Evaluation of teacher training has been conducted primarily on pre-service contexts and has focussed almost exclusively on evidence of impact in terms of changes in teachers’ behaviour or beliefs. Using a responsive / constructivist methodology my research focuses on an in-service context and takes the participants as the starting point of the research in order to examine both the processes of teacher learning (i.e. how do teachers learn) as well as the product (what are their claims, concerns and issues) regarding the training programme. The emergent data is analysed with findings grounded in the literature of teacher learning and parallels made with my own reflections on the processes of learning through the research experience itself. The evaluation focuses on a Cambridge In Service Certificate of English Language Teaching (ICELT) training course which is designed as an internationally appropriate INSET programme that can satisfy the training needs of (both native and non-native) EFL teachers. The research is valuable because we do not know how teachers learn on a training course. Through a review of the literature and exploiting the imagery of a metaphorical journey of development, I formulate a framework for analysing teacher learning which distinguishes between practical (applied) knowledge, conceptual knowledge and knowledge of self. This theoretical framework provides a lens to analyse data emerging during the evaluation. The research advocates an alternative ‘constructivist – responsive’ method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). The research methods follow a Fourth Generation Evaluation model (Guba and Lincoln 1979). The results show that in terms of the evaluation outcomes (product) we can identify modes of learning that concern tasks (how), knowing (what) and awareness of self and socio-cultural context (why). Analysis of the teachers’ talk as collaborative interaction showed little evidence of learning taking place. There were no obvious sections of exploratory talk that is conducive to the construction of new meanings and learning. However by analysing teachers’ talk as a manifestation of individual modes of thinking we are able to identify modes of thinking that have clear parallels with the framework of teacher learning depicted above: techno-rationale thought (how), reflective thought (what) and critical thought (why).The descriptive framework therefore depicts the integration of levels for both the process of learning and the products of learning and as such is a powerful tool for teacher educators. Teachers need to operate on all three levels in their professional lives. The study challenges some well-established assumptions in teacher training evaluation. In terms of epistemology, teacher learning is life-long and individual. Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of the socio-cultural context and recognise the interconnectedness of process and product (i.e. how the traveling and the journey interact).

The Longfellow House in Cambridge, Massachusetts is one of America’s best known historic homes. Built in 1759 by Major John Vassall, the grand house exemplified Colonial English tastes and was at the center of a cycle of Colonial Royalist mansions. After the American Revolution, however, the house quickly became a symbol of American patriotism. Occupants ranging from General George Washington and Henry Wadsworth Longfellow each added to the legacy of the house. Early in the nineteenth century, the Longfellow House’s distyle portico- pavilion traveled to Canterbury, Connecticut, becoming a colloquial house-type. Aided by its connection to General Washington and its appearance in two World’s Fairs, the house gained further popularity around the American Centennial. This thesis provides the most expansive history of the house’s impact on American architecture to date and is the first to connect the house to both the Greenhouse at Mount Vernon and Connecticut’s “Canterbury Style.”

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING. / Bibliography: leaves 482-490. / William Robert Ware (1832- 1915) planned and directed the first collegiate program in architectural education i n the United States. He was educated in the liberal arts and civil engineering at Harvard University and received further training in architects' offices before entering into practice with Henry Van Brunt (1832-1903). In 1865 Ware was appointed to the newly established Massachusetts Institute of Technology. He remained on the faculty until 1881, when he was called to Columbia University to organize still another collegiate program in architecture. During 1866-67, Ware traveled in Europe, paying particular attention to the role of national schools and professional organizations in the teaching of architecture in Britain and France. Formal instruction in architecture at M.I.T. began in the fall of 1868. Ware devised a curriculum, which he adjusted throughout the 1870s, including drawing and design, architectural history, and construction and practice (i . e., building materials and components, specifications, and contracts). In the spring of 1872, he recruited Eugene Letang (1842-1892), an alumnus of the Ecole des Beaux-Arts, to teach design. From this time on, the routine studio problems at M.I.T. began to emulate those of the Ecole, and the eclectic neoclassicism of the Beaux-Arts began to predominate in students' drawings. The Department of Architecture at M.I.T. in these earliest years functioned best in providing a one- or two-year course of special study for persons who were graduates of four-year colleges or who had some experience in architects' offices. It also served to prepare Americans for the formal or informal study they intended to pursue in Paris. Ware's department offered, in effect, a postgraduate program, a program in continuing education, and a preparatory program for advanced study at the Ecole des Beaux-Arts. By virtue of its location in cosmopolitan Boston, the M.I.T. Department of Architecture emerged in the 1870s as the preeminent American collegiate program, attracting more students from more diverse parts of the country than the other important early programs at Cornell University and the University of Illinois. Ware trained some 235 students at M.I.T., and many of them became the leaders in architecture and architectural education in the late nineteenth and early twentieth century. / by John Andrew Chewning. / Ph.D.

Submitted by Cleide Dantas (cleidedantas@ufpa.br) on 2014-05-07T12:48:50Z No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_ComparacaoDoisProcedimentos.pdf: 2435494 bytes, checksum: bb92571f01159bc451f461fcc5ace31f (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2014-09-12T15:33:30Z (GMT) No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_ComparacaoDoisProcedimentos.pdf: 2435494 bytes, checksum: bb92571f01159bc451f461fcc5ace31f (MD5) / Made available in DSpace on 2014-09-12T15:33:30Z (GMT). No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_ComparacaoDoisProcedimentos.pdf: 2435494 bytes, checksum: bb92571f01159bc451f461fcc5ace31f (MD5) Previous issue date: 2009 / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / FINEP - Financiadora de Estudos e Projetos / A visão de cores consiste na discriminação de objetos com base em sua composição espectral, auxiliando na interação organismo-ambiente. Dentre os primatas, estima-se que a dicromacia seja uma característica compartilhada pela maioria das espécies platirrinas, sendo esta condição polimórfica e ligada ao sexo. O objetivo deste estudo foi comparar os resultados produzidos por equipamentos e softwares distintos para avaliar a tri/dicromacia em dois machos e duas fêmeas da espécie Cebus sp. Foram utilizados dois programas computadorizados: um envolvendo uma versão adaptada do Cambridge Colour Test e outro desenvolvido para o uso em sistema computacional padrão. Nos Experimentos 1 e 2 foi possível averiguar a condição tricromata de uma participante e dicromata dos participantes restantes. No Experimento 3, uma participante fêmea e um macho apresentaram desempenho dicromata compatível com o registrado nos experimentos anteriores. Neste mesmo experimento, uma participante fêmea apresentou desempenho tricromata compatível com o registrado nos experimentos anteriores. Concluiu-se com este estudo que condições favoráveis para a avaliação de visão de cores em primatas platirrinos podem ser edificadas envolvendo equipamento e software de baixo custo financeiro e de fácil programação. Entretanto, devido ao pequeno número de sessões realizadas com o equipamento de baixo custo, sugere-se a replicação do Experimento 3 e a realização de novas sessões com maior número de participantes e envolvendo novos arranjos de estímulos. Acredita-se que se novos dados corroborarem os produzidos aqui, este procedimento e equipamento poderá ser utilizado para avaliação de outras espécies platirrinas onde dados comportamentais são escassos. / Color vision consists in discrimination of objects based on their spectral composition, assisting in the organism-environment interaction. Among primates, it is estimated that the majority of the platyrrhines monkeys has a polymorphic and sex-linked dichromacy. The objective of this study was to compare the results produced by different equipments and softwares for assessment of tri/dichromatic conditions of two males and two females of the genus Cebus sp. Two computerized programs were used: one involving an adapted version of the Cambridge Colour Test and another one developed for a standard computational system. In Experiment 1 and 2 were possible to verify the trichromatic condition of one female subject and the dichromatic condition of the rest of the participants. In Experiment 3, a female and a male subject presented a dichromatic performance compatible to that one registered in previous experiments. In this Experiment, a female participant presented a trichromatic performance compatible to that one registered in previous experiments. It was concluded that favorable conditions for assessment of color vision in platyrrhines species can be built involving equipment and software with low financial cost and easy to program. However, due the few number of sessions with the low financial cost equipment, it is suggested the replication of the Experiment 3 and more sessions should be made with more subjects and involving new stimuli arrangement. It is believed that, if new data confirm the data produced here, this equipment and procedure can be used for evaluation of others platyrrhines species where behavioral data are scarce.

Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children's mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medium of singing and setting the study in five primary schools over a full school year. Nearly 200 children aged seven to eight years, in six school classes, experienced structured weekly music lessons, congruent with English National Curriculum objectives for music but with specific foci. The quasi-experimental design employed two independent variable categories: musical focus (form, pitch relationships or rhythm) and mathematical teaching emphasis (implicit or explicit). In all other respects, lesson content was kept as constant as possible. Pretests and posttests in standardised behavioural measures of musical, spatial and mathematical thinking were administered to all children. Statistical analyses (two-way mixed ANOVAs) of student scores in these tests reveal positive significant gains in most comparisons over normative progress in mathematics for all musical emphases and both pedagogical conditions with slightly greater effects in the mathematically explicit lessons. This investigation addresses concerns that UK and US governments' quests for higher standards in mathematics typically result in impoverished curricula with limited access to the arts. In showing that active musical engagement over time can improve mathematical achievement, as hypothesised, this work adds to a growing body of research suggesting that policy-makers and educationalists should reconsider curriculum balance.

Submitted by Irvana Coutinho (irvana@ufpa.br) on 2015-04-27T15:57:22Z No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_CorrelacaoParametrosEstimados.pdf: 5807643 bytes, checksum: 3297e2d2466612b78a2f4fad2cc56280 (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2015-04-28T13:43:38Z (GMT) No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_CorrelacaoParametrosEstimados.pdf: 5807643 bytes, checksum: 3297e2d2466612b78a2f4fad2cc56280 (MD5) / Made available in DSpace on 2015-04-28T13:43:38Z (GMT). No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_CorrelacaoParametrosEstimados.pdf: 5807643 bytes, checksum: 3297e2d2466612b78a2f4fad2cc56280 (MD5) Previous issue date: 2015 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / UFPA - Universidade Federal do Pará / FAPESPA - Fundação Amazônia de Amparo a Estudos e Pesquisas / Os testes Colour Assessment and Diagnosis (CAD) e Cambridge Colour Test (CCT) têm sido amplamente utilizados em pesquisas básicas e clínicas, devido à alta sensibilidade e especificidade de seus resultados. Estes testes utilizam diferentes paradigmas de estimulação para estimar os limiares de discriminação de cor. Pouco se sabe sobre a relação de cada paradigma na avaliação da discriminação de cor nesses testes. Sendo assim, este trabalho objetiva comparar os parâmetros de avaliação da discriminação de cor estimados pelos testes CAD e CCT em sujeitos tricromatas e com discromatopsia congênita. Foram avaliados 59 sujeitos tricromatas e 38 sujeitos discromatópsicos (16 protans, 22 deutans) com idade média de 26,32 ± 8,9 anos. Foram testados 66 sujeitos nos testes CAD e CCT, 29 sujeitos no teste CAD e 2 sujeitos no teste CCT. O fenótipo da visão de cores de todos os sujeitos foi determinado através de uma bateria de testes psicofísicos e a estimativa dos limiares de discriminação de cor foi avaliada pelos testes CAD e CCT. Os dados de limiares de discriminação de cor foram ajustados a funções de elipse. Os critérios analisados para cada sujeito foram: a área da elipse, o ângulo de rotação e tamanho dos vetores protan, deutan e tritan. Para cada um dos parâmetros foi realizada: estatística descritiva, análise da dispersão dos parâmetros entre os testes CAD e CCT e dos parâmetros em conjunto, razão entre os parâmetros, correlação dos parâmetros a três modelos matemáticos e análise de concordância. Os parâmetros de área e tamanho dos vetores deutan e tritan do subgrupo tricromata; área e tamanho do vetor tritan do subgrupo protan; e tamanho dos vetores protan e tritan do subgrupo deutan apresentaram equivalência entre os resultados de ambos os testes. Os parâmetros de área, ângulo de rotação e tamanho dos vetores protan e tritan apresentaram concordância de medidas entre os testes CAD e CCT. Fatores como as localizações distintas das coordenadas centrais dos testes CAD e CCT e a disposição espacial dos vetores no espaço de cor da CIE 1976 no teste CCT podem ter influenciado na determinação de limiares de discriminação cromática de ambos os testes. Apesar de utilizarem paradigmas distintos na configuração da estimulação, os testes CAD e CCT são equiparáveis. / The Colour Assessment and Diagnosis (CAD) and Cambridge Colour Test (CCT) tests are widely used in basic and clinic researches, because of high sensibility and specificity of your results. These tests use distinct paradigms of stimulation to estimate the color discrimination thresholds. It is not well known about the relationship of results of each paradigm in the evaluation of color discrimination in these tests. So, the present study aimed to compare the parameters of evaluation of color discrimination estimated from CAD and CCT tests. Fifty-nine trichromat subjects and thirty eight subjects with congenital dyschromatopsia (16 protans, 22 deutans) with mean age of 26,32 ±8,9 years-old were evaluated. 66 subjects were tested in CAD and CCT tests, 29 subjects in the CAD test and 2 subjects in the CCT test. The color vision phenotype of all subjects was determined through a battery of psychophysical tests and the estimative of color discrimination thresholds was evaluated by CAD and CCT tests. The data of color discrimination thresholds was fitted ellipses. The criteria analyzed to each subject were: area of the ellipses, angle of rotation of the ellipses and size of protan, deutan and tritan vectors. For each one of parameters was realized: descriptive statistic, analysis of dispersion of parameters between CAD e CCT tests and the combination of these parameters in each test, ratio between the parameters, correlation of parameters to three mathematical models and analysis of agreement. The parameters of area and size of deutan and tritan vectors of trichromat subgroup, area and size of tritan vector of protan subgroup, and size of protan and tritan vectors of deutan subgroup exhibited equivalence between the results of both tests. The parameters of area, angle of rotation and size of protan and tritan vectors showed agreement of measures between your results. Factors as the distincts localizations of neutral points of CAD and CCT tests and the spatial arrangement of the vectors in the CIE 1976 color space in the CCT test may have influenced the determination of chromatic discrimination thresholds of both tests. Despite using distinct paradigms in configuration of stimulation, the tests CAD and CCT are comparable.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This thesis will investigate the fictional discourse that has developed around academia and how this discourse has manifested itself in the New Zealand literary tradition, primarily in the works of M.K. Joseph, Dan Davin and James K. Baxter. These three writers have been selected because of their status within Kai Jensen's conception of “a literary tradition of excitement about masculinity”; in other words, the masculine tradition in New Zealand literature which provides fictional representations of factual events and tensions. This literary approach is also utilised in the tradition of British university fiction, in which the behaviour of students and faculty are often deliberately exaggerated in order to provide a representation of campus life that captures the essence of the reality without being wholly factual. The fact that these three writers attempt, consciously or unconsciously, to combine the two traditions is a matter of great literary interest: Joseph's A Pound of Saffron (1962) appropriates tropes of the British university novel while extending them to include concerns specific to New Zealand; Davin's Cliffs of Fall (1945), Not Here, Not Now (1970) and Brides of Price (1972) attempt to blend traditions of university fiction with the masculine realist tradition in New Zealand literature, though, as we will see, with limited success; Baxter's station as the maternal grandson of a noted professor allows him to criticise the elitist New Zealand university system in Horse (1985) from a unique position, for he was more sympathetic towards what he considered the working class “peasant wisdom” of his father, Archie, than the “professorial knowledge” of Archie's father-in-law. These three authors have been chosen also because of the way they explore attitudes towards universities amongst mainstream New Zealand society in their writing, for while most novels in the British tradition demonstrate little tension between those within the university walls and those without, in New Zealand fiction the tension is palpable. The motivations for this tension will also be explored in due course, but before we can grapple with how the tradition of British university fiction has impacted New Zealand literature, we must first examine the tradition itself.

Thesis (Ph.D.) - University of Glasgow, 2008. / Includes bibliographical references. Print version also available.

Thesis (Ph. D.)--Sloan School of Management, 2002. / Includes bibliographical references (p. 279-293).