No description available.

This study examined College of Agriculture students' perceptions and concerns about international educational experiences. The purpose of this study was to determine students' perceptions about international educational experiences, students' interests in gaining international educational experiences, students' ratings of selected factors that may prompt them to acquire these experiences, or barriers that prohibit them from gaining international educational experiences. A stratified random sample of students (N = 153) was asked to complete an online questionnaire. The response rate was 67 percent. Participants (n = 98) included 27 from Tarleton State University and 71 from Texas A & M University. The instrument included items to measure students' interests and preferences for international educational experiences, factors that influenced (motivated or prohibited) students' desires to gain international educational experiences, and perceptions of international educational experiences. Descriptive statistics (mean, standard deviation) and correlations were used to analyze the data. The results showed that only 4 percent of the respondents had participated in study abroad programs. About 77 percent of the respondents were interested in gaining international educational experiences. Students believed that gaining international educational experiences helped them enrich their overall life experience, seek opportunities to live in another country or culture, and helped their resume. Respondents were willing to join the study abroad program held by their universities. They preferred to register for a university faculty-led study abroad, spending one to ten weeks abroad, university study abroad course as an internship, directed study, research project, or similar international experience, and register for university courses at a university study center. The barriers students faced were financial constraints -- paying for the program or funding personal living expenses and studies during the study abroad, finding affordable and adequate housing -- and language barriers. Students who believed that joining in study abroad programs would improve their competitiveness in the global marketplace were more willing to gain international educational experiences than students who didn't think that joining in study abroad programs would improve their competitiveness in the global marketplace.

The purpose of this study was to determine the extent of the relationship between four measures of educational experience, a measure of job performance, and six dimensions of job satisfaction for a population engaged in outside sales.

Orientador: César Donizetti Pereira Leite / Resumo: Este estudo teve como objetivo produzir movimentos de pensamento em torno da formação continuada de professores a partir de imagens, falas e narrativas de um grupo de professores de Matemática, do município de Caxias, Estado do Maranhão. A base de estudo emergiu de mobilizações com imagens ou filmagens produzidas e/ou escolhidas por eles. Além da experiência da autora como docente e formadora, o ponto de partida desta pesquisa considerou as inquietações ligadas à formação de professores, especialmente, da concepção de modelos, padrão, espaço formativo e da ideia de falta que tem constituído, em alguma medida, os discursos que estão nas cercanias dessa temática. Os achados constitutivos deste trabalho que se desdobram no formato de tese, foram produzidos com o grupo de professores convidados e mobilizados a escolher ou produzir imagens, que os remetesse a pensar sobre sua prática de sala de aula, formação e também sobre aspectos que pudessem ou não estar circunscritos ao cotidiano da escola, mas que os tocassem enquanto professores ou formadores. A partir dessa produção, os docentes foram convidados a falar sobre os motivos das escolhas de suas imagens e, ainda, das marcas que expressam em suas vidas. Em meio a esse movimento, procuramos pensar com imagens e a fala dos docentes, entre outras questões: o que podem os registros desses professores – mobilizados por imagens, declarações e recortados por sua experiência de vida – nos dar a pensar acerca da formação de professores? ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study had as its objective the stimulation of movement and thoughts concerning the continuous formation of teachers through the use of images, talks, and narratives, and involved a group of mathematics teachers in the municipality of Caxias, Maranhão State, Brazil. The basis for the study emerged through the mobilization of images or films produced and/or chosen by those educators. In addition to the experience of the present author as a professor and instructor, the initiation of this research considered questions revolving around the professionalization of teachers, especially in terms of the concept of models, standards, formative spaces, and ideas of deficiency that have structured discussions of that theme. The constitutive findings of this work, which resulted in the elaboration of this thesis, were produced while working with a group of teachers invited to choose or produce images that caused them to contemplate their classroom practices, training, and other aspects that may or may not have been directly related to the school environment, but nonetheless influenced them as educators. After gathering those visual images, the teachers were invited to discuss their motivations for choosing each specific visual context and its relationship to their lives. In the midst of those movements, we sought to discuss the images and the manifestations of those educators and consider (among other questions): what could the impressions of those teachers – mobilized through... (Complete abstract click electronic access below) / Doutor

Este trabalho tem como objetivo aprofundar as discussões sobre a Progressão Continuada a partir dos conceitos de crescimento e experiência educativa em John Dewey. Para tanto, buscamos analisar a bibliografia existente, principalmente sobre a legislação que implantou tal regime no sistema público de ensino do Estado de São Paulo, estabelecendo relação com a leitura aprofundada de algumas das principais obras de Dewey, o principal referencial teórico deste estudo. A partir de Dewey, foi possível entender que alguns pressupostos da progressão continuada, como por exemplo: toda criança é capaz de aprender se lhe forem oferecidas as condições necessárias, ou que cada criança tem um ritmo de aprendizagem, encontram-se solidamente fundadas no princípio democrático de educação. Mais ainda, que o problema não é exatamente a progressão continuada, mas a forma como esta foi implantada, sem uma preparação dos professores e uma adequação do sistema como um todo. Em função dessa análise, passamos a considerar que a progressão continuada não deve ser concebida como um fim em si mesma, mas como um meio, um instrumento para o processo de democratização do ensino e da aprendizagem. / The aim of this master thesis is to carry on the discussion about the regimen of continued progression centered in Dewey\'s concept of growth and of educational experience. So we search to analyze the existing bibliography, mainly about the legislation that introduced the regimen in teaching public system of the State of São Paulo, doing a comparison with some of the Dewey\'s work, the most important reference of this study. Reading Dewey very seriously, it was possible to understand that some presuppositions of the continued progression, for example, all children can learn wider proper conditions, as well as each child has a rhythm of learning are based on Dewey\'s concept of democratic education. Therefore, the problem isn\'t continued progression but the way it was introduced without enough preparation of the teachers and of the educational system as a whole. The continued progression can\'t be conceived as a goal in itself, but as a instrument of the democratization process of teaching and learning.

Submitted by LÊDA FERREIRA CABRAL (ledafcabral@hotmail.com) on 2019-01-29T12:35:46Z No. of bitstreams: 1 VERSÃO FINAL TESE_Lêda Ferreira Cabral_POS BANCA.pdf: 6437388 bytes, checksum: 2c9780f6aee7b8581b8c5d5a92613288 (MD5) / Rejected by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br), reason: Prezada Lêda, O documento enviado para a coleção Campus Unesp Rio Claro foi recusado pelo(s) seguinte(s) motivo(s): - Agradecimentos: A Portaria nº 206, de 04/09/2018 Dispõe sobre obrigatoriedade de citação da CAPES nos agradecimentos da seguinte forma: Art. 3º Deverão ser usadas as seguintes expressões, no idioma do trabalho: "O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001" Agradecemos a compreensão e aguardamos o envio do novo arquivo. Atenciosamente, Biblioteca Campus Rio Claro Repositório Institucional UNESP https://repositorio.unesp.br on 2019-01-30T11:29:47Z (GMT) / Submitted by LÊDA FERREIRA CABRAL (ledafcabral@hotmail.com) on 2019-01-30T12:42:44Z No. of bitstreams: 1 VERSÃO FINAL TESE_Lêda Ferreira Cabral_POS BANCA.pdf: 6437635 bytes, checksum: eb43e769963a65da23c4c110690efca2 (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2019-01-30T18:23:20Z (GMT) No. of bitstreams: 1 cabral_lf_dr_rcla.pdf: 6429496 bytes, checksum: cb7ba0fc7dcfa00c88d923bc071104e9 (MD5) / Made available in DSpace on 2019-01-30T18:23:20Z (GMT). No. of bitstreams: 1 cabral_lf_dr_rcla.pdf: 6429496 bytes, checksum: cb7ba0fc7dcfa00c88d923bc071104e9 (MD5) Previous issue date: 2018-09-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este estudo teve como objetivo produzir movimentos de pensamento em torno da formação continuada de professores a partir de imagens, falas e narrativas de um grupo de professores de Matemática, do município de Caxias, Estado do Maranhão. A base de estudo emergiu de mobilizações com imagens ou filmagens produzidas e/ou escolhidas por eles. Além da experiência da autora como docente e formadora, o ponto de partida desta pesquisa considerou as inquietações ligadas à formação de professores, especialmente, da concepção de modelos, padrão, espaço formativo e da ideia de falta que tem constituído, em alguma medida, os discursos que estão nas cercanias dessa temática. Os achados constitutivos deste trabalho que se desdobram no formato de tese, foram produzidos com o grupo de professores convidados e mobilizados a escolher ou produzir imagens, que os remetesse a pensar sobre sua prática de sala de aula, formação e também sobre aspectos que pudessem ou não estar circunscritos ao cotidiano da escola, mas que os tocassem enquanto professores ou formadores. A partir dessa produção, os docentes foram convidados a falar sobre os motivos das escolhas de suas imagens e, ainda, das marcas que expressam em suas vidas. Em meio a esse movimento, procuramos pensar com imagens e a fala dos docentes, entre outras questões: o que podem os registros desses professores – mobilizados por imagens, declarações e recortados por sua experiência de vida – nos dar a pensar acerca da formação de professores? No limiar desse pensamento, como um dos caminhos possíveis para a investigação, nos propormos um exercício de aproximação ao pensamento de autores, como Benjamin (1993, 1995), Deleuze (2006, 2011), Deleuze; Guattari (1977, 1992, 1996, 1997), Foucault (2009, 2012), Rancière (1995, 2009, 2012), Larrosa (2002), Leite (2011, 2012), Jobim e Souza (1994), Clareto (2009, 2010), Fiorentini; Lorenzato (2006), entre outras vozes que ajudaram a mobilizar conceitos e sensações nessa tecitura acerca da formação continuada. Caminhando por entre os achados, uma diversidade de questões emergiu do currículo, da sala de aula, do conhecimento matemático, da experiência educativa de cada sujeito, sua vivência em sala e suas afetações no exercício de suas funções, seja no âmbito de suas práticas de sala de aula, assim como também do que a rodeia e, ao mesmo tempo, a transpassa e atravessa e, ao atravessar, nos transforma. Estes achados apontam que uma formação que conceba o professor como autor do processo formativo pode produzir ‘formação-menores’ ou heterotopia nos processos de formação. Em outras palavras, caminham em direção a formações que não partem de modelos e protocolos preestabelecidos, dados a priori da experiência, mas, que considera o que se faz na superfície, na experiência do acontecimento, no encontro com os sujeitos do processo formativo. / The present study had as its objective the stimulation of movement and thoughts concerning the continuous formation of teachers through the use of images, talks, and narratives, and involved a group of mathematics teachers in the municipality of Caxias, Maranhão State, Brazil. The basis for the study emerged through the mobilization of images or films produced and/or chosen by those educators. In addition to the experience of the present author as a professor and instructor, the initiation of this research considered questions revolving around the professionalization of teachers, especially in terms of the concept of models, standards, formative spaces, and ideas of deficiency that have structured discussions of that theme. The constitutive findings of this work, which resulted in the elaboration of this thesis, were produced while working with a group of teachers invited to choose or produce images that caused them to contemplate their classroom practices, training, and other aspects that may or may not have been directly related to the school environment, but nonetheless influenced them as educators. After gathering those visual images, the teachers were invited to discuss their motivations for choosing each specific visual context and its relationship to their lives. In the midst of those movements, we sought to discuss the images and the manifestations of those educators and consider (among other questions): what could the impressions of those teachers – mobilized through images, declarations, and life experience memories – lead us to conclude about the formation of school instructors? Within those thoughts, and as a possible path of investigation, we proposed exercises of approximation to the thoughts of authors such as Benjamin (1993, 1995), Deleuze (2006, 2011), Deleuze; Guattari (1977, 1992, 1996, 1997), Foucault (2009, 2012), Rancière (1995, 2009, 2012), Larrosa (2002), Leite (2011, 2012), Jobim e Souza (1994), Clareto (2009, 2010), Fiorentini; and Lorenzato (2006), among other voices, which could aid in mobilizing concepts and sensations leading towards continuous formative activities. Considering our findings, a diversity of questions emerged concerning the curriculum, the classroom environment, the understanding of mathematics, the educational history of each person, their experiences in classrooms, their presumptions in terms of the execution of their functions (whether in terms of their practices in the classroom or the environment that surrounds them) that, while at the same time, passing over them and through them, thereby transformed them. Those findings point to the concept of the professor as the author of processes that are ‘minor training’, or heterotopia, in the transformation process – moving in directions that do not originate from pre-established models and protocols given the a priori nature of experiences, that do not consider what is done on the surface, during the moments of those events, at the moment of encounter with the objects of the formative process.

Retention in Computer Science undergraduate education, particularly of underrepresented groups, continues to be a growing challenge. A theme shared by much of the research literature into why this is so is one of a distancing in the relationship between Computer Science professors and students [39, 40, 45]. How then, can we begin to lessen that distance, and build stronger connections between these groups in an era of growing class sizes and technology replacing human interaction? This work presents BitFit, an online programming practice and learning tool, to describe an approach to using the telemetry made possible from deploying this or similar tools in introductory programming courses to improve the quality of instruction, and the students' course experiences. BitFit gathers interaction data as students use the tool to actively engage with course material. In this thesis we first explore what kind of quantitative data can be used to help professors gain insights into how students might be faring in their courses, moving the method of instruction towards a data- and student-driven model. Secondly, we demonstrate the capacity of the telemetry to aid professors in more precisely identifying students at risk of failure in their courses. Our goal is to reveal possible reasons these students would be considered at-risk at an early enough point in the course to make interventions possible. Finally, we show how the use of tools such as BitFit within introductory programming courses could positively impact the student experience. Through a preliminary qualitative assessment, we seek to address impact on confidence, metacognition, and the ability for an individual to envision success in Computer Science. When used together within an all-encompassing approach aimed at improving retention in Computer Science, tools such as BitFit can move towards improving the quality of instruction and the students' experience by helping to build stronger connections rooted in empathy between professors and students. / Graduate / 0710 / 0984 / alrusso@uvic.ca

Este trabalho tem como objetivo aprofundar as discussões sobre a Progressão Continuada a partir dos conceitos de crescimento e experiência educativa em John Dewey. Para tanto, buscamos analisar a bibliografia existente, principalmente sobre a legislação que implantou tal regime no sistema público de ensino do Estado de São Paulo, estabelecendo relação com a leitura aprofundada de algumas das principais obras de Dewey, o principal referencial teórico deste estudo. A partir de Dewey, foi possível entender que alguns pressupostos da progressão continuada, como por exemplo: toda criança é capaz de aprender se lhe forem oferecidas as condições necessárias, ou que cada criança tem um ritmo de aprendizagem, encontram-se solidamente fundadas no princípio democrático de educação. Mais ainda, que o problema não é exatamente a progressão continuada, mas a forma como esta foi implantada, sem uma preparação dos professores e uma adequação do sistema como um todo. Em função dessa análise, passamos a considerar que a progressão continuada não deve ser concebida como um fim em si mesma, mas como um meio, um instrumento para o processo de democratização do ensino e da aprendizagem. / The aim of this master thesis is to carry on the discussion about the regimen of continued progression centered in Dewey\'s concept of growth and of educational experience. So we search to analyze the existing bibliography, mainly about the legislation that introduced the regimen in teaching public system of the State of São Paulo, doing a comparison with some of the Dewey\'s work, the most important reference of this study. Reading Dewey very seriously, it was possible to understand that some presuppositions of the continued progression, for example, all children can learn wider proper conditions, as well as each child has a rhythm of learning are based on Dewey\'s concept of democratic education. Therefore, the problem isn\'t continued progression but the way it was introduced without enough preparation of the teachers and of the educational system as a whole. The continued progression can\'t be conceived as a goal in itself, but as a instrument of the democratization process of teaching and learning.

No description available.

This research explored the perspective of foster parents on the educational experiences of foster children and experiences of communication patterns with other key stakeholders (social workers, and teachers). Factors focused on were educational experience of foster children, communication patterns, the impact of communication patterns on the educational experience, and barriers to effective communication. Five individuals who were, at the time of the study, foster parents to at least one child were interviewed. Participants openly shared a variety of positive and negative experiences. This study adopted the theoretical framework of Bronfenbrenner’s cultural-ecological theory. Participant interviews were transcribed verbatim and inductive coding was used for analysis of transcriptions. Central themes that emerged included past experiences of foster child impacts the educational experience, the teacher-student relationship impacts the educational experience, and communication patterns impact the consistency of expectations across systems. Results from the study showed that foster parents are generally satisfied with the communication patterns they experience with key stakeholders. Consistency of expectations and modeling of help seeking behavior were identified as the key impacts communication patterns have on the educational experience of foster children. A unique experience of the impact of communication with biological parents of the foster child was also revealed.