Neighborhood social disorganization has been found to be related to crime and deviance. In explaining this relationship, most have focused on specific factors of informal social control and collective efficacy. Using data from the 2000 National Household Survey on Drug Abuse (n = 12,800), the relationship between social disorganization and delinquent outcomes was examined by looking at extra-curricular activities as intervening mechanisms with logistic regression in SPSS. While the effect of social disorganization on delinquency remained significant, results indicated some evidence of mediation when accounting for extra-curricular activity measures predicting binge drinking. Specifically, the coefficient for social disorganization was reduced and significant at a lower threshold once extra-curricular activity measures were added in the models. Also, findings indicated different patterns of relationships found among the various extra-curricular activity categories concerning delinquent outcomes. Unlike other types of extracurricular activities, increased involvement in athletic activities was related to increased participation in delinquency.

The overarching theme of this doctoral portfolio is the issue of intercultural education. Linked to this are several sub-themes: teacher excellence and professional development; curriculum development and the acquisition of values and attitudes. These themes have been developed through studies of Asia and global education in the Australian context. One major outcome of this research is the development of a hybrid theoretical model, based on two pre-existing models, for examining curriculum in schools, as it is expressed in artefacts such as scope and sequence documents, as well as through practice and discourse by teachers and students. The research also generated a continuum to measure the effectiveness and extent of curricular change. The combination of these two artefacts provides an instrument for examining and mapping the progress and processes of curricular change with regard to fields such as studies of Asia. The model and other findings from this series of studies also pave the way for further examining the processes and outcomes of curricular change. / Doctor of Education (D.Ed.)

This qualitative study inquired into the personal experience of three engineering professors and one associate dean who participated in an engineering education coalition—the Foundation Coalition—a National Science Foundation-funded project which attempted to reform undergraduate engineering curricula at six U.S. institutions of higher education. Through analysis of occupational life histories, and data from a larger study of curricular change processes, two dominant social narratives emerged. Cultural attributes of academia were conceptualized as a master narrative. The reform effort emerged as a counter-narrative by calling for a “culture change” in engineering education. I describe five areas where the counter-narrative challenged the master narrative: the rationale and need for educational change, the nature of faculty work, disciplinary relationships, relationships among faculty, and the incentive and reward system. The counter-narrative of reform promoted curricular and pedagogical change, more interdisciplinary and integrated foundations for engineering education, and encouraged partnerships and community over faculty isolation and autonomy. The counter-narrative challenged faculty complicity with the master narrative and offered alternative ways of viewing their role as faculty in higher education. The master and counter-narratives clashed over the nature of faculty work in research universities, fueling the ongoing debate about the relative value of research and teaching and the associated reward system. This study found that the four participants used different strategies to navigate the conflict between the two social narratives. One participant was informed by an ideal vision of engineering education, and never relinquished the quest for an opportunity to realize that vision. Another professor, energized by the collaborative environment created by the Coalition, continued to find creative avenues to partner with others to improve engineering education. A third participant worked, through compromise and accommodation, to craft an improved curriculum that worked within the local institutional culture. And finally, an associate dean, who rejected the duality of the master/counter-narrative worldview, reframed the reform effort by encouraging faculty working in educational change to view their work as scholarship. The findings from this study support faculty engagement in the scholarship of teaching and learning and encourage faculty developers to find ways of supporting faculty in that effort.

Como uno de sus retos esta el de mejorar las competencias y capacidades de los docentes de todos los niveles además de fortalecer en los actores educativos de estos niveles la participación e integración y su capacidad de innovación en el aula para una mejor gestión educativa y proceso de enseñanza a través de la formulación e implementación de sus proyectos pedagógicos de aula. La idea que se tiene es la de fomentar la indagación a innovaciones dentro del aula, también el acercamiento del docente a un objeto o situación que realmente le interesa y trabaja, presentándoselo como “problema” a descubrir y resolver, donde vaya respondiendo a sus preguntas o problemáticas gracias a su propia búsqueda de información, actualización y utilizando su propia capacidad de razonamiento. Se ha considerado, abordar en esta investigación, el tema de Proyecto Pedagógico de Aula mediante un Módulo que contenga todas las características necesarias como una alternativa metodológica para actualizar el quehacer docente, y generar la investigación y construcción de conocimientos mejor abordados y como una forma de percibir dialécticamente el proceso y la praxis pedagógica, con miras a lograr una mejor calidad de vida a través de la educación. Bajo esta perspectiva, el objetivo del presente trabajo es establecer los resultados, los beneficios y la participación que se logrará con la implementación del Módulo Instruccional para la Elaboración, Ejecución y Evaluación de los Proyectos Pedagógicos de Aula; en la Unidad Educativa fiscal “Cesar Chávez Taborga” ubicada en la ciudad de El Alto.

A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

A basic interpretive qualitative research approach (Merriam, 2002) was used to investigate the experiences of adolescent females engaged in elite dance training while attending regular high school programs. Participants were five adolescent females from the local dance community of a mid-size Canadian Prairie city. Semi-structured interviews provided an opportunity for the participants to share their experiences and perspectives, and describe what it is like to dance through high school. Data were analyzed in terms of Kearneys (2001) shared meaning and descriptive categories. The shared meaning of the dancers experiences reflected a common sentiment of mastery, accomplishment in both dance and school, and recognition of dance as a coping behavior and resource. Descriptive categories included two themes: The Daily Life of a Dancer (School and Dance Integrated) and The Social Life of a Dancer (School and Dance Separated). Findings are discussed in terms of the current literature on dance training and extracurricular activities for adolescents; implications are identified for counselling and educational professionals; and recommendations are made for future research.

This qualitative study inquired into the personal experience of three engineering professors and one associate dean who participated in an engineering education coalition—the Foundation Coalition—a National Science Foundation-funded project which attempted to reform undergraduate engineering curricula at six U.S. institutions of higher education. Through analysis of occupational life histories, and data from a larger study of curricular change processes, two dominant social narratives emerged. Cultural attributes of academia were conceptualized as a master narrative. The reform effort emerged as a counter-narrative by calling for a “culture change” in engineering education. I describe five areas where the counter-narrative challenged the master narrative: the rationale and need for educational change, the nature of faculty work, disciplinary relationships, relationships among faculty, and the incentive and reward system. The counter-narrative of reform promoted curricular and pedagogical change, more interdisciplinary and integrated foundations for engineering education, and encouraged partnerships and community over faculty isolation and autonomy. The counter-narrative challenged faculty complicity with the master narrative and offered alternative ways of viewing their role as faculty in higher education. The master and counter-narratives clashed over the nature of faculty work in research universities, fueling the ongoing debate about the relative value of research and teaching and the associated reward system. This study found that the four participants used different strategies to navigate the conflict between the two social narratives. One participant was informed by an ideal vision of engineering education, and never relinquished the quest for an opportunity to realize that vision. Another professor, energized by the collaborative environment created by the Coalition, continued to find creative avenues to partner with others to improve engineering education. A third participant worked, through compromise and accommodation, to craft an improved curriculum that worked within the local institutional culture. And finally, an associate dean, who rejected the duality of the master/counter-narrative worldview, reframed the reform effort by encouraging faculty working in educational change to view their work as scholarship. The findings from this study support faculty engagement in the scholarship of teaching and learning and encourage faculty developers to find ways of supporting faculty in that effort.

En los tiempos de posibilidades se abren con fuerza nuevos caminos y quienes nos sentimos "maestros" tenemos la misión de iniciar aventuras creativas para encontrar estos senderos.Cuando se posee una visión prospectiva y optimista y se tiene una opción de compromiso y de servicio con la educación, se sueña como es nuestro caso con una generación de niños y jóvenes que tienen derecho a sonreír, al afecto, a la ternura, a una realización plena de su personalidad sin más limitaciones que las que le impongan sus propias capacidades en condiciones de equidad. Esto nos dió la fuerza vital para emprender con dinamismo este trabajo que hoy se presenta a la consideración de todos ustedes. Trabajo que sueña con un cambio en los procesos educativos escolares en el que se permita a la persona ser plenamente humana, optimizando su desarrollo.

Within the social, cultural and political contexts for arts education in Singapore today, this thesis describes a framework for the development of a dance curriculum for 13 to 16 years old secondary school students. This study considers the question: What kind of Dance Elective Programme will address the needs of the diverse communities in Singapore? The framework for the Dance Elective Programme that emerges from the research describes rationale, content, and approaches as identified by the research participants. Research data collected includes dance syllabi; dance journals; questionnaires and interviews with various individuals in Singapore. The significance of dance in the school curriculum is accentuated by several Singapore government reports where the issue of the promotion of arts education is raised. Currently in the secondary school curriculum in Singapore, the arts subjects offered are visual art and music; dance has yet to be offered as an academic subject. A comprehensive arts education should encompass other disciplines, so as to provide a holistic learning environment in schools. It is hoped that this suggested framework will provide an impetus for further development and implementation of dance curriculum in Singapore schools in the near future.

104f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-02T13:13:23Z No. of bitstreams: 1 Carolina%20Garcia.pdf: 2230039 bytes, checksum: 439a3f92f7d96baa4832c2e05d6f4f41 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-09T16:08:54Z (GMT) No. of bitstreams: 1 Carolina%20Garcia.pdf: 2230039 bytes, checksum: 439a3f92f7d96baa4832c2e05d6f4f41 (MD5) / Made available in DSpace on 2013-04-09T16:08:54Z (GMT). No. of bitstreams: 1 Carolina%20Garcia.pdf: 2230039 bytes, checksum: 439a3f92f7d96baa4832c2e05d6f4f41 (MD5) Previous issue date: 2009 / A pesquisa tem como objetivo geral compreender o que expressam as aprendizagens (re)construídas pelas estudantes de enfermagem, a partir das experiências vividas no estágio curricular na atenção básica no curso de graduação. Analisa-se de que forma o estágio curricular na atenção básica, enquanto espaço de aprendizagem, contribui para a formação profissional e pessoal das estudantes para a atuação neste âmbito da atenção. Esta análise toma como base crítica a constatação de que apesar da pontecialidade formativa do estágio curricular, uma vez que possibilita uma integração efetiva entre o mundo do trabalho e o mundo da escola, sua organização e desenvolvimento encontram-se dissociados dos demais componentes curriculares do curso de graduação em enfermagem, na concepção das estudantes, participantes da pesquisa. O estudo apresenta como objetivos: geral - compreender o que expressam as aprendizagens referidas pelos estudantes como (re)construídas no estágio curricular em espaços da atenção básica à saúde e específicos: a) caracterizar as aprendizagens referidas pelos estudantes e b) analisar estas aprendizagens. Trata-se de uma pesquisa exploratória de natureza analítica, com abordagem qualitativa. Participaram da pesquisa 14 estudantes do curso de graduação em enfermagem que realizavam estágio curricular na atenção básica à saúde de 02 IES públicas da cidade de Salvador. Os dados produzidos no trabalho de campo foram coletados através de grupos focais e análise documental e analisados através da técnica de análise temática, que originou duas unidades temáticas: a) as aprendizagens (re)construídas pelas estudantes no estágio curricular em rede básica b) os limites do estágio curricular para a formação da enfermeira na atenção básica à saúde. A pesquisa demonstrou que o estágio curricular na atenção básica proporcionou às estudantes de enfermagem aprendizagens significativas para a formação profissional, tais como: compreensão da complexidade do trabalho da enfermeira neste âmbito da atenção, aperfeiçoamento do conhecimento clínico e da educação em saúde, capacidade de tomar decisões, identificar conflitos, compreender as relações de poder na equipe de saúde e exercitar a autonomia. A análise evidenciou também alguns limites do estágio curricular relacionados à visão limitada das estudantes sobre a própria concepção da atenção básica de saúde, a (des) integração ensino-serviço, poucas oportunidades de praticar o trabalho multiprofissional e intersetorial e ações de educação permanente e vigilância à saúde. O estudo pontua o desafio das instituições formadoras na área de saúde e instituições de saúde de construírem vínculos mais consolidados, a partir da problematização das realidades, do estabelecimento de compromissos sociais e éticos e do compartilhamento de projetos comuns. / Salvador