The purpose of this study was to develop an Institution Administration program to be taught at the undergraduate level at the Virginia Polytechnic Institute. Institution administration programs in other land-grant colleges and universities were studied and recommendations for such programs were obtained from directors of approved dietetic internships. An institution administration program comprised of a course in institution management and organization and a course in institution administration experience was developed. The program developed was in agreement with institution administration programs offered in other colleges and universities end recommended by directors of internships. The two courses making up the institution administration program were taught at the Virginia Polytechnic Institute fall quarter, 1960 end winter quarter, 1961. At the termination of winter quarter, 1961, the program was evaluated for effectiveness and recommendations for further development of the program were made. / Master of Science

The primary purpose of this study is to examine the degree to which participatory approaches are implemented in evaluations of development programs and projects, because several scholars have researched the benefits of including participatory approaches. This is studied through a case study of Sida’s evaluations. As Sida claims to be committed to implementing participatory approaches, two evaluations were chosen based on a least likely logic. A typology consisting of four levels of participation is used to determine to which degree a participatory approach is implemented in the evaluation. The main finding of the analysis of the two evaluations is that the level of participation in the two evaluations is on an instrumental level, i.e. the second lowest level in the typology. Because of this, it is concluded that Sida’s evaluations have at least an instrumental level of participation.

Recent legislative decisions in at least some states have removed the remedial function from the state university and placed it directly at the doorstep of the community college. Such decisions appear to have been made largely for reasons of parsimony or the mere presumption of the effectiveness with which two-year colleges address the needs of high-risk students. However, there are few empirical indicators of the differential effectiveness with which the two- and four-year collegiate sectors are helping high-risk students to attain their goals. Therefore, this study was designed to provide an empirical grounding for the aforementioned policy issue by determining how selected pairs of two- and four-year colleges are contributing to the progress of high-risk students. Multiple methods were used to address the issues central to this investigation. An assessment of the effect of remedial programs and other institutional variables on the progress of underprepared students across chosen two- and four-year collegiate sectors in a two-state region of rural Appalachia was performed. Moreover, the impact of residence status on students' progress was considered. Further, the effect of the remedial approaches at separate two- and four-year institutions on the progress of high risk students was assessed, and a comparison was made of the program orientations preferred by the leaders of participant institutions. The findings indicated that the redemptive practices at selected two-year colleges were generally more effective than those employed by participant four-year institutions, thus offering hope that recent trends to assign the remedial function to community colleges may be justified by the more effective delivery of services. The advantage accorded the remedial programs in the two-year sector was not primarily a result of differences in remedial approach but largely a function of the relationship between remedial practices and other institutional variables. Residence status had little effect on the educational progress of high-risk students. A tendency was observed among selected two- and four-year sectors to devalue the affective dimensions of development that were integral with more recent program designs and return to earlier conceptions of basic skills remediation as the primary means of defining existing programs. / Ed. D.

The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

É comum encontrar em escolas brasileiras um ensino de ciências que prioriza aulas expositivas com a valorização de conteúdos conceituais com caráter descritivo, memorístico e descontextualizado com o cotidiano e com a realidade dos alunos e/ou da comunidade escolar. O ensino por investigação dentro do contexto da Alfabetização Científica (AC) desvia o foco do ensino de ciências na memorização de conceitos, privilegiando estratégias de como relacionar os conceitos científicos aprendidos de forma a contribuírem para a construção de uma visão consciente e crítica sobre os processos de produção do conhecimento científico. Essa abordagem de ensino, contudo, enfrenta uma série de dificuldades para ser implementada, destacando-se a má formação docente durante a vida acadêmica; os licenciandos saem despreparados com concepções errôneas do ensino por investigação, refletindo em equívocos, por exemplo, na elaboração de sequências didáticas investigativas. A existência de programas de aperfeiçoamento profissional durante a graduação, como o PIBID, por exemplo, podem promover esclarecimentos aos futuros docentes acerca sobre princípios do ensino por investigação, permitindo a construção de sequências didáticas investigativas. Com isso, essa pesquisa teve como objetivo investigar os aspectos do ensino por investigação que poderiam estar presentes em uma sequência didática (sd) elaborada por licenciandos dentro do contexto, PIBID-IB/USP. Para isso, foram analisados os planos de aula e as atividades da sd através da ferramenta DEEnCI, identificando em quais momentos da aplicação da sd houve um maior ou menor direcionamento dos licenciandos. Além disso, foram aplicados questionários e entrevistas com os licenciandos para análise das suas ideias e compreensões sobre o ensino por investigação. Como resultados, notou-se que a sequência didática elaborada pelos licenciandos proporcionou: resgate dos conhecimentos prévios, coleta e análise de dados, engajamento dos alunos mediante perguntas de pesquisa e aplicação dos conceitos aprendidos, de maneira integrada e articulada na última atividade da sd, representando uma situação real, vivenciada pela comunidade escolar. Os dados da ferramenta juntamente com os obtidos pelas entrevistas e questionários demonstram que os licenciandos foram mais atuantes em alguns momentos da aplicação da sd, como na interpretação de conceitos e na análise de dados. Isso, no entanto, não deve ser mal interpretado, pois os licenciandos dessa pesquisa tinham pouca e/ou nenhuma experiência como docente, assim, um maior direcionamento da investigação faz com que os licenciandos se sintam mais seguros mediante a execução da atividade. Dessa maneira, essa pesquisa apresentou análises importantes e pertinentes do PIBID dentro do contexto IB/USP, na perspectiva de apresentar quais foram os avanços e limitações do grupo escola estudado, para incorporar e promover o ensino por investigação na elaboração, planejamento e a aplicação de sequências didáticas investigativas, reforçando assim, a importância de programas de formação docente, nesse caso o PIBID, como um instrumento relevante para a formação docente. / It is common to find in Brazilian schools, a science education that prioritizes expository classes with the valuation of conceptual contents with a descriptive, memoristic and decontextualized character with daily life and with the reality of students and / or community. Inquiry Based Science Education (IBSE), within the context of Scientific Literacy (AC) deviates the focus of science teaching on the memorization of concepts, privileging strategies of how to relate the scientific concepts learned in order to contribute to the construction of a conscious and critical vision on the processes of production of scientific knowledge. In addition, the IBSE can develop skills such as observing phenomena, defining problems and formulating a research question, developing hypotheses to be tested, designing experiments, interpreting data, and using data as evidence so that they can therefore be scientifically literate. This approach, however, faces a number of difficulties to be implemented, especially teacher mismanagement during academic life. In this way, the student teachers are left unprepared with misconceptions about research teaching, reflecting in misunderstandings, for example in the elaboration of inquiry sequence learning. The existence of professional development programs during graduation, such as the PIBID, for example, can promote the clarification of future teachers about the principles of IBSE, allowing the construction of didactic sequences of research. Therefore, this research aimed to investigate the aspects of IBSE that could be identified in a didactic sequence elaborated by student teachers within the context, PIBID-IB / USP. For that, the lesson plans and SD activities were analyzed through the DEEnCI tool, identifying in which moments of the SD application there was a greater or lesser direction of the teacher students. In addition, questionnaires and interviews with the teacher students were applied to analyze their ideas and their understandings about research teaching. As a result, it was noticed that the didactic sequence elaborated by the student teacher provided: the retrieval of previous knowledge, data collection and analysis, students\' engagement through research questions and application of the concepts learned, in an integrated and articulated way in the last activity of SD, representing a real situation experienced by the school community. The data of the tool together with those obtained by the interviews and questionnaires show that the student teachers were more active in some moments of the application of SD, as in the interpretation of concepts and the analysis of data. However, this should not be misinterpreted because the student teachers of this research had little or no experience as a teacher, so a greater focus of research makes the graduates feel more secure through the execution of the activity. In this way, this research presented important and pertinent analyses of PIBID within the IB / USP context, in order to present the advances and limitations of the studied school group, to incorporate and promote IBSE in the elaboration, planning and application of inquiry sequence learning, thus reinforcing the importance of professional development programs during graduation.

É comum encontrar em escolas brasileiras um ensino de ciências que prioriza aulas expositivas com a valorização de conteúdos conceituais com caráter descritivo, memorístico e descontextualizado com o cotidiano e com a realidade dos alunos e/ou da comunidade escolar. O ensino por investigação dentro do contexto da Alfabetização Científica (AC) desvia o foco do ensino de ciências na memorização de conceitos, privilegiando estratégias de como relacionar os conceitos científicos aprendidos de forma a contribuírem para a construção de uma visão consciente e crítica sobre os processos de produção do conhecimento científico. Essa abordagem de ensino, contudo, enfrenta uma série de dificuldades para ser implementada, destacando-se a má formação docente durante a vida acadêmica; os licenciandos saem despreparados com concepções errôneas do ensino por investigação, refletindo em equívocos, por exemplo, na elaboração de sequências didáticas investigativas. A existência de programas de aperfeiçoamento profissional durante a graduação, como o PIBID, por exemplo, podem promover esclarecimentos aos futuros docentes acerca sobre princípios do ensino por investigação, permitindo a construção de sequências didáticas investigativas. Com isso, essa pesquisa teve como objetivo investigar os aspectos do ensino por investigação que poderiam estar presentes em uma sequência didática (sd) elaborada por licenciandos dentro do contexto, PIBID-IB/USP. Para isso, foram analisados os planos de aula e as atividades da sd através da ferramenta DEEnCI, identificando em quais momentos da aplicação da sd houve um maior ou menor direcionamento dos licenciandos. Além disso, foram aplicados questionários e entrevistas com os licenciandos para análise das suas ideias e compreensões sobre o ensino por investigação. Como resultados, notou-se que a sequência didática elaborada pelos licenciandos proporcionou: resgate dos conhecimentos prévios, coleta e análise de dados, engajamento dos alunos mediante perguntas de pesquisa e aplicação dos conceitos aprendidos, de maneira integrada e articulada na última atividade da sd, representando uma situação real, vivenciada pela comunidade escolar. Os dados da ferramenta juntamente com os obtidos pelas entrevistas e questionários demonstram que os licenciandos foram mais atuantes em alguns momentos da aplicação da sd, como na interpretação de conceitos e na análise de dados. Isso, no entanto, não deve ser mal interpretado, pois os licenciandos dessa pesquisa tinham pouca e/ou nenhuma experiência como docente, assim, um maior direcionamento da investigação faz com que os licenciandos se sintam mais seguros mediante a execução da atividade. Dessa maneira, essa pesquisa apresentou análises importantes e pertinentes do PIBID dentro do contexto IB/USP, na perspectiva de apresentar quais foram os avanços e limitações do grupo escola estudado, para incorporar e promover o ensino por investigação na elaboração, planejamento e a aplicação de sequências didáticas investigativas, reforçando assim, a importância de programas de formação docente, nesse caso o PIBID, como um instrumento relevante para a formação docente. / It is common to find in Brazilian schools, a science education that prioritizes expository classes with the valuation of conceptual contents with a descriptive, memoristic and decontextualized character with daily life and with the reality of students and / or community. Inquiry Based Science Education (IBSE), within the context of Scientific Literacy (AC) deviates the focus of science teaching on the memorization of concepts, privileging strategies of how to relate the scientific concepts learned in order to contribute to the construction of a conscious and critical vision on the processes of production of scientific knowledge. In addition, the IBSE can develop skills such as observing phenomena, defining problems and formulating a research question, developing hypotheses to be tested, designing experiments, interpreting data, and using data as evidence so that they can therefore be scientifically literate. This approach, however, faces a number of difficulties to be implemented, especially teacher mismanagement during academic life. In this way, the student teachers are left unprepared with misconceptions about research teaching, reflecting in misunderstandings, for example in the elaboration of inquiry sequence learning. The existence of professional development programs during graduation, such as the PIBID, for example, can promote the clarification of future teachers about the principles of IBSE, allowing the construction of didactic sequences of research. Therefore, this research aimed to investigate the aspects of IBSE that could be identified in a didactic sequence elaborated by student teachers within the context, PIBID-IB / USP. For that, the lesson plans and SD activities were analyzed through the DEEnCI tool, identifying in which moments of the SD application there was a greater or lesser direction of the teacher students. In addition, questionnaires and interviews with the teacher students were applied to analyze their ideas and their understandings about research teaching. As a result, it was noticed that the didactic sequence elaborated by the student teacher provided: the retrieval of previous knowledge, data collection and analysis, students\' engagement through research questions and application of the concepts learned, in an integrated and articulated way in the last activity of SD, representing a real situation experienced by the school community. The data of the tool together with those obtained by the interviews and questionnaires show that the student teachers were more active in some moments of the application of SD, as in the interpretation of concepts and the analysis of data. However, this should not be misinterpreted because the student teachers of this research had little or no experience as a teacher, so a greater focus of research makes the graduates feel more secure through the execution of the activity. In this way, this research presented important and pertinent analyses of PIBID within the IB / USP context, in order to present the advances and limitations of the studied school group, to incorporate and promote IBSE in the elaboration, planning and application of inquiry sequence learning, thus reinforcing the importance of professional development programs during graduation.

Collaborative learning as it pertained to leadership development was an obscured method of learning. There was little research addressing the attributes contributing to collaborative learning for leadership development in leadership development programs. By completing this manuscript, scholarly learners may have additional information on knowledge-based practicing organizations. The purpose of this qualitative study was to understand how collaborative learning influenced leadership development within leadership development programs within high performing organizations. Data collection included semistructured interview questions and a review of training documentation with a combination of dramaturgical coding and purposive sampling from 20 participants that attended leadership development programs within a high performing organization. The 7-step data analysis process, methodology triangulation, and member checking consisted of structure and credibility of the findings. There were primary and secondary themes that aligned with Hanson's leadership development interface model. The 2 primary themes were categorized as collaborative learning and shared knowledge, while the secondary themes included role models, communication: listening and feedback, problem-solving, knowledgeable: subject matter expert, transparency, and training and teaching. The findings of this study suggest that collaborative learning influenced leadership development programs by practicing group work and by sharing different ideas. These findings have potential implications for positive social change, as the information may add to the body of knowledge for future scholars and valuable information for stakeholders to build a knowledge-based practicing organization.

The purpose of this doctoral thesis research study was first to investigate the needs for a faculty development program in Middle East Technical University (METU). Later, in the second phase, models that explained the linear structural relationships among factors that might be influential on faculty&amp / #146 / s perceived competencies about the skills necessary for the instructional practices, personal, professional and organizational developments were proposed and compared. In this study, a questionnaire considering different aspects of faculty developments were sent to all of the academicians in METU. After collecting data from faculty members and research assistants, they were analyzed both descriptively and using principal component factor analysis. Based on the results of factor analysis, linear structural relations models fitting the data were generated through LISREL-SIMPLIS computer program runs. The descriptive results indicated that there was a feeling for need to improve the faculty&#039 / s self-proficiency in different instructional issues. On the other hand, both descriptive results and LISREL modeling results indicated that faculty members and research assistants show different characteristics based on their needs and factors affecting their self-proficiencies. These aspects will lead us to prepare different faculty development programs based on their needs and priorities. The result for both faculty members and research assistants showed that in a faculty, instructional self-proficiency cannot be considered as a single absolute parameter. Rather, it should be considered as several interrelated parameters connected to different aspects of faculty&#039 / s proficiencies.

No description available.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.