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If Given a Chance: A Study Exploring the Experiences of Former Academically Underprepared College Students in Trinidad and TobagoCumberbatch, Helen C. 01 June 2020 (has links)
No description available.
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Determining Developmental Education Effectiveness in MathMay, Joseph E 11 August 2017 (has links)
One of the most problematic issues facing community colleges is developmental education. In the last decade, more research has been conducted examining developmental education. The purpose of this study was to evaluate the effectiveness of developmental math in a rural community college setting. Is developmental math an effective intervention? This study consisted of first time college students who took the COMPASS placement exam and scored 18-48. Students who scored 18-33 were placed in Math 098 (N=241) and received the developmental intervention. Math 098 is a semester-long course designed to prepare students for college-level math coursework, and it served as the intervention. Students who scored 34-48 were placed in Math 100 (N=469) and did not receive the developmental intervention. Because this represents a bandwidth close to a cut-score, these 2 groups are viewed as equivalent (Trochim, 2008). The initial intent of the study was to implement a regression-discontinuity design, but this failed to meet two necessary conditions. The researcher then executed an ANOVA, a series of chi-square goodnes-ofit procedures, and 2 binary logistic regressions in order to determine if any significant differences and/or relationship existed between treatment and control groups. Data were collected for this retrospective, quantitative research study from the Office of Institutional Effectiveness at the selected site. The selected site represents a medium-sized, rural community college located in the South. The findings in this study illustrate that those students who received the develomental intervention reported a statistically significant higher cummulative college GPAs than those who did not. The findings also illustrated that a statistically significant difference existed in regards to grades. Therefore, there was a statistically significant difference in grade distribution between both groups. When withdrawals and grades were evaluated together, no statistically significant distribution was observed. Two binary logisitic regressions were also conducted. No relationships were statistically significant between groups regarding Math 100 pass/fail rates or Math 100 completion rates. The researcher concluded that the findings suggest that Math 098 is an effective treatment for student achievement. The researcher recommended execution of more studies that replicate this model and examine rural populations.
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Basic Writers Using Clickers: A Case StudyMiller, Michelle Ann 15 December 2009 (has links)
No description available.
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Innovative developmental education: Student perceptions of the Watsonville Digital Bridge AcademyEscobedo, Maria T. 01 January 2008 (has links) (PDF)
This multiple case study investigated impact and perceptions of students enrolled in the Watson Digital Bridge Academy Foundation Course at Cabrillo College in Watsonville, California. The Watsonville Digital Bridge Academy is an innovative community college program that integrates four theoretical frameworks in student learning: self-efficacy, accelerated learning, team management, and developing a desire for learning. Students identified three crucial components of the Foundation Course as impacting their success in and desire to continue college. First, students believed the self-assessment of their team networking skills was useful during and after the Foundation Course. As part of identifying their own team interaction style, students also reported they learned to understand and appreciate differences in others. Second, students believed the Learning-to-Learn skills made them more efficient learners, able to take notes and engage with texts. Students were amazed that they had read and written so extensively, and felt they could approach other college assignments with new skills. Third, students were energized by the social research project that required them to gather data from community sources, facilitate group discussions and speak in front of others. While each of these components resulted in important skills, the combination had a remarkable impact on these students' beliefs about themselves. Students described themselves as more self-confident, more aware of their own strengths and weakness, more capable of academic success because of their reading comprehension and note-taking skills, and more motivated to continue their education. This case study confirmed much of the literature about the importance of learning to manage teamwork and applying these skills to real-life community projects. Community colleges play a large role in helping at-risk students achieve economic and social advantages. The key to student success is to ensure that for high-risk students, the transition into a college learning environment is both challenging, as well as a safe and comfortable environment. The Watsonville Digital Bridge Academy Foundation Course presents a unique model designed to help students make a seamless transition into the college environment with the goal of teaching students essential academic skills to become successful in college.
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Predicting Student Academic Success in a Developmental English Community College CoursePittman, Kathy Lynne Moore 11 June 2014 (has links)
No description available.
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A Case Study of a Pre-College Readiness ProgramHaverkos, Peter John 23 April 2015 (has links)
No description available.
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The Transition: Developmental Math to College Level MathOsae-Kwapong, Eliza, Osae-Kwapong 02 May 2018 (has links)
No description available.
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FORMAÇÃO DE CONCEITOS: promovendo mudanças qualitativas no processo ensino e aprendizagem.Santos, Jussara Resende Costa 28 August 2014 (has links)
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Previous issue date: 2014-08-28 / This research had as general theme issues of planning and development of continuing education
related to teachers training concepts to promote qualitative changes in the teaching and learning. The
research consisted of conducting didactic-formative experiment during one semester in a class of 3rd
year of primary school, which was put into practice teaching plans based on principles of culturalhistorical
theory and teaching of developmental theory. Were also research activities of diagnosis
objects of literacy teachers practices prevailing in school and conducting a course for literacy school
teachers, previously planned depending on the experiment. Interest in the subject arose from the need
for decision-making in the real context of a school, on which continued training activities of teachers
would be more effective to promote qualitative changes in their work, with repercussions on modes of
appropriation in the formation of concepts. The subjects were eleven literacy teachers of a school
private school system of a city in the state of Minas Gerais and one of those teachers who was seen in
his performance in the classroom. The research was conducted in three stages: a) diagnosis of the
practices of two teachers in two classes, one of the 1st year and 2nd year another; b) completion of the
continuing education course to a group of teachers; c) supervising the work of a participating teacher
of the course in a 3rd class year, through didactic-formative experiment, aiming to observe changes in
their practices. Data were collected through observations and footage of all course lectures and
training classes developed by the teacher, semi-structured interviews and questionnaires. After
analyzing the data, and found some limitations in the research process, some results were extracted
relevant: a) an initial diagnosis of the difficulties of teachers, made with their own participation,
enables more actions focused on training needs; b) the training course with the teachers towards
interventions in the formation of mental actions of the teachers has proved effective in promoting
qualitative changes at work; c) the experiment was effective in the professional development of the
teacher and the development of mental processes of children, acting also positively on the personal
and professional development of other researchers involved. / Esta pesquisa teve como tema geral questões do planejamento e desenvolvimento de formação
continuada de professores relacionadas a formação de conceitos para promover mudanças qualitativas
no processo ensino e aprendizagem. A investigação consistiu da realização de experimento didáticoformativo
durante um semestre letivo numa classe de 3º ano do ensino fundamental, em que foi posta
em prática planos de ensino com base em princípios da teoria histórico-cultural e da teoria do ensino
desenvolvimental. Foram, também, objetos de investigação atividades de diagnóstico das práticas de
professores alfabetizadores vigentes na escola e a realização de um curso para os professores
alfabetizadores da escola, planejados previamente em função da realização do experimento. O
interesse pelo tema decorreu da necessidade de tomada de decisões, no contexto real de uma escola,
sobre quais ações de formação continuada de professores seriam mais eficazes para promover
mudanças qualitativas no seu trabalho, com repercussão nos modos de apropriação na formação de
conceitos. Os sujeitos da pesquisa foram onze professoras alfabetizadoras de uma escola da rede
privada de ensino de uma cidade do interior do Estado de Minas Gerais e uma dessas professoras, que
foi observada em sua atuação em sala de aula. A pesquisa foi desenvolvida em três etapas: a)
diagnóstico das práticas de duas professoras em duas turmas, uma do 1º ano e outra do 2º ano; b)
realização do curso de formação continuada ao grupo de professoras; c) acompanhamento do trabalho
de uma professora participante do curso numa turma de 3º ano, por meio de experimento didáticoformativo,
visando observar mudanças em suas práticas. Os dados foram coletados por meio de
observações e filmagens de todas as aulas do curso de formação e das aulas desenvolvidas pela
professora, de entrevistas semiestruturadas e questionários. Após a análise dos dados, e consideradas
algumas limitações no processo da pesquisa, foram extraídos alguns relevantes resultados: a) um
diagnóstico inicial das dificuldades dos professores, feito com sua própria participação, possibilita
ações mais focadas nas necessidades formativas; b) o curso de formação com as professoras no sentido
de intervenções na formação de ações mentais das professoras revelou-se eficaz na promoção de
mudanças qualitativas no trabalho; c) o experimento mostrou-se eficaz no aprimoramento profissional
da professora e no desenvolvimento dos processos psíquicos das crianças, atuando, também,
positivamente, no desenvolvimento pessoal e profissional dos demais pesquisadores envolvidos.
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Aprendizagem de geometria no curso de pedagogia: um experimento de ensino sobre a formação dos conceitos de perímetro e área baseado na teoria de V. V. Davydov.Bessa, Márcio Leite de 20 August 2015 (has links)
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Previous issue date: 2015-08-20 / The pivotal issue that we sought to clarify was how the organization of the geometry
academic curriculum, founded on Davydovs Theory of Developmental Education,
could help graduate students of Education formulate the concepts of area and
perimeter. Research began with a diagnostic assessment, which revealed a lack
ofdomain in students who are beginning the pedagogical program graduation
centered on the basic operations of mathematics, specifically focusing on geometry.
Beginning with the students shortcomings in the formulation of mathematical
concepts, we sought to clarify the following questions: With the teaching of
instrumental mathematics based on the theory of Developmental Education,what are
the possible effects in the students quality of learning? Could thisteaching foster an
environmentof intellectual development in students through learning the basic
concepts of geometry, such as perimeter and area? What contradictions involve the
practical realization of Developmental Education, in the context of a graduate degree
in Pedagogy? What kind of interpretation and evaluation did students use from their
learning about perimeter and area, on this alternative for organizing the teaching of
mathematics? Therefore, the study aimed to: analyze the contributions of the
Davydovs theory of Developmental Education to the organization of geometry and its
practical application, in view of the learning of the perimeter and area concepts for
students in the first semester of the Pedagogy program. The field study involved a
thirty-six-student class in the pedagogy course and a teacher, with whom we
developed a formative educational experiment. The investigation consisted of
bibliographic and field research. The literature review spanned the periods from 2005
to 2014, focusing on the learning and training of these concepts. Data collection
involved questionnaires, reports of the subjects, interviews, and audio and video
recordings. The teaching experiment was conducted in eight (8) h(a) for ninety (90)
minutes each between February and June 2014. The didactic experiment followed
the basic premises of Davydov. In the data analysis, Bogdan & Biklen (1994)
guidelines to the categorization and systematization of data were adopted. The data
analysis revealed that this studys main contribution was to provide an alternative
way of organizing mathematics teaching, considering that the experiment
exhibitedthat on average, 85% (eighty five percent) of students demonstrated
qualitative changes in the way thinking about the concept of perimeter and 72%
(seventy two percent) about the concept of area. / O problema central que se buscou esclarecer foi o de que a organização do
conteúdo escolar de Geometria, fundamentada na Teoria do Ensino
Desenvolvimental de Davydov, pode ajudar os estudantes do curso de Pedagogia a
formar os conceitos de Perímetro e Área. A pesquisa foi iniciada com uma avaliação
diagnóstica a qual revelou a falta de domínio de estudantes que ingressam no curso
de Pedagogia das operações elementares da Matemática, especificamente dos
conteúdos de Geometria. Partindo-se das dificuldades dos estudantes na formação
de conceitos matemáticos, buscamos esclarecer as questões: Que repercussões
teriam, na qualidade da aprendizagem dos estudantes em Pedagogia, o ensino de
Matemática Instrumental fundamentado na Teoria do Ensino Desenvolvimental?
Esse ensino pode propiciar condições para o desenvolvimento intelectual dos
estudantes por meio da aprendizagem dos conceitos básicos da geometria como
Perímetro e Área? Que contradições envolvem a realização prática do Ensino
Desenvolvimental no contexto de um curso de graduação em Pedagogia? Que
leitura e avaliação os estudantes fazem de sua aprendizagem dos conteúdos de
Perímetro e Área sobre essa alternativa para organização do ensino de Matemática?
Desse modo, a pesquisa teve como objetivo analisar as contribuições da teoria do
Ensino Desenvolvimental de Davydov para a organização dos conteúdos de
Geometria e sua aplicação prática, tendo em vista a aprendizagem dos conceitos de
Perímetro e Área, por estudantes do primeiro período do curso de Pedagogia. A
pesquisa de campo envolveu uma turma do curso de Pedagogia com 36 (trinta e
seis) estudantes e 1 (um) professor com os quais foi desenvolvido um experimento
didático formativo. A investigação constou de pesquisa bibliográfica e pesquisa de
campo. A pesquisa bibliográfica abrangeu o período de 2005 a 2014, com foco na
aprendizagem e na formação desses conceitos. A coleta de dados envolveu
aplicação de questionários, relatos dos sujeitos, entrevistas e gravações em áudio e
vídeo. O experimento didático foi realizado em 8 (oito) h(a) de 90 (noventa) minutos
cada, no período de fevereiro a junho de 2014 e seguiu as premissas básicas de
Davydov (1988). Na análise dos dados, foram adotadas as orientações de Bogdan &
Biklen (1994) para a categorização e sistematização dos dados. A análise dos dados
revelou que a principal contribuição desta pesquisa consistiu em mostrar um
caminho alternativo de organização do ensino de Matemática, haja vista que o
experimento permitiu verificar que, em média, 85,0% (oitenta e cinco por cento) dos
estudantes demonstraram mudanças qualitativas no modo de pensar Matemática o
conceito de Perímetro e 72,0% (setenta e dois por cento), o conceito de Área.
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VOLUME DE SÓLIDOS GEOMÉTRICOS UM EXPERIMENTO DE ENSINO BASEADO NA TEORIA DE V. V. DAVYDOVPeres, Thalitta Fernandes de Carvalho 29 September 2010 (has links)
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Previous issue date: 2010-09-29 / Mathematics is a discipline characterized by a slow learning curve, the students considering it
difficult to learn its concepts. For example the teaching of spatial geometry has been
distinguished by its abandonment in the classroom. This paper aims at identifying
contributions and challenges of teaching spatial geometry, with an arrangement based on the
theory of developmental education. What is questioned is: given the concrete conditions, how
should one develop education for students in order to form the concept of spatial geometry?
Moreover: What sociocultural factors are present affecting the learning of spatial geometry?
How do students perceive this type of organization providing education? Does the teacher
perceives it as its activity, to teach content based on this type of organization of teaching?
And what is the teacher opinion of this form of education? The research was mainly based on
the theories of Vygotsky and Davydov, the specific aims being: Identify and analyze the
relationships between students and mathematics and with the spatial geometry a day to day
basis - identify and analyze the socio-cultural factors in the specific context of school and
classroom, that affect learning spatial geometry - consider the opinion of students and teacher,
concerning this way of organizing the teaching of spatial geometry. For both, a qualitative
study, consisting of a teaching experiment based on the assumptions of Davydov, has been
carried out. Data were collected through observations, using semi-structured instruments for
diagnostic assessments. The research subjects were math teacher and 28 students in a class of
2nd year of a public high school. Data analysis revealed the following results: motivation of
students during the teaching experiment, enhanced knowledge of the contents after the
historical logic analysis, a new alternative for providing education to the research subjects, the
concept formation of the majority of students, improvement in participation of some students,
not even reaching the theoretical thinking, due to various socio-cultural factors, the teaching
experiment showed evidence of qualitative changes in teacher performance. It is believed that
the main contribution of this research was to show an alternative way of organizing the
teaching of mathematics, particularly the teaching of the concept of volume of geometric
solids. It is believed that even with the difficulties and contradictions in public school and the
children's school life, it is possible to organize an education grounded on the theory of
developmental education and contribute to the formation of theoretical thinking in most
students. / A matemática é uma disciplina marcada pelo baixo desempenho na aprendizagem, cujos
conceitos são considerados difíceis de aprender. E o ensino de geometria espacial tem sido
abalizado por seu abandono nas salas de aula. O presente trabalho tem como objetivo geral
identificar as contribuições e os desafios de se ensinar geometria espacial organizado, com
base na teoria do ensino desenvolvimental. O que se questiona é: dadas as condições
concretas, como se desenvolve o ensino para que os alunos formem o conceito de geometria
espacial? E ainda: Que fatores socioculturais se apresentam afetando a aprendizagem da
geometria espacial? De que modo os alunos percebem este tipo de organização de ensino? E o
professor, como percebe sua atividade de ensinar um conteúdo com base nesse tipo de
organização do ensino, e qual seria sua visão sobre essa forma de ensino? A pesquisa
fundamentando-se principalmente nas teorias de Vygotsky e Davydov. Os objetivos
específicos da pesquisa foram: - identificar e analisar as relações dos alunos com a
matemática e com a geometria espacial, em sua vida cotidiana; - identificar e analisar os
fatores socioculturais no contexto concreto da escola e da sala de aula que interferem na
aprendizagem de geometria espacial; - analisar a visão dos alunos e do professor acerca desse
modo de organização do ensino de geometria espacial. Para tanto, realizou-se uma pesquisa
qualitativa que consistiu num experimento de ensino baseado nos pressupostos de Davydov.
Os dados foram coletados por meio de observações, entrevistas semi-estruturadas,
instrumentos de avaliações diagnósticas. Os sujeitos da pesquisa foram o professor de
matemática e os 28 alunos de uma turma de 2º ano do ensino médio, de uma escola pública. A
análise dos dados revelou os seguintes resultados: Motivação dos alunos durante o ensino
experimental; conhecimento intensificado do conteúdo após a análise lógica histórica; uma
nova alternativa de organização de ensino aos sujeitos da pesquisa; a formação de conceitos
da maioria dos alunos; melhora na participação de alguns alunos, mesmo não atingindo o
pensamento teórico, devido a diversos fatores socioculturais; o experimento de ensino
mostrou indícios de mudanças qualitativas na atuação do professor. Acredita-se que a
principal contribuição desta pesquisa consistiu em mostrar um caminho alternativo de
organização do ensino de matemática, particularmente o ensino do conceito de volume de
sólidos geométricos. Acredita-se que mesmo com as dificuldades e contradições presentes na
escola pública e na vida escolar dos alunos, é possível realizar o ensino embasado na teoria do
ensino desenvolvimental e contribuir para a formação do pensamento teórico da maioria dos
alunos.
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