The Virginia Department of Corrections mandates that all offenders without a high school diploma or general equivalency diploma (GED) are required to be enrolled in GED programs offered in the prison system. However, these programs have shown varying rates of success. Supported by the constructivist theory, the purpose of this qualitative case study was to identify how correctional education staff members perceived the effectiveness of the GED programs. Data from surveys and interviews with 9 educational correctional staff members were collected and analyzed for themes. Findings indicated that (a) participants use computer software for effective instruction, (b) offenders who were enrolled in correctional education programs successfully reenter society after being released from incarceration, and (c) offenders' self-efficacy is related to GED instruction. Findings may be used to improve GED programs to support offenders in obtaining a GED and training to promote social justice by returning to their communities more prepared to obtain jobs and contribute to the global economy.

Thesis (M.A.)--Miami University, Dept. of Communication, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 43-45).

121f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-17T13:28:02Z No. of bitstreams: 1 Dissertacao Tatiane Chatesseg.pdf: 821765 bytes, checksum: c8ba57f8e181c9e560a49f91d81ff9e2 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-20T15:08:33Z (GMT) No. of bitstreams: 1 Dissertacao Tatiane Chatesseg.pdf: 821765 bytes, checksum: c8ba57f8e181c9e560a49f91d81ff9e2 (MD5) / Made available in DSpace on 2013-04-20T15:08:33Z (GMT). No. of bitstreams: 1 Dissertacao Tatiane Chatesseg.pdf: 821765 bytes, checksum: c8ba57f8e181c9e560a49f91d81ff9e2 (MD5) Previous issue date: 2010 / O currículo trabalhado pela Escola Pública de Trânsito, na Bahia, constitui-se importante fonte de dados para a análise da reprodução escolar das desigualdades de gênero, também presente nas relações pedagógicas de gênero, vivenciadas cotidianamente entre professores/as e alunos/as. Tais relações pedagógicas de gênero podem ser encontradas nas considerações acerca do tempo e do espaço escolares, das metáforas ilustrativas usadas em sala de aula e da interação entre a turma formada e os/as professores/as. As formas através das quais a reprodução dos estereótipos de gênero, percebidos no cotidiano do trânsito urbano, se processa no ambiente educacional devem merecer particular atenção dos curricularistas, sejam eles tradicionais, críticos ou pós-críticos. Neste sentido, a presente análise do currículo adotado pela Escola Pública de Trânsito, inspirada pelas concepções inerentes à Teoria Crítica e com o aporte dos Estudos de Gênero em Educação, envolveu três procedimentos, a saber: 1. Observação das aulas do curso teórico, relativo à aquisição da primeira habilitação; 2. Análise da Proposta Pedagógica; 3. Entrevistas com os instrutores, com base na técnica da entrevista semi-estruturada. Para tais observações e entrevistas, foram usadas, a partir de uma concepção epistemológica inspirada nos Estudos Feministas, como referencial analítico e instrumental, a etnopesquisa e a Teoria das Representações Sociais. Etnopesquisa entendida como pesquisa centrada no sujeito observador e no sujeito observado, ao passo que as Representações Sociais possibilitam o desvelamento do imaginário coletivo, em seu caráter interpretativo das práticas sociais. A partir da utilização dos métodos expostos, constatou-se o surgimento da Andragogia como modalidade pertinente à Educação para o Trânsito, na medida em que os/as adultos/as são abstratamente atendidos/as pelas teorias educacionais em geral. Quanto às imagens utilizadas em sala de aula, poucas inferências foram feitas acerca do seu potencial analítico, referente às representações sociais de gênero em particular. O processo de aprendizagem das mulheres foi considerado, pelos instrutores, como diferenciado em relação ao dos homens. Características como inquietação, indecisão, observância às regras de trânsito e o cuidado extremado ao dirigir foram consideradas tipicamente femininas. Ao final desta dissertação, o conceito de condução perfeita foi problematizado, por representar o tema central das aulas do curso teórico, para aquisição da primeira habilitação. / Salvador

Made available in DSpace on 2015-04-16T14:49:11Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3167115 bytes, checksum: b04735c8baa30e9f4f0ea44b6fe3ab8d (MD5) Previous issue date: 2014-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study main aim was to analyze the learning process based on individual differences of students of the distance bachelor degree in public administration linked to National Training Program in Public Administration - PNAP, according to the andragogical approach. We attempted to verify the profile of this virtual student progress, analyze the relationships between the profiles of these students and andragogic learning principles, and identify the status of self-directedness of these students in their learning process. The theoretical framework comprises five sections, in order to (a) present the different theoretical orientations that purports to explain the phenomenon of learning, (b) treating adult learning based on andragogical approach , including the definition of the adult learner and andragogical model developed by Knowles, Holton and Seanson (2011), (c) describe the self-directed learning, including considering the conceptual counterpoints found in the literature due to different views (behavioral and cognitive) of the authors on the process, (d) characterize the distance, describing its evolution over the years, and (e) reflections on the topics covered in the chapter. To facilitate the achievement of these objectives, it was conducted a quantitative, exploratory and descriptive research, using the survey method. The research was conducted with students from the distance bachelor's degree in Public Administration linked to the PNAP. In total, 273 students participated, comprising 10 institutions from different Brazilian states. The questionnaire was made available to students through the LimeSurvey software via the Internet. Data analysis included the SPSS, and subsidized a descriptive analysis of relationship testing, correlation, factor analysis and ANOVA. The results show that virtual students of administration can be considered as self-directed learners and that there are six principles that underlie the process of learning in a virtual environment. Furthermore, it was found that individual differences shown by the virtual learner act as mediators in the process. The findings reveal that the administration should promote education in liberating conditions to boost the autonomy and self-direction in students, and highlights the importance of using a methodology that allows students to opening suit your learning process to their particular way to study and learn. / Esse estudo tem como objetivo central analisar o processo de aprendizagem com base nas diferenças individuais dos alunos de cursos de bacharelado a distância em administração pública vinculados ao Programa Nacional de Formação em Administração Pública - PNAP, segundo a abordagem andragógica. Buscou-se verificar o perfil do aluno virtual do referido curso, analisar as relações existentes entre os perfis desses alunos e os princípios andragógicos de aprendizagem; e identificar o estado de autodirecionamento desses alunos em seu processo de aprendizagem. O embasamento teórico compreende cinco seções, com a finalidade de (a) apresentar as diferentes orientações teóricas que se propõe a explicar o fenômeno da aprendizagem; (b) tratar da aprendizagem de adultos com base na abordagem andragógica, incluindo a definição do aprendiz adulto e o modelo andragógico desenvolvido por Knowles, Holton e Seanson (2011); (c) descrever a aprendizagem autodirecionada, considerando inclusive os contrapontos conceituais encontrados na literatura da área devido às diferentes visões (comportamental e cognitiva) dos autores sobre o processo; (d) caracterizar a educação a distância, descrevendo a sua evolução ao longo dos anos; e (e) as reflexões sobre os temas abordados no capítulo. Para viabilizar a consecução dos objetivos, foi realizada uma pesquisa do tipo quantitativa, de caráter exploratório e descritivo, utilizando o método survey. A pesquisa foi desenvolvida com estudantes de bacharelado a distância em Administração Pública vinculados ao PNAP. No total, participaram 273 alunos pertencentes a 10 instituições de ensino de diferentes estados brasileiros. O questionário foi disponibilizado aos alunos através do software LimeSurvey, via internet. A análise dos dados contou com o auxílio do SPSS, e subsidiou a realização de uma análise descritiva, testes de relação, correlação, análise fatorial e ANOVA. Os resultados apontam que os alunos virtuais de administração podem ser considerados como alunos adultos autodirecionados e que existem seis princípios andragógicos que fundamentam o processo de aprendizagem em ambiente virtual. Além disso, observou-se que as diferenças individuais apresentadas pelos aprendizes virtuais atuam como fatores mediadores nesse processo. Os achados revelam que o ensino em administração deve promover condições libertadoras para impulsionar a autonomia e o autodirecionamento nos alunos, e destaca a importância da utilização de uma metodologia que possibilite abertura para os alunos adequarem seu processo de aprendizagem a sua forma particular de estudar e aprender.

This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.

No description available.

State and regionally recognized New Jersey teachers struggle to use their professional knowledge in their schools and districts in roles other than teaching. The purpose of this study was to discover the perceptions of highly recognized New Jersey teachers who were interested in taking on additional roles and responsibilities in schools. Guided by Sergiovanni's concept of school communities, DuFour's vision of school culture, and Lieberman's professional development practices, this study examined the connection among these 3 concepts and explored approaches to the creation of trusting communities of teachers who work collaboratively to improve schools. The research questions focused on teacher leaders' perceptions of teacher leadership roles and the skills, knowledge, and dispositions they most valued. The participants were 12 state teachers of the year in New Jersey with 3 or more years of teaching experience. A case study design was used to capture the insights of participants through interviews, online discussions, and a focus group. Emergent themes were identified from the data through open coding, and findings were developed and validated. The key results were that teacher leaders have a desire to engage with school leaders to find ways to share their knowledge and skills with colleagues, and that they value big-picture thinking, fearlessness, and a clear commitment to their students. A project of customized content was designed to guide interested classroom teachers who aspire to be teacher leaders in order to develop the awareness and capacity to take on new roles in schools. Implications are that teachers will be empowered to become more deeply involved in school leadership and that school administrators will foster a culture that supports emerging teacher leaders.

A training program was established in the Midwestern United States to help employers understand compliance requirements of the health insurance industry. The purpose of this study was to conduct a modified program evaluation of the effectiveness of Pay or Play, a portion of a larger Benefit Compliance Program. The reason for the evaluation was the high percentage of remediation needed for administrators of employee health insurance following Pay or Play seminar sessions, which posed the question of program effectiveness in education of participants. This study is important because administrators of employee health insurance are responsible for understanding compliance regulations and face penalties for noncompliance. The theoretical frameworks of constructivism, andragogy, and critical thinking and the conceptual framework of responsive program evaluation were used to guide the study. Document analysis of seminar materials and interviews were conducted with a sample of 12 volunteer seminar participants needing remediation from the school administration and business. Interviews and documents were manually coded and analyzed to identify themes. Findings included lack of variety of teaching methods and training materials appropriate for adult learners, a lack of engagement in critical thinking, and a lack of active construction within their own learning. Recommendations were made for changes in the facilitation methods and presentation of materials to support more effective training for adult participants. The implications of this study for positive social change include more effective training of employers on compliance regulations, which could result in greater understanding of government regulations of the health insurance industry, fewer cancellations of insurance coverage, and more effective implementation of benefits policy.

Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixedmethods research explored the impact of an online PD program on high school teachers’ selfefficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture. Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.

Autism Spectrum Disorder (ASD) is a low-incidence disorder with high impacts on individuals, families, and society. School-based speech-language pathologists (SLPs) have tremendous responsibilities toward individuals with ASD, but pre-service SLPs are not adequately trained to fulfill these expectations. In order to reduce the widespread financial and social impact of ASD, school-based SLPs need to complete effective training to prepare them for the selection of established social-communication practices. One framework for the selection of individualized intervention is the Ziggurat Model (Aspy & Grossman, 2008). The following study used mixed methods to investigate the research question: “Does the ASD knowledge base of ASHA-certified school-based SLPs change when they complete an online training module based upon Aspy and Grossman’s Ziggurat Model? If so, what are those changes?” A pre-test post-test control group design demonstrated a significant difference in the experimental group’s and the control group’s pre-test post-test change scores, as demonstrated by an independent samples t-test (p=.039, 18df). Qualitative data analysis resulted in six themes. While the online training of Aspy and Grossman’s Ziggurat Model used in this study was an effective method with which to train school-based SLPs in using a comprehensive framework, more rigorous research is needed on this model relative to the selection of intervention.