The purpose of the research study was to inquire into the experiences of youth who leave school before graduating with a high school diploma. Through the narrative inquiries into the life and school stories of the participants, several threads are identified, providing opportunity for further reflection on current school policies and practices. The research study shows that the life and the school stories of youth are not separate but are interrelated in ways that add to the complexity of the issues facing youth in contemporary school settings. / Special Education

Thesis (doctoral)--Lärarhögskolan i Stockholm, 2006. / "Doctoral dissertation 2006"--Half title verso. Includes bibliographical references (p. 256-269).

Thesis (LL. M.)--Judge Advocate General's School, 1954. / "30 April 1954." Typescript. Includes bibliographical references. Also issued in microfiche.

Thesis (LL. M.)--Judge Advocate General's School, United States Army, 1975. / "April 1975." Typescript. Includes bibliographical references. Also issued in microfiche.

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 180-185). Also available on the World Wide Web.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 1, 2007) Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:24:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-01Bitstream added on 2014-06-13T20:13:31Z : No. of bitstreams: 1 zakir_ma_me_mar.pdf: 916376 bytes, checksum: e1bfb771305fd8bb079e40004da3e888 (MD5) / Esta pesquisa trata de reflexões acerca da formação de alunos de Letras de uma universidade pública paulista e de meu primeiro ano de exercício profissional como professora de língua portuguesa em uma escola estadual. A partir da observação de minha prática de ensino, constatei que minha ação como professora era direcionada por vivências que havia tido como aluna e não por uma concepção de ensino que estivesse fundamentada teoricamente. Comecei, então, a questionar o fato de uma professora recém-formada ingressar no magistério sem ter uma fundamentação teórica consciente acerca do trabalho que desenvolveria com os alunos. Desta forma, decidi investigar como as dificuldades que tive ao ingressar no magistério eram também sentidas entre os alunos do quarto ano do curso de Letras que participaram da pesquisa. Por meio da análise do material produzido por eles (portfolios elaborados na disciplina Prática de Ensino de Língua Portuguesa e Estágio Supervisionado) seria, então, possível ter uma percepção mais ampla de meu próprio processo de formação, uma vez que investigaria as questões que me afetavam como professora recém-formada. Assim, escrevendo textos de pesquisa a partir das narrativas dos participantes, conforme propõe a Pesquisa Narrativa (CLANDININ & CONNELLY, 2000), produzi sentidos sobre os excertos que tratavam das expectativas dos futuros professores acerca da profissão docente e da relação que eles estabeleciam ou não entre teoria e prática de ensino. Um resultado central deste estudo indica que há uma diferença significativa entre a compreensão de uma teoria quando dela nos apropriamos e quando essa apropriação não existe. Desta forma, narro como se deu o processo de apropriação de uma perspectiva teórica que se tornou essencial para compreender e pensar em transformar minha própria prática docente. / The research reported in this dissertation is about reflection during the pre-service education of future language teachers of a public university in the state of São Paulo. The study also includes my own process of reflection on my first year as a teacher of Portuguese in a public junior high school. As I reflected on my own teaching practice as a beginning teacher, I noticed that my classroom action was being guided by the experience I had as a student, instead of a theoretically based concept of teaching. Then, I started questioning how a teacher who had just graduated could begin her work without having theoretically conscious bases about the work that was to be developed with her students. Therefore, I decided to investigate how the difficulties I had when I started teaching could also be noticed by the pre-service teachers who participated in this study. Through the analysis of these participants’ narratives (portfolios developed in the course Teaching Practicum of Portuguese), I believed that I could reach a broader perception of my own process of professional development if I focused on the matters that were affecting myself as a novice teacher. By writing research texts about the participants’ narratives, as proposed by Narrative Inquiry (CLANDININ & CONNELLY, 2000), I have produced meanings from excerpts of my participants’ stories about their expectations regarding their profession and the relationship between theory and their novice teaching practice. The first result of this study shows meaningful differences between understanding a theory when it is appropriated by us and when it is not. The second result illustrates my process of appropriation of a theory and how central it became in the process of transforming my novice teaching practice. My contact with Vygotski’s Historical-Cultural Perspective allowed me to understand the complexity of the educational process.

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The purpose of this study was to analyze the influence of attending the 2018 Appreciative Advising Institute (AAI) on the overall and workplace wellbeing levels of attendees. The 2018 AAI was held July 29 to August 1, 2018 in Boca Raton, Florida at Florida Atlantic University. Seligman’s (2011) PERMA model of wellbeing was used as the theoretical framework for this study and Butler and Kern’s (2013) PERMA Profiler and Kern’s (2014) Workplace PERMA Profiler were the instruments used to study the influence of attending AAI on advisor wellbeing. Three research questions provided the basis of the study. A repeated measure analysis of variance (ANOVA) was used to explore the influence of attending the Appreciative Advising Institute on wellbeing. Major findings in the study suggests overall PERMA scores were significantly influenced immediately post AAI, F(1,60) = 4.67, p = .04, ηp = 0.07, with measures of positive emotion (P), t(60) = -2.65, p = .01, and accomplishment (A) t(60) = -3.45, p = .001 being significantly improved. Workplace PERMA cores demonstrated short-term improvements as well. Specifically, measures of meaning (M) were significantly higher following the AAI t(60) = -2.17, p = .03 . In terms of long-term impact for overall PERMA, measures of positive emotion (P) remained significantly higher one month following the AAI t(46) = -2.14, p = .04. Workplace PERMA scores were significantly higher one-month post AAI, F(1,45) = 8.11, p = .01, ηp = 0.15. (Mean difference = 0.40, SE = 0.14, p = .007). Specifically, measures of positive emotion (P), t(45) = -2.53, p = .015, engagement (E) t(45) = -2.55, p = .014, relationship (R), t(45) = -2.10, p = .041, and meaning (M), t(45) = -2.17, p = .036, all were significantly higher one-month post intervention. Results suggests that attending the 2018 AAI positively influences academic overall and workplace wellbeing. Overall results suggest that attending AAI may provide a potential professional development platform for academic advising offices looking to address overall and workplace wellbeing in their advisors. Going forward, findings suggest the AAI may be a potential valuable option for higher education institutions seeking to increase the overall and workplace wellbeing levels of their academic advisors. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

No description available.