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. / PROBLEM.-- The study is concerned with the construction and evaluation of a motor educability battery and its relation to rate of motor learning; the motor educability battery is specifically established for sixth grade boys and girls, ages 11 and 12 years. PURPOSES.-- The purposes of the study are: 1. To formulate a battery of motor skills to be used to measure rate of motor learning (criterion). 2. To formulate a motor educability battery using rate of motor learning as the criterion. 3. To compare existing batteries of motor educability with the criterion. 4. To conpare Teacher Rating of motor educability with the criterion. 5. To compare Intelligence with the criterion. 6. To determine any significant differences between rate of motor learning of boys and rate of motor learning of girls. METHOD.-- From 37 motor skills, four were selected: 1) Lacrosse Throw and Catch Motor Skill, 2) Cup-Catch Motor Skill, 3) Balance Board Motor Skill, and 4) Backward Stilt Walk Motor Skill. In measuring rate of motor learning, an attempt was made to start from a practical zero point of experience in the motor skills. Participants who had prior practice or related experience on any of the four selected motor skills were dropped from the study. The motor skill learning for each of the four skills was measured from initial experience to its completion, the score for each skill being the number of trials neceswary for its successfUl completion. The score on each of the four skills for each subject was combined into a Gross Motor Learning Score; this score was the criterion against which the motor educability test items were compared. From 88 motor educability test items collected, twenty-five items with the highest correlation coefficients with the Gross Motor Learning Score were selected to form the Preliminary Motor Educability Battery. By means of statistical analysis, seven of these items were chosen to form the final battery of motor educability (Thornton Battery). By means of statistical analysis, the existing nine motor educability batteries, Teacher Rating of motor educability, and Intelligence were compared with the Gross Motor Learning Score (criterion). Differences in motor learning rates of boys and of girls were also studied. [TRUNCATED] / 2031-01-01

Quels sont les postulats de l'éducation? Il y en a plusieurs, le plus important étant celui du changement, c'est-à-dire celui qui pose que l'individu éduqué est susceptible de changer. Penser les présupposés du changement en éducation tend à engager la réflexion sur le terrain de la métaphysique. Or, la métaphysique semble avoir mauvaise presse en éducation. Il faut donc s'intéresser à la question des postulats afin de comprendre sa nécessité et l'engager légitimement. Il s'agira de comparer différents postulats à l'oeuvre actuellement en éducation, à savoir: l'éducabilité, la perfectibilité et la malléabilité. Par là, nous aurons une idée de ce que peut l'homme. / What is the most important principle of education? Can we think education without supposing that we are able to change? To answer to this question, it's not enough to admit that somebody can change. We must know what kind of changes he is supposed to make. But, this enquiry should say its name. It seems to be a metaphysical question. But, Metaphysics is not a permitted way of studying education. Because of several reasons, we must justify our research,in order to explain why we can but moreover we must precise our conception of change in education. Then we will be able to compare different kind of principles of education, for example: educability, plasticity or perfectibility. Actually, we want to know how much someone can change.

Made available in DSpace on 2015-05-07T15:08:34Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1677439 bytes, checksum: ad3f3e531578f408e59356767d66682a (MD5) Previous issue date: 2010-10-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme related to youth and its gathering, pointing out another way to be together as a social enhancer, is discussed at this moment. For this reason, this study arose from a group of youngsters who practice street dance in the town of Cajazeiras, PB. Having as theoretical and methodological axis, Michel Maffesoli´s comprehensive sociology, the study aimed to identify and analyze the sociocultural and educational elements which constitute and which are constituents of these youngsters´ practice. The research, however, demonstrates the street dance as an educative experience, characterized as the way youngsters, involved in it, found to be together. Such experience, nevertheless, translates the dynamicity and plurality of a world in a constant social movement which is reflected in the daily routine of the groups while in interaction, constitutive of identities which are not rigid, but kaleidoscopic. In this sense, matters as global/local culture, youth culture, media, identity, recognition, tribalization and educability compose important axes for understanding the changes concerning the social experiences, especially among the youngsters, nowadays. / Discutem-se, aqui, a temática da juventude e seus agrupamentos, apontando outro modo de estar-junto, potencializador de socialidade. Para tanto, partiu-se de um grupo de jovens praticantes da dança de rua da cidade de Cajazeiras, PB. Tendo como eixo teórico e metodológico a sociologia compreensiva de Michel Maffesoli, o estudo buscou identificar e analisar os elementos socioculturais e educacionais que constituem e são constituintes da prática desses jovens. A pesquisa, portanto, demonstra a dança de rua como uma vivência educativa, caracterizando-se como um modo de estar-junto dos jovens nela envolvidos. Esta vivência, contudo, traduz a dinamicidade e a pluralidade de um mundo em constante ebulição social, que se reflete no cotidiano dos grupos em interação, constitutiva de identidades, as quais não são fixas, mas caleidoscópicas. Nesse sentido, questões como cultura global/local, cultura juvenil, mídias, identidade, reconhecimento, tribalização e educabilidades constituem eixos importantes para a compreensão das transformações das vivências sociais, especialmente entre os jovens, na atualidade.

Thesis advisor: Andrew Miller / The purpose of this study is to investigate how Asian women educational leaders perceive their instructional leadership and the ways in which their racialized and gendered experiences impact their practices. This qualitative case study is anchored by the sympathetic instructional leadership framework that includes holding high expectations in a community context, keeping a focus on instruction, and managing critical negotiations with staff. This study was conducted in a predominantly white school district with stated goals for equity. Six semi-structured interviews were conducted with Asian women building leaders and education leaders. Additionally, a survey was conducted across the district about how race and gender during the pandemic and our nation’s reckoning have either posed obstacles or opened opportunities for anti-racist work. The qualitative evidence collected about instructional leadership navigation led to the emergence of three main themes: these leaders lead by empowerment and mobilization, they lead through racism, and they focus on adult learning for instructional leadership. While the district survey found a high rate of anti-racist preparation and study on the part of the participants, Asian women leaders conducted more critical negotiations with colleagues than those surveyed across the district. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Cette thèse a pour objet la mise en place d'ateliers de philosophie auprès élèves adultes incarcérés. Notre dispositif pédagogique initie des discussions philosophiques sur des dilemmes moraux. En prison, l'enseignement a pour objectif principal de préparer le détenu à la sortie et de lui permettre de comprendre le monde dans lequel il vit. C'est dans cette optique que s'inscrit notre travail de recherche. Notre question centrale est : Dans quelle mesure le recours à la discussion de dilemmes moraux entre adultes incarcérés peut-il participer à leur développement moral ? Notre première hypothèse porte sur la mobilisation de la dimension rationnelle dans le jugement, afin de favoriser l'accès des détenus à un stade de développement moral plus avancé qu'auparavant. La seconde hypothèse concerne la nécessaire prise en compte de la dimension émotionnelle et affective dans la formulation des jugements moraux, car elle interfère avec les approches rationnelles. Sur le plan méthodologique, nous recourons à une méthode qualitative, l'analyse de contenu. A partir de la retranscription des discussions sur les dilemmes moraux, nous procédons au codage des unités de sens des verbatim, en lien avec les valeurs orientant la théorie des stades de développement moral de Kohlberg. Ensuite, nous appliquons la méthode de l'analyse de contenu afin d'accéder à la compréhension fine des arguments des apprenants. Puis nous appréhendons, sur l'ensemble des discussions, le niveau de développement moral des détenus, et dressons leur profil d'éducabilité morale. Ce travail réflexif sur le dilemme vise l'éducabilité morale du sujet, en se fondant sur le postulat d'une éducabilité toujours possible. Les résultats de cette recherche, en évaluant le potentiel l'éducabilité morale des détenus, pourrait permettre de rendre une décision sur le plan judiciaire. Notre recherche montre également qu'il est impossible de rattacher certaines argumentations à la grille de Kohlberg.En effet, la théorie des niveaux de développement moral ne prend pas en compte la primauté des valeurs familiales, idéalisées chez les personnes détenues. Nous postulons donc l'existence d'un nouveau stade de développement moral, de niveau post conventionnel, qui pourrait être nommé «stade du respect inconditionnel des valeurs familiales». Il aurait, comme principe directeur, la préservation absolue des membres de sa famille / This thesis's subject is the setting up of philosophy workshops aimed at inmates serving some time in jail. Our educational project allows them to learn and exchange on philosophical topics related to moral dilemmas. In prison, the teacher's main role is to prepare the inmates for their release and teach them how to understand better the world in which they live. Our research founds its framework for this purpose. The issue raised in this particular work is «To what extent can the use of discussions on moral dilemmas between inmates take a part in their moral development and/or behaviour ?». Our first hypothesis deals with the mobilisation of the rational dimension in their own judgement, in order to give them the opportunity to develop and increase their previous state of moral behaviour. The second hypothesis takes into account the emotional and affective dimension as regard the wording of moral judgements, as it might alter the rational approaches. On the methodological aspect, we focus on the qualitative side that is to say on the content analysis. Starting from the transcript of the discussions on moral dilemmas, we proceed to the coding of the units of meaning of the verbatim, in connection with the values guiding the theory of the stages of moral development of Kohlberg. Then, we apply the content analysis method to reach the sharp understanding of the learners' arguments. At last, from the whole discussions, we grasp the level of the prisoners' moral development and draw their profile of moral educability. This reflexive work on the dilemma aims at the subject's moral educability, based on the premise of a still possible educability. The outcomes of this research, by assessing the potential of the moral educability of the detainees, could alter a decision making on the judicial level. Our research also shows that some arguments can't be related to Kohlberg's grid. Indeed, the theory of moral development levels does not take into account the presence of family values, idealized for detained people. We therefore postulate the existence of a new stage of moral development, of a postconventional level, which could be called "stage of unconditional respect for family values". It would have, as a guiding principle, the absolute preservation of one's family members

La tesi, con un intento esplorativo, avvalora l’ ecologia integrale quale principio che riguarda ogni contesto di vita e considera criticamente le dimensioni della sostenibilità all’interno della vita delle persone e delle organizzazioni, analizzando le questioni in modo interdisciplinare e attraverso inedite prospettive epistemologiche inclusive. La nozione di formazione umana integrale e le prospettive della Dottrina Sociale della Chiesa sono assunte quale itinerario di approfondimento sulle possibili connessioni euristiche tra pedagogia ed economia civile, con riferimento all’educabilità della persona e all’ecologia umana. L’orientamento all’ecologia integrale sollecita la riflessione pedagogica, in dialogo con altre scienze, a generare un’inedita progettualità civile e nuove possibilità educative per realizzare un autentico sviluppo equo e solidale. Nell’alveo della pedagogia dell’impresa, si considerano modelli organizzativi quali imprese sociali, cooperative di comunità e Società Benefit come protagoniste nell’impegno responsabile della costruzione della comunità, avvalorando la fioritura della persona umana e la cura del creato. Human education ed ecologia integrale divengono l’alleanza capace di sviluppare green capability emblematiche per l’edificazione di un futuro inclusivo e vitale, nella prospettiva del bene comune. / The thesis, with an exploratory intent, validates integral ecology as a principle that concerns every context of life and critically considers the dimensions of sustainability within the lives of individuals and organisations, analysing the issues in an interdisciplinary way and through novel inclusive epistemological perspectives. The notion of integral human formation and the perspectives of the Social Doctrine of the Church are taken as an itinerary to explore the possible heuristic connections between pedagogy and civil economy, with reference to the educability of the individual and human ecology. The orientation towards integral ecology urges pedagogical reflection, in dialogue with other sciences, to generate unprecedented civil planning and new educational options to achieve authentic fair and solidarity-based development. In the context of the business pedagogy, organisational models such as social enterprises, community cooperatives and Benefit Societies are considered as protagonists in the responsible commitment to building the community, enhancing the flourishing of the human person and the care of creation. Human education and integral ecology become an alliance capable of developing emblematic green capabilities for building an inclusive and vital future, in a perspective of common good.