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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. / This study compares instructor self-perceptions with student perceptions of teaching quality using the same 16-item evaluation instrument. Three hypotheses were investigated: (1) Instructors' self-evaluations will be higher than those of their respective students; (2) The more similar student-instructor perceptions, the more likely instructors will receive a higher score compared to when student-instructor perceptions are more divergent; and (3) Students taking a course as a major requirement will be more critical of the instructor than those students taking the course as distribution requirement or an elective. A total of 1,524 individuals (1,452 graduate students and 72 instructors) in a part-time evening computer science program participated in the study of 79 courses over the spring and fall semesters of 1996. Overall, instructors generally perceived themselves more positively than their students, although statistically significant differences were observed for only three relevant items (involving grading fairness, presentation clarity and instructor enthusiasm) of the 16 items evaluated. Instructors whose perceptions were more similar to their students were generally rated higher than those instructors whose perceptions were more divergent from their students; however, the difference was not significant. Finally, contrary to the third hypothesis, the reason for taking a course did not have a significant effect on student ratings of the instructor. / 2031-01-02

Minha reflexão se situa no campo das Licenciaturas, tendo por objetivo problematizar sua presença nos Institutos Federais de Educação, Ciência e Tecnologia vinculada a sua implantação, resultados e desafios. Para essa compreensão, realizei minha produção de dados através de uma abordagem metodológica que acredito ser interativa, autoformativa e integradora – as Rodas de Conversa, tendo como locus o campus Bento Gonçalves e o campus Porto Alegre do Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Sul. Para me ajudar nessa compreensão, contei com os escritos de Lucília Machado, no entendimento da formação de professores no âmbito da Educação Profissional, Cecília Warschauer, no entendimento das concepções acerca do que se constitui a Roda de Conversa, Maurice Tardif, com o conceito de interação humana no contexto da escola, e Michel Foucault, na compreensão da importância da interação para reflexão e reconstrução do conhecimento no processo ensino aprendizagem; o contexto histórico, bem como o conceito de territorialidade cuja compreensão me foi possível a partir da Lei 11.892/2008 e do documento Institutos Federal: Concepções e Diretrizes e a Carta de Natal em busca da identidade. Neste estudo, a finalidade de se compreender a implantação das Licenciaturas na Rede Federal de Educação Profissional, Científica e Tecnológica traz uma reflexão de que, sobretudo, devemos repensar as Licenciaturas não só no contexto da Educação Profissional, mas também nas instituições que tradicionalmente fazem a construção desses saberes. Foi possível concluir que as políticas de formação de professores ainda necessitam de qualificada infraestrutura e que as relações com concepções de interação e interdisciplinares, a desfragmentação da organização curricular, ainda com o privilégio das disciplinas, compõem dificuldades na formação de professores. / My reflection on this analysis lies in the field of Bachelor´s teaching degrees, aiming to discuss the BA´s in Federal Institutes of Education, Science and Technology with relation to their implementation, results and challenges. For a better understanding, two approaches for data collection were chosen: a methodological approach that I believe to be interactive, self-reflective, and integrating - the Circles of Conversation and interviews with school directors and pedagogical coordinators, in two different schools: Campus Bento Gonçalves and Campus Porto Alegre of the Federal Institute of Education Science and Technology of Rio Grande do Sul. In order to help me understand the context I have relied on the writings of Lucília Machado about teacher training within. Vocational Education, Cecilia Warschauer and her conceptions about the methodology of Conversation Circles, Maurice Tardif with the concept of human interaction within the school context and on the importance of interaction for the reflection and reconstruction of knowledge in the teaching learning process by Michel Foucault; the historical context as well as the concept of territoriality in the Law 11.892/2008 and in the document Federal Institutes: Concepts and Guidelines. In this study, the objective of understanding the implementation of Bachelor´s teaching degree programs in the Federal Network of Professional, Scientific and Technological Education poses a reflection, especially that these programs should be revised not only in the context of professional education, but also in institutions that traditionally offer them. An important document should be mentioned here, the Letter of Natal, written during the National Forum on Bachelor´s teaching degree programs in Federal Institutes, which contains the recommendations of the participants with regard to management, infrastructure, teacher training and pedagogical issues required for offering such BA courses at the Federal Institutes, a still recurrent and guiding theme for the construction of the their identity.

Minha reflexão se situa no campo das Licenciaturas, tendo por objetivo problematizar sua presença nos Institutos Federais de Educação, Ciência e Tecnologia vinculada a sua implantação, resultados e desafios. Para essa compreensão, realizei minha produção de dados através de uma abordagem metodológica que acredito ser interativa, autoformativa e integradora – as Rodas de Conversa, tendo como locus o campus Bento Gonçalves e o campus Porto Alegre do Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Sul. Para me ajudar nessa compreensão, contei com os escritos de Lucília Machado, no entendimento da formação de professores no âmbito da Educação Profissional, Cecília Warschauer, no entendimento das concepções acerca do que se constitui a Roda de Conversa, Maurice Tardif, com o conceito de interação humana no contexto da escola, e Michel Foucault, na compreensão da importância da interação para reflexão e reconstrução do conhecimento no processo ensino aprendizagem; o contexto histórico, bem como o conceito de territorialidade cuja compreensão me foi possível a partir da Lei 11.892/2008 e do documento Institutos Federal: Concepções e Diretrizes e a Carta de Natal em busca da identidade. Neste estudo, a finalidade de se compreender a implantação das Licenciaturas na Rede Federal de Educação Profissional, Científica e Tecnológica traz uma reflexão de que, sobretudo, devemos repensar as Licenciaturas não só no contexto da Educação Profissional, mas também nas instituições que tradicionalmente fazem a construção desses saberes. Foi possível concluir que as políticas de formação de professores ainda necessitam de qualificada infraestrutura e que as relações com concepções de interação e interdisciplinares, a desfragmentação da organização curricular, ainda com o privilégio das disciplinas, compõem dificuldades na formação de professores. / My reflection on this analysis lies in the field of Bachelor´s teaching degrees, aiming to discuss the BA´s in Federal Institutes of Education, Science and Technology with relation to their implementation, results and challenges. For a better understanding, two approaches for data collection were chosen: a methodological approach that I believe to be interactive, self-reflective, and integrating - the Circles of Conversation and interviews with school directors and pedagogical coordinators, in two different schools: Campus Bento Gonçalves and Campus Porto Alegre of the Federal Institute of Education Science and Technology of Rio Grande do Sul. In order to help me understand the context I have relied on the writings of Lucília Machado about teacher training within. Vocational Education, Cecilia Warschauer and her conceptions about the methodology of Conversation Circles, Maurice Tardif with the concept of human interaction within the school context and on the importance of interaction for the reflection and reconstruction of knowledge in the teaching learning process by Michel Foucault; the historical context as well as the concept of territoriality in the Law 11.892/2008 and in the document Federal Institutes: Concepts and Guidelines. In this study, the objective of understanding the implementation of Bachelor´s teaching degree programs in the Federal Network of Professional, Scientific and Technological Education poses a reflection, especially that these programs should be revised not only in the context of professional education, but also in institutions that traditionally offer them. An important document should be mentioned here, the Letter of Natal, written during the National Forum on Bachelor´s teaching degree programs in Federal Institutes, which contains the recommendations of the participants with regard to management, infrastructure, teacher training and pedagogical issues required for offering such BA courses at the Federal Institutes, a still recurrent and guiding theme for the construction of the their identity.

Minha reflexão se situa no campo das Licenciaturas, tendo por objetivo problematizar sua presença nos Institutos Federais de Educação, Ciência e Tecnologia vinculada a sua implantação, resultados e desafios. Para essa compreensão, realizei minha produção de dados através de uma abordagem metodológica que acredito ser interativa, autoformativa e integradora – as Rodas de Conversa, tendo como locus o campus Bento Gonçalves e o campus Porto Alegre do Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Sul. Para me ajudar nessa compreensão, contei com os escritos de Lucília Machado, no entendimento da formação de professores no âmbito da Educação Profissional, Cecília Warschauer, no entendimento das concepções acerca do que se constitui a Roda de Conversa, Maurice Tardif, com o conceito de interação humana no contexto da escola, e Michel Foucault, na compreensão da importância da interação para reflexão e reconstrução do conhecimento no processo ensino aprendizagem; o contexto histórico, bem como o conceito de territorialidade cuja compreensão me foi possível a partir da Lei 11.892/2008 e do documento Institutos Federal: Concepções e Diretrizes e a Carta de Natal em busca da identidade. Neste estudo, a finalidade de se compreender a implantação das Licenciaturas na Rede Federal de Educação Profissional, Científica e Tecnológica traz uma reflexão de que, sobretudo, devemos repensar as Licenciaturas não só no contexto da Educação Profissional, mas também nas instituições que tradicionalmente fazem a construção desses saberes. Foi possível concluir que as políticas de formação de professores ainda necessitam de qualificada infraestrutura e que as relações com concepções de interação e interdisciplinares, a desfragmentação da organização curricular, ainda com o privilégio das disciplinas, compõem dificuldades na formação de professores. / My reflection on this analysis lies in the field of Bachelor´s teaching degrees, aiming to discuss the BA´s in Federal Institutes of Education, Science and Technology with relation to their implementation, results and challenges. For a better understanding, two approaches for data collection were chosen: a methodological approach that I believe to be interactive, self-reflective, and integrating - the Circles of Conversation and interviews with school directors and pedagogical coordinators, in two different schools: Campus Bento Gonçalves and Campus Porto Alegre of the Federal Institute of Education Science and Technology of Rio Grande do Sul. In order to help me understand the context I have relied on the writings of Lucília Machado about teacher training within. Vocational Education, Cecilia Warschauer and her conceptions about the methodology of Conversation Circles, Maurice Tardif with the concept of human interaction within the school context and on the importance of interaction for the reflection and reconstruction of knowledge in the teaching learning process by Michel Foucault; the historical context as well as the concept of territoriality in the Law 11.892/2008 and in the document Federal Institutes: Concepts and Guidelines. In this study, the objective of understanding the implementation of Bachelor´s teaching degree programs in the Federal Network of Professional, Scientific and Technological Education poses a reflection, especially that these programs should be revised not only in the context of professional education, but also in institutions that traditionally offer them. An important document should be mentioned here, the Letter of Natal, written during the National Forum on Bachelor´s teaching degree programs in Federal Institutes, which contains the recommendations of the participants with regard to management, infrastructure, teacher training and pedagogical issues required for offering such BA courses at the Federal Institutes, a still recurrent and guiding theme for the construction of the their identity.

Doctor of Philosophy / Department of Educational Leadership / Sarah J. Fishback / This study measured levels of conditions eliciting intrinsic motivation to learn and examined the correlation of those measures with learner-perceived level of learning. Acquired from adult learners participating in one Midwestern University’s cohort-based degree programs, data helped determine the extent to which learners perceived the presence of four conditions—inclusion, attitude, meaning, and competence—in both classroom and out-of-classroom learning environments. Additionally, the data helped determine which environment and specific conditions most closely correlated with learner-perceived level of current learning; and provided insight into experiences adult learners found positively or negatively impacting motivation to learn. Surveys were administered in-person to 137 of 150 students within 13 randomly selected cohorts. The survey instrument included a single overall learning attitudinal statement, two Likert scales (classroom and out-of-classroom) each comprised of subscales (inclusion, attitude, meaning, and competence) operationalizing the Motivational Framework for Culturally Responsive Teaching (Framework), a brief demographic section, and a concluding open-ended question regarding experiences impacting motivation to learn. The study used non-parametric analysis to examine dependent variables, motivation conditions, with respect to independent variables; age, gender, race, and degree-level. Additionally, non-parametric analysis examined correlation between condition measures and learner-perceived overall learning. Significant differences were found in two demographic categories. Underrepresented race/ethnicity students (as a combined category) rated overall out-of-classroom conditions higher than predominant race/ethnicity students; and, associate-level students rated classroom conditions lower than bachelors and masters-level students. Significant differences also occurred in subscales. Female students rated classroom attitude conditions higher than males; underrepresented students rated classroom attitude and competence, and out-of-classroom attitude, meaning, and competence, higher than predominant students; associates-level students rated classroom inclusion lower than both bachelors and masters-level students; and both associates and masters-level students rated classroom competence lower than bachelors-level students. All conditions, in both environments (classroom and out-of-classroom), were significantly correlated with learner-perceived level of learning; and the classroom scale demonstrated considerably stronger correlation than did the out-of-classroom scale. Of all subscales, both classroom and out-of-classroom meaning demonstrated the strongest correlation with learner-perceived level of learning. Forty-eight respondents (35% of sample) offered responses to the survey’s concluding statement. Of those respondents offering comments in regard to classroom motivation, instructor characteristics were most often noted. And, of those commenting on out-of-classroom motivation, team formulation and characteristics were predominant. Through the creation of the Motivation Conditions in Learning Instrument™, this study produced benchmark measures for each Framework condition experienced in both cohort-based classrooms and out-of-classroom team learning; identified differences in measures across demographic categories; and identified correlation of measures with learner-perceived level of learning. Finally, the study provided insight into learner experiences impacting motivation to learn.

Thesis (Ph.D.)--Indiana University, 2010. / Title from screen (viewed on July 21, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Katharine V. Byers, Frank Caucci, Rebecca S. Sloan. Includes vitae. Includes bibliographical references (leaves 118-128).

Indiana University-Purdue University Indianapolis (IUPUI) / There is a growing trend for graduate schools of social work to offer students the option of receiving dual degrees, which gives students the ability to obtain a Master of Social Work (MSW) along with a second graduate degree in less time than it would take to complete each degree individually. As of 2005, there were approximately 30 different types of degrees that could be combined with graduate studies in social work--one of which is a Master of Divinity (M.Div.). Very little is known about the effectiveness of such programs and the experiences of graduates completing them. The aim of this study was to describe the lived experiences of persons receiving an MSW and an M.Div. from dual degree programs. The National Association of Social Workers (NASW) includes religious and spiritual beliefs in its definition of culturally competent practice within the code of ethics. Dual degree graduates are trained to engage in culturally competent practice by virtue of being extensively trained in the cultural context of the church through their M.Div. degree and extensively trained in the context of social work service delivery though their MSW degree. Dual degree programs in social work and divinity are quite timely given that 96% of Americans say they believe in God or a universal spirit. Phenomenology seeks to understand a particular phenomenon from the point of view of those who have experienced it. With this in mind, this study reports the findings resulting from interviews conducted with 16 graduates regarding their experiences while in a dual degree program. One of the key phenomenological patterns that emerged in all the interviews conducted was that dual degree graduates want “journey companions,” i.e. persons who share their worldview.

The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida.

Актуальность темы связана с изменениями, происходящими в мире инженерии, современными трендами и тенденциями в образовании, что приводит к необходимости трансформации классических образовательных моделей. На первое место выходит исследовательская деятельность, расширенный набор сложных, разносторонних и высокопрофессиональных компетенций, которые возможно получить в магистратуре в рамках передовых инженерных школ. Цель – разработать комплекс мероприятий для обеспечения интеграции новой модели инженерного бакалавриата и магистратуры Передовой инженерной школы УрФУ. Объект – образовательные программы передовой инженерной школы УрФУ. Новизна исследования: разработка комплекса мероприятий для интеграции нового инженерного бакалавриата в программы магистратуры ПИШ, особенность которых состоит в обеспечении преемственности учебных целей и задач, знаний и навыков, а также технологий обучения на каждой образовательной ступени. Практическая значимость: разработанные мероприятия, могут применяться в разных учебных заведениях в рамках реализации программ ПИШ. Основным достигаемым эффектом станет увеличение численности контингента обучающихся магистратуры очной формы обучения до 30% от количества выпускников бакалавриата. При этом ожидается увеличение объёма поступлений от НИОКР на 21,7%. / The relevance of the topic is related to the changes taking place in the world of engineering, modern trends and trends in education, which leads to the need to transform classical educational models. Research activity, an expanded set of complex, versatile and highly professional competencies that can be obtained in the master’s program within the framework of advanced engineering schools come out on top. The aim is to develop a set of measures to ensure the integration of a new model of engineering bachelor’s degree and master’s degree of the Advanced Engineering School of UrFU. The object is the educational programs of the Advanced Engineering School of UrFU. The novelty of the research: the development of a set of measures for the integration of a new engineering bachelor’s degree in the master’s degree programs of the Advanced Engineering School; the peculiarity of which is to ensure the continuity of educational goals and objectives, knowledge and skills, as well as learning technologies at each educational stage. Practical significance: the developed measures can be applied in different educational institutions within the framework of the implementation of Advanced Engineering School programs. The main effect achieved will be an increase in the number of full-time master’s degree students to 30% of the number of bachelor’s graduates. At the same time, it is expected to increase the volume of R&D revenues by 21.7%.