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The purpose of this study was to identify relationships between selected academic variables and student achievement and time of matriculation for students enrolled full-time at two Virginia community colleges; and to ascertain from those relationships the potential for predicting community college achievement. Data were collected, with permission from the VCCS Office of Research and Planning, on students (N = 287) enrolled at either Central Virginia Community College in Lynchburg, Virginia, or Southside Virginia Community College in Alberta and Keysville, Virginia, from the fall semester of 1988 through the summer semester of 1995. Persons were enrolled in either drafting and design technology, electronics technology, or engineering technology. The dependent variables used in this study were: (a) achievement in college level mathematics courses, (b) overall occupational/technical program achievement, and (c) time required to finish an occupational/technical AAS degree. Independent variables were: (a) high school curriculum (i.e., general or academic), and = (b) high school program participation (i.e., traditional articulation, dual enrollment, or no participation in either). The covariates were: (a) high school GPA, (b) scores on math portion of entrance placement test, (c) algebra I GPA, (d) geometry GPA, and (e) algebra II/trigonometry GPA. The analysis used in this study was developed in several stages. Tests of assumptions were conducted to assure normality and homogeneity of data as well as the elimination of any possibility of multicollinearity between math achievement and overall program achievement. All tests were satisfied and no significance was found at the p < .05 alpha level between math and program achievement. A 2X3 MANCOVA was conducted to ascertain any statistical relationship between the dependent variables and the independent variables. Because only persons participating in an academic high school curriculum (n = 88) had all three math prerequisites, a one way MANCOVA was then conducted to determine statistical significance, regression models were developed for the purpose of predicting community college math achievement, overall program achievement, and time required to finish an AAS degree. The study concluded that the significant predictor of time was high school GPA. The significant predictors of college math achievement were high school GPA, placement test scores, and algebra I. Significant predictors of college program achievement were high school GPA, algebra I, participation in traditional articulation and dual enrollment. / Ed. D.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Internet access and the increased use of course management systems to supplement classroom instruction in higher education in the last decade (Green, 1996; 2006) present instructors with opportunities to combine online and classroom instruction to enhance student learning. Computer-mediated communication tools like e-mail, discussion forums, and chat rooms available in course Web sites make it possible to continue course discussions beyond the time and space of the classroom. The interactions resulting from instructor use of the discussion board - an asynchronous communication tool available in most course management systems - in two web-enhanced courses that used Blackboard TM are investigated in this study. The most important finding of this study was the interaction and synergy between online and classroom discussions that resulted in several benefits for the professors and students. Semi-structured interviews with the professors and 26 students as well as classroom observations indicated that online and classroom discussions influence each other in web-enhanced courses, and that combining online discussions with classroom discussions can benefit both instructors and students. High student participation in classroom as well as online discussions, additional opportunities for engagement with course content, high instructor-student and student-student interaction, reflection on course readings, and exposure to multiple student perspectives were some benefits cited by both students and professors in the study. The professors reported additional benefits such as insight into students' understanding of readings and time saved planning, structuring, and grading course discussions. Based on the findings, two models for the integration of online discussions in the classroom are presented and the role played by instructional design, instructor participation, instructor feedback, and instructor use of online discussions in crafting a comprehensive learning experience are highlighted in this research. The findings of this study reinforce the importance of choices that instructors make when using technology to achieve their goals and learning objectives. The report concludes with recommendations for instructors wishing to integrate online discussions into the classroom in higher education and directions for future research. / 2999-01-01

The purpose of this study was to determine attitude and attitude change toward,student teaching as expressed by students who were pursuing certification to teach speech and/or drama courses in the public school at the secondary level.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-11-08T10:27:50Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Paulo Reginaldo.pdf: 1707029 bytes, checksum: 08cca19276b5072b16ae927f5e6ff86d (MD5) / Made available in DSpace on 2018-11-08T10:27:50Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Paulo Reginaldo.pdf: 1707029 bytes, checksum: 08cca19276b5072b16ae927f5e6ff86d (MD5) Previous issue date: 2018-08-03 / O presente trabalho analisará a prática dos professores de História da Rede Municipal de Ensino de Curitiba que participaram dos cursos de formação continuada com foco no desenvolvimento dos pressupostos da Educação Histórica (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) e a influência que estes cursos exerceram sobre a prática dos mesmos. Para o desenvolvimento da pesquisa, seguimos a perspectiva da investigação qualitativa (BOUTIN; GOYETTE; LESSARD-HÉRBERT, 2012), baseada no desenvolvimento dos quatro polos de investigação, quais sejam: o polo epistemológico, o polo teórico, o polo morfológico e o polo teórico. Para tanto, reunimos os projetos dos cursos de formação continuada ministrados pela Secretaria Municipal de Educação (SME) em parceria com o Laboratório de Pesquisa em Educação Histórica (LAPEDUH) da Universidade Federal do Paraná entre os anos de 2010 a 2016, mapeando os professores que tem participado destes cursos e agrupá-los para que fossem entrevistados, com o objetivo de apresentar as suas considerações sobre a prática da Educação Histórica dentro do ambiente escolar a partir dos aprendizados reunidos nos cursos. Justificase o projeto pela trajetória já percorrida com os cursos ministrados e pela aproximação dos pressupostos teóricos da Educação Histórica contidos no próprio currículo básico (CURITIBA, 2016). A pesquisa demonstrou que o curso oferece um espaço de diálogo e aprendizagem docente que agrega à prática e a pesquisa dos professores. Também apontou diferenças substanciais na concepção de ensino em sala de aula no que concerne ao uso das fontes e das produções de narrativas pelos alunos, tomando a História como a ciência de referência que encaminha o processo de aprendizado. Também foram apontadas dificuldades como as dificuldades na comunicação por parte dos alunos, bem como a não compreensão da comunidade escolar em vários momentos. / This present work aims to analyze the practice of the History Teachers of the Municipal Teaching System of Curitiba who were part of the continuing education courses focusing on the development of the Historical Education assumptions (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) and the influence that these courses have on the teachers' practices. For the development of the research, a qualitative research perspective was followed (BOUTIN; GOYETTE; LESSARDHÉRBERT, 2012), based on the development of the four research poles, which are: the epistemological pole, the theoretical pole, the morphological pole, and the technical pole. For this purpose, we have gathered the projects of continuing education provided by the Municipal Department of Education (SME) in partnership with the Laboratory of Research in Education (LAPEDUH) of the Federal University of Paraná between 2010 and 2016, mapping the teachers that have been part of these courses in order to group them so they could be interviewed with the objective of presenting their considerations about the Historical Education practice in the school environment from the learning gathered in the courses. The project is justified by the trajectory already covered by the courses taught and also by the approximation of the theoretical assumptions of Historical Education based on the basic curriculum (CURITIBA, 2016). The research has shown that the course offers a space for dialogue and teacher learning that aggregates the practice and research of teachers. It also pointed out the substantial differences in the conception of classroom teaching regarding the use of sources and narrative productions by students, taking History as the reference science that guides the learning process. Difficulties were also identified, such as difficulties in communication by the students, as well as the lack of understanding of the school community at many times.

This study has presented a thorough investigation of the integrity and the significance of the Augusta National Golf Club Course from 1934 to the present. The golf course still reflects the design philosophy of Alistair Mackenzie. Design features that have been retained provide this evidence. The hillocks and hollows in the golf course were identified to show Mackenzie's influence in the golf course of today. Changes have been made to Mackenzie's original design. Some changes caused great strategic and aesthetic differences in the golf course. Other changes were necessary due to the spectator and the demands of providing optimum on-site viewing of the Masters Tournament held anually at the Augusta National Golf Club Course. The modifications to the course were responses to the evolving game of golf as played in 1934 as compared to 1996. The significance of the golf course with respect to its Master Designer, Alistair Mackenzie, was shown to be sufficient to warrant the augmentation of its National Register status. Treatment of the landscape is suggested based on the criteria set forth in the study. / Department of Landscape Architecture