Thesis (M.A.)--Ohio State University, 2007. / Includes bibliographical references (leaves 73-74). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Magister Philosophiae - MPhil / This study deals with the evaluation research conducted to evaluate the Accounting curriculum of Asmara Commercial College (ACC), Eritrea. The purpose of the Accounting programme in this college is to train middle level skilled manpower to satisfy the dire shortages of Accounting personnel in the country. Accounting education in Eritrea seems to lag behind the rest of the world, particularly in curriculum administration and development aspects of the discipline. The target group of the above programme was directed to the 11th grade candidates who have passed the matriculation exam. The primary goal of this training was to achieve qualified students and help them to prepare for the world of work at the end of the programme. A second goal was to assist them in their professional development as future accountants. The study therefore evaluated how successfully the Accounting curriculum helped the students to develop themselves academically and professionally. It was also aimed at providing some suggestions and recommendations to the curriculum developers and teachers of the college in particular and other interested parties to assist them in identifying different aspects of the object of evaluation questions to be addressed. The researcher used both a literature review and empirical data to achieve the desired aim. Based on the literature, the Accounting education concepts, the concepts of change and evaluation as well as the role of evaluation in relation to the Accounting curriculum had been reviewed in order to support the study with its theoretical background. In the empirical part of the study, it investigated the perceptions of the respondents concerning the current Accounting practice at ACC and its relationship with the world of work. The necessary empirical data were mainly collected by 1) interviews and 2)-document analysis. The respondents were seven: 1) the director of ACC, 2) two Accounting instructors from ACC, 3) two employers, and 4) two graduates students. A normal flow of text had been used to analyze each response given to the interview items by respondents and observation of documents.

Made available in DSpace on 2015-05-07T15:08:46Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 1347917 bytes, checksum: f3c71c30f3e7d23c685c89cfc77301e6 (MD5) Previous issue date: 2012-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work is a qualitative research, based on documental analysis. Its central purpose was to analyze the formal curriculum of the graduation medical course of the Federal University of Paraiba state, Brazil, reaching toward the comprehension about the Health and Education concepts which are present in there, as backgrounds of the relationship between theory and practice. The investigation starts from the background assumption that sanitary and educative practices are supported by Health and Education concepts, not in an idealistic way, from the theoretical idea to the sublunar concrete world of the practices, but otherwise considering the interconnection between theory and practice, in a process which has a major importance to health professionals education. To achieve that goal, it has been chosen the hermeneutic dialectic methodological approach, and at the same time, efforts were made in order to organize the work in three distinct moments, following the dialectical steps: initial synthesis, at the first step; second, analytical step; and, finally, the new synthesis. This methodology required the theoretical development of the concepts of Education and Health, through a historical perspective, which considered the articulation of these concepts with the relations between theory and practice. Such analysis of the formal curriculum yields evidences that this curriculum has a broad and fragmented background, in which idealist and dialectic concepts of Education, and mechanistic and social-determinist concepts of Health, are gathered side by side. Despite the social-determinist concept of Health is advanced in comparison with the mechanistic one, it maintains a determinist bias. Regarding the relationship between theory and practice, it is possible to observe that the partially advanced curriculum backgrounds are neither translated into the effective choice of active pedagogical methodologies (related to Education dialectic concepts), nor into practices which would suggest those Health dialectic concepts announced in the curriculum introduction´s statements. The Health and Education dialectic concepts are clearly exposed only in few parts of the curriculum, as the Horizontal Modules A (HMAs) in which the Education and Health concepts establish an opening to shared planning of care, and shared knowledge construction. Even in these modules (HMAs), the challenge remains of ensuring its effective dialectic nature, as the students move forward from the health to the disease, from the social to the clinical, from the community to the individual. In spite of these challenges, the formal curriculum reinforces its inconclusiveness as it claims for further evaluation and constant improvements. Therefore, new investigations and interventions are needed to go forward in the efforts of improving health professionals´ formation, regarding the transformation of society, which only can happen with shared care planning and emancipatory education. / Trata-se de pesquisa de abordagem qualitativa, de natureza analítica documental. Seu objetivo central foi analisar o Projeto Político Pedagógico do curso de Medicina da Universidade Federal da Paraíba em busca de apreender os conceitos de Saúde e Educação, como fundamentos da relação teoria-prática. Parte-se do princípio de que as práticas sanitárias e educativas são informadas por conceitos de Saúde e Educação, não de uma forma idealista, de um ideal teórico para o mundo sublunar das práticas, mas dentro de um entendimento de interligação entre a teoria e a prática, e que estes são determinantes na formação dos profissionais de saúde. Para atingir o objetivo deste trabalho, foi escolhida a abordagem metodológica hermenêutica dialética, bem como se procurou dividir o trabalho nos três momentos do método dialético: fase sintética inicial, fase analítica e terceira fase, com nova síntese. Esta metodologia envolveu a construção teórica das categorias Educação e Saúde, a partir de uma perspectiva histórica, que considerou as articulações destes conceitos com as relações teoria-prática. A análise do PPP a partir da abordagem escolhida demonstrou que este apresenta um caráter abrangente e fragmentado, havendo em seus fundamentos a presença de conceitos ora idealistas ora dialéticos de Educação e ora mecanicistas ora dialéticos de Saúde, que são bastante abrangentes e ousados, porém predomina nestes fundamentos um certo determinismo no que se refere aos conceitos de Saúde e uma falta de definição clara quanto às opções pedagógicas. No que se refere à relação teoria-prática, percebe-se que a ousadia dos fundamentos curriculares não se concretizam na efetiva adoção de metodologias pedagógicas ativas (relacionadas a conceitos dialéticos de Educação), nem tampouco se materializa na prática curricular sugerida pela estruturação dos módulos curriculares no PPP a operacionalização de conceitos dialéticos de Saúde sugeridos nos fundamentos. O que se observa é a adoção maciça de conceitos de Saúde ora mecanicistas e ora social-deterministas. Os conceitos dialéticos de Saúde são claramente explicitados apenas em alguns momentos do PPP, como em alguns Módulos Horizontais A, nos quais se utilizam conceitos de Educação e Saúde que estabelecem uma abertura dos futuros profissionais para a construção compartilhada do conhecimento e do cuidado. Mesmo nestes Módulos (MHAs) permanece o desafio de garantir seu efetivo caráter dialético à medida que se avança da saúde para a doença, do social para o clínico, da comunidade para o indivíduo. Apesar destes desafios, o PPP é um documento que reforça seu próprio caráter processual, estando aberto para reavaliações e aprimoramentos constantes. Sendo assim, novas investigações e intervenções fazem-se necessárias para que se avance na luta por uma formação de profissionais de Saúde capazes de operar na perspectiva da transformação da sociedade, jamais abdicando da construção compartilhada do cuidado e da emancipação.

Der Umweltunterricht in Biologie befindet sich in der Orientierung zwischen Zwängen zur Reduktion auf naturwissenschaftliches Basiswissen (scientific literacy), den Kompetenzansprüchen der traditionellen Umweltbildung (environmental literacy) und der zuletzt implementierten Bildung für Nachhaltigkeit (BNE) mit dem Ziel Gestaltungskompetenz (sustainability literacy). Die hier präsentierte Studie diente neben der Bestimmung und Diskussion des Ist-Standes bei der Vermittlung umweltbezogener Gesichtspunkte im Rahmen des Faches Biologie auch der Entwicklung eines entsprechenden Instrumentes zur Erfassung der Unterrichtskonzepte von Lehrpersonen. Die Identifikation der Unterrichtskonzepte ging von Lehrkräften und deren Befragung in einem Ländervergleich zwischen Deutschland und Schweden aus. Methodisch wurde eine Kombination aus qualitativen und quantitativen Verfahren umgesetzt. Drei latente Erklärungsvariablen für die Antwortmuster der Lehrpersonen wurden faktorenanalytisch identifiziert und in verschiedenen Erhebungswellen validiert. Darauf basierend wurden drei kurze Testskalen gebildet. Ein zweites Auswertungsverfahren bestand in der Clusteranalyse der befragten Lehrkräfte. Indem die Cluster mit den Skalen in Beziehung gesetzt wurden, konnten anhand der Varianz der Gruppenmittelwerte verschiedene Profile identifiziert werden. Dies führte zur Beschreibung von je sechs qualitativ und quantitativ differenzierbaren Unterrichtskonzepten in Deutschland und Schweden als reservierte, minimalistische, traditionelle, neuorientierte, ambivalente und pluralistische Realisierung von Umweltbiologie. Während der reservierte Ansatz in Schweden nicht auftritt, kann dort „theoretische Umweltbiologie“ unterschieden werden. Beim derzeitigen Aus- und Fortbildungsstand der Lehrkräfte ist die Umsetzung von BNE in Deutschland nicht adäquat gewährleistet. Gründe dafür liegen im disziplinären Vermittlungsmodus, mit dem die Entwicklung überfachlicher Kompetenzen kaum vereinbar ist. / Environmental education has been implemented interdisciplinary at school in Germany. On the contrary, teacher training still remains emphasizing specific scientific subjects. Only recently, different initiatives towards education for sustainable development (ESD) are under way on state level, sub-state level and local level. However, common criteria for designing interdisciplinary teaching processes have not become obvious in Germany. There is a risk, therefore, that teachers will make decisions concerning aims, content and methods based solely on intuition. The study presented here identifies and discusses the existing state of concepts of environmental biology among biology teachers with respect to scientific literacy, environmental literacy and sustainability literacy. A wide range of different aspects of didactics in environmental biology was identified and gathered from biology teachers and scientists in Germany and Sweden. Following classical test theory, the diverse statements were eventually transformed into a closed Likert-scale questionnaire. In two preliminary studies and in the main study that was conducted across the whole of Germany, three dimensions were identified and validated by means of factor analysis. Using cluster analysis, six concepts can be distinguished: pluralistic, ambivalent, realigned, traditional, minimalist and reserved realisation of environmental biology. Biology teachers generally refer to a disciplinary science orientated teaching repertoire when addressing environmental education, which is not adequate to ESD theory. Following the investigation in Sweden, also six concepts can be distinguished. Instead of the reserved concept, a theoretic realisation exists in Sweden suitable for facilitation of sustainability literacy. In five types of realising environmental biology, a high degree of agreement was identified between perceptions of teachers in Germany and Sweden.