher's style based on gender, year in school, major, grade point average, expected course grade, previous experience with course content, freedom to elect a course, satisfaction with the class, and satisfaction with the teacher. Question 3 identified "satisfaction with the teacher" as the single best attitudinal predictor of the teacher's overall communication image. Question 4 identified "Friendly" as the single best communication style subconstruct predictor of the teacher's overall communication image. Question 5 revealed that there are statistically significant differences between some of the teachers' self-reports and their classes' perception of their style. / The data yielded general trends and statistically significant findings which support the assumptions underlying Norton's theory. With this and future confirmations, the theory can continue to provide a strong framework for the study of communication style. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3792. / Major Professor: C. Edward Wotring. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to examine the initiation and implementation of microcomputer technology in the educational environment of N. H. Jones Elementary School and to assess its impact on teachers. Microcomputer technology was configured as a teacher workstation. / A conceptual framework was developed to promote microcomputer technology and to monitor and interpret the phenomenon. Elements of the framework were five guidelines of the Innovation-Focused strategy (Fullan, 1985), interventions of the Change Facilitator strategy (Hall & Hord, 1984) and the Concerns-Based Adoption Model (CBAM) (Hord, Rutherford, Huling-Austin & Hall, 1987). / Five research questions provided direction for the inquiry. The questions were: (1) What concerns did teachers have about microcomputer technology? (2) Were there factors in the school environment that promoted the diffusion and use of microcomputer technology by teachers? (3) Were there perceived barriers that impeded acceptance and use of microcomputer technology by teachers? (4) What levels of use did teachers attain using the innovation microcomputer technology? (5) What teacher-related outcomes are attributed to using microcomputer technology? / Teachers' concerns were identified with the Stages of Concern instrument of the CBAM. Results showed that teachers had Self and Task concerns at the beginning of the study. As teachers increased their involvement with microcomputer technology their concerns shifted toward the Impact concerns, Consequences, Collaboration and Refocusing. Teachers' levels of use of microcomputer technology was assessed with the Level of Use instrument. Results revealed that teachers clustered in Mechanical and Routine user levels. By the end of the study 80% of teachers had reached the Routine Level of Use. / Study Conclusions were: (1) Fear of technology can be alleviated with an implementation strategy that empowers teachers and accepts and works within their point of view, (2) Complexity of an innovation affected the rate at which teachers mastered and used the innovation, and (3) Configuring the innovation into its component parts facilitated successful implementation and alerted the change facilitator to technical assistance needs. / Recommendations for future research include configuring microcomputer technology beyond a teacher workstation, replication of the study using the change model presented and identifying long term impact of microcomputer technology on teachers. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0779. / Adviser: Robert G. Stakenas. / Thesis (Ed.D.)--The Florida State University, 1995.

Esse estudo objetivou apreender, a partir das representações de pós-graduandos de instituições federais de ensino superior brasileiro, das diversas áreas de conhecimento e de regiões geográficas, o sentido e significados atribuídos por eles à docência no ensino superior. Os dados coletados através do uso de dois instrumentos: questionário e entrevistas foram analisados com subsídios da teoria das representações proposto por Lefebvre (1983). Foram enviados 3.081 questionários a pós-graduandos através de e-mails, sendo que deste total retornaram 980 respondidos. As entrevistas foram realizadas on line com o uso dos programas Msn e/ou Skipe. O grupo entrevistado foi composto por 40 pós-graduandos, sendo dois mestrandos e dois doutorandos das diversas áreas do conhecimento (com e sem experiência docente no ensino superior) de cada região geográfica do Brasil. O referencial teórico e metodológico selecionado para a condução da pesquisa e análise dos dados pautou-se na teoria das representações e no método genealógico propostos por Lefebvre (1983). A partir da análise dos dados obtidos foi possível desvendar as condições por meio das quais as representações sobre docência no ensino superior se formam, tendo em vista tanto seu caráter retrospectivo como prospectivo, uma vez que as representações se formam e se modificam conservando o gérmen de sua origem e apontando o devir. A análise dos dados balizada pelo referencial teórico revelou a existência de um hiato entre o concebido e o vivido pelos pós-graduandos em relação à docência, tanto os que têm experiência como docentes no ensino superior como aqueles que ainda não são professores. Os mestrandos e doutorandos admitiram que não dominam conhecimentos pedagógicos necessários à prática docente, apesar de considerá-los importantes à docência. Seus depoimentos revelaram uma naturalização da docência, ou seja, a docência é aprendida a partir da experiência discente, inspirada em antigos professores. Considera-se que a docência, independente do nível de ensino em que ela aconteça, é uma ação humana. Reconhecer a dimensão humana da docência é admitir e assumir que ela se constitui histórica e socialmente e, por conseguinte, é parte integrante da identidade profissional do professor. A partir da pesquisa realizada depreendeu-se que a docência no ensino superior amalgama-se em uma teia de significados que condicionam a sua concepção e deixam marcas indeléveis naqueles que vivenciam cotidianamente a profissão docente. Portanto, não é possível conceber a docência vivida sem considerar a formação pedagógica específica enquanto dimensão imprescindível à profissão docente. / This study installed seize from representations of post-graduating students of superior education of federal institutions of Brazil, of the various areas of expertise and geographic regions, sense and meanings assigned by them to teaching in superior education. The collected data through the use of two instruments: questionnaire and interviews were analyzed with grants of representation theory proposed by Lefebvre (1983). Questionnaires were sent to post - 3,081 students through e-mails, being that this total returned 980 answered. The interviews were conducted online using programs as MSN and/or Skype. The group interviewed was composed of 40 graduate students, two MA students and two doctoral candidates of the various areas of knowledge (with and without experience teaching in superior education) for each geographical region of Brazil. The theoretical and methodological referential selected to conduct the research and analysis of data was marked in the theory of pedigree representations and the method proposed by Lefebvre (1983). From the analysis of data obtained could unravel the conditions whereby representations about teaching in superior education form, in order both to your character retrospective as forward-looking as offices and unchanging conserving the germ of his origin and pointing the flux. Analysis of the data marked by theoretical referential revealed the existence of a gap between the developed and lived by post-graduating students in teaching, both those who have experience as teachers in superior education as those who aren\'t teachers. The MA students and doctoral candidates admitted that dominate pedagogical knowledge needed to practice teaching, although as important to teaching. Their testimony revealed a naturalization teaching, i.e. teaching is learned from the learning experience, inspired by former teachers. The teaching, regardless of level of education that it happens, is a human action. Recognize the human dimension of teaching is to admit and assume that it is historical and socially and is therefore an integral part of the professional identity of the teacher. From the survey of implied that teaching in superior education amalgama in a web of meanings that govern its design and leave indelible marks of those who experience everyday teaching profession. Therefore, it is not possible to conceive teaching lived without considering specific pedagogical training as essential dimension occupation.

Orientador: Juvenal Zanchetta Júnior / Banca: Francisca das Chagas Silva Lima / Banca: Mariza Borges Wall Barbosa de Carvalho / Banca: Raquel Lazzari Leite Barbosa / Banca: Suely Amaral Mello / Resumo: Frente ao aumento significativo do número de cursos ofertados pelas instituições de educação superior na modalidade de Educação a Distância, este trabalho tem o objetivo de refletir as suas potencialidades pedagógicas para o trabalho educativo comprometido com as máximas possibilidades do desenvolvimento humano. Esta apreensão foi realizada a partir de uma aproximação pedagógica com a abordagem teórica histórico-cultural, que vai ao encontro da nossa concepção do homem como um ser social, produtor de bens materiais, de relações sociais e do próprio conhecimento, e, nesse sentido, um produtor de toda a cultura humana existente, um produtor de si mesmo. Para tanto, buscou-se as seguintes compreensões: o papel que a Educação a Distância vem assumindo frente as políticas educacionais pelo viés do discurso de democratização e universalização da educação superior preconizado pelo Estado, levando-se em conta, a política de expansão das vagas ofertadas em todo o território nacional no período de 1996 a 2008; o processo educativo nas diferentes esferas de relações sociais do homem, que no âmbito deste trabalho denominamos de relações sociais em-si e relações sociais para-si, como condição humanizadora; por fim, tratou-se de compreender a estrutura e o diálogo autorizado pelos instrumentos midiáticos a partir de uma experiência com a modalidade de Educação a Distância, uma vez que pelos postulados da teoria histórico-cultural a comunicação é quem confere o caráter da mediação existente nas relações sociais. A experiência foi realizada no período de agosto a outubro do ano de 2009, a partir da disciplina Algoritmos do Curso de Licenciatura em Informática do Campus VII da Universidade... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Facing the significant increase in the number of courses offered by higher education institutions in the form of distance education, this paper aims to reflect their pedagogical potential for the educational work committed with the highest possibilities of human development. This study was made from a pedagogical approach with the cultural-historical theoretical approach, which meets our conception of man as a social being, producer of material goods, social relations and knowledge in itself, and this way, a producer of all the existing human culture, a producer of himself. For this, we sought the following understandings: the role that Distance Education has taken forward the educational policies from the higher education discourse of democratization and universalization perspective, considering the policy of expansion of places offered in the entire national territory in the period of 1996 to 2008, the educational process in the different human social spheres, that in this work we call social relationships in it-self and social relationships for one-self, as a humanizing condition; and finally, this study attempted to understand the structure and dialogue authorized by the instruments of media from an experience with Distance Education, as it was assumed by the historical-cultural theory the communication is who grants the measuring character of existing social relations. The experiment was conducted from August to October, 2009, from the discipline of Algorithms in the Computer Science Graduation on Campus VII of the Maranhão Federal University, located in Codó city (MA) and it was attended by thirty-one students. The analyzed data was collected through two questionnaires and records held by the participants... (Complete abstract click electronic access below) / Doutor

Durante as duas últimas décadas a discussão a respeito do papel da argumentação no ensino de ciências vem se destacando em vários países. No Brasil são ainda escassos os estudos dedicados à temática, especialmente com relação ao ensino de química. Vários pesquisadores afirmam que a sua prática pode favorecer a compreensão de conceitos científicos, o desenvolvimento do pensamento crítico e o entendimento sobre a natureza da ciência pelos alunos. No presente trabalho investigamos aspectos relacionados à elaboração e aplicação de oficinas de formação sobre a argumentação, tendo em vista o entendimento das suas contribuições na preparação e implementação, por parte dos licenciandos, de projetos de regência que fomentem a sua manifestação no ensino básico de química. Procuramos também analisar as características de argumentos produzidos pelos licenciandos na busca de explicações para a ocorrência de um fenômeno natural e identificar se valorizam a argumentação na prática pedagógica. Lançamos mão do Modelo de Argumentação de Sampson e Blanchard para analisar as características dos argumentos produzidos pelos licenciandos durante o processo de formação e verificamos que estes, em sua maioria, não apresentam todos os elementos esperados em uma argumentação científica, de acordo com o referido Modelo. Para avaliarmos em que medida os licenciandos valorizam a argumentação como uma alternativa para melhorar o ensino e a aprendizagem de ciências nos pautamos na análise dos projetos de regência elaborados e de entrevistas semiestruturadas realizadas ao final do processo. As estratégias e objetivos adotados na elaboração dos projetos se mostraram alinhados com aqueles enfatizados nas oficinas de formação e os depoimentos prestados revelaram indícios de valorização da argumentação por parte dos licenciandos. Analisamos ainda as regências com a finalidade de investigar a forma como os licenciandos se apropriam do discurso argumentativo e realizam ações pró-argumentação, assim como a possível influência do processo de formação na adoção de tal postura. Nas regências dos licenciandos identificamos ações desencadeadoras de processos argumentativos, como posicionar-se na construção dos argumentos e justificar com evidências. Estas ações sugerem a influência e as contribuições das oficinas no planejamento e execução das regências, uma vez que nas oficinas os licenciandos participaram de atividades cujos objetivos residiam, principalmente, no oferecimento de estratégias de ensino promotoras da argumentação e na caracterização da argumentação e distinção entre os diferentes componentes que constituem um argumento. Os resultados indicaram a relevância do processo de formação e proporcionaram subsídios para a análise e reflexão sobre o potencial da argumentação na prática educativa em química. / Over the last two decades, the discussion concerning the role of argumentation in science teaching has come to the forefront in various countries. In Brazil, there are still few studies regarding this subject, especially in relation to chemistry teaching. Various researchers state that its practice can help students understand scientific concepts, develop critical thinking and understand the nature of science. In this thesis, we investigate aspects related to developing and running training workshops on argumentation, with a view to understanding pre-service teachers´ contributions in the preparation and implementation of conducting projects which foment argumentation in chemistry teaching. We also attempted to analyse the characteristics of arguments produced by pre-service teachers to look for explanations for the occurrence of a natural phenomenon and identify if they value argumentation in the pedagogical practice. We lay hold of the Argumentation Model proposed by Sampson and Blanchard to analyse characteristics of the arguments produced by the pre-service teachers during the training process and observed that, on the whole, they do not present all the elements expected in scientific argumentation, according to the aforementioned model. In order to evaluate the extent to which the pre-service teachers value argumentation as an alternative to improve science teaching and learning, we used as a base the analysis of the developed projects and semi-structured interviews carried out at the end of the process. The strategies and objectives adopted in the projects development showed to be compatible with those emphasized in the training workshops and the testimonies given showed evidence of the pre-service teachers valuing argumentation. Furthermore, we analysed the dominion provided by the pre-service teachers so as to investigate the way the pre-service teachers take control of the argumentative discourse and take pro-argumentation actions, as well as the possible influence of the training process in adopting such a posture. When the pre-service teachers took command, we identified triggering actions of argumentative processes, such as positioning oneself when putting forward arguments and giving reasons based on evidence. These actions suggest the influence and contributions from the workshops in planning and taking command, as in the workshops the pre-service teachers took part in activities whose objectives were mainly to offer teaching strategies to encourage argumentation and argumentation characterisation, as well as distinguishing between the different components that comprise an argument. The results showed the importance of the training process and provided a basis to analyse and reflect on the potential aspect of argumentation in the educational practice in chemistry.

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This research explores the final assessment of language competence of future foreign language (FL) teachers (university graduates) in the Russian educational context. Foreign Language teacher training has always been an essential part of Russian education and its importance increased in the 1990s. Later however, with significant educational reforms at primary and secondary school level, teacher training became an area of least attention and interest from the Ministry of Education of Russia and local education authorities. This research is based on the belief that no school reforms are possible without investing in teachers and, therefore, in initial and in-service teacher education, with assessment being one of its key dimensions. The study aims to describe optimal methods of assessing language competence of novice teachers of English as a FL in Russia. For this purpose, the following objectives have been achieved: - a description of current notions of FL teacher language competence, based on analyses of previous theoretical and empirical research; - design of exam evaluation tools – 3 questionnaires and an interview framework, and their use in data collection from various stakeholders in a Russian state pedagogical university; - identification of strengths and weaknesses of the current Final language assessment; - description of possible alternative options for the Final Language Examination and discussion of their impact on different stakeholders. The research follows a mixed-methods design with both qualitative and quantitative data collected and discussed. The study involves various stakeholders at different levels and from different backgrounds – university students, Final Exam takers; Exam designers and administrators, and also teachers of English who provided their valuable vision of the current Final Language Examination and its possible alternatives. The data obtained through surveys and interviews allows for tentative conclusions on the current Language Examination’s appropriacy and relevance, and provides ground for a multi-faceted analysis of the Exam’s strong points and weaknesses, and for development of alternative assessment tasks. The research concludes by viewing possible changes in the Exam as likely and less likely to happen in the near future, based on analysis of the Russian higher education context.