Thesis (M.A.)--Brigham Young University. Dept. of Teacher Education, 2006. / Includes bibliographical references (p. 54-61).

The persistence rate in online classes remains significantly lower than in comparable face-to-face classes. There is a lack of research on strategies to help learners persist in online classes. The purpose of this study was to investigate the relationship between face-to-face orientations, instructor verbal immediacy behaviors, and persistence in online classes. It also explored the relationship between verbal immediacy and student satisfaction. Due to the disagreement in the literature, this study also investigated the relationship between student demographic variables, grade point average, and persistence. This quantitative study combined both causal-comparative and correlational research methods. The study took place at a community college in the southeastern United States. The participants were 171 students enrolled in online classes selected for inclusion in the study using a purposive sampling method. Students were invited to attend a face-to-face orientation prior to the start of the semester. Prior to the end of the course, students were invited to complete a survey consisting of modified versions of Gorham’s (1988) Verbal Immediacy Scale and the college’s Student Perception of Instruction survey. At the end of the semester, demographic and course completion data were collected from the college’s student information system. A chi-square analysis revealed that there was not a significant relationship between orientation attendance and persistence. A Pearson correlation analysis and a linear regression analysis revealed that there was not a significant relationship between instructor verbal immediacy and persistence. A second linear regression analysis revealed a significant relationship between verbal immediacy and student satisfaction. Perceived instructor verbal immediacy explained 33% of the variance in satisfaction. A logistic regression analysis found that while GPA was a significant predictor of persistence, age, gender, and race/ethnicity were not. The results of this study suggest that online faculty should receive training on communication strategies, such as verbal immediacy behaviors. Colleges should also consider using predictor variables, such as GPA, to identify and assist at-risk students. This study was one of the first to examine the relationship between verbal immediacy and persistence in online classes. Future research should continue to investigate this topic as well as other strategies to help students persist.

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-04-26Bitstream added on 2014-06-13T19:16:58Z : No. of bitstreams: 1 polonio_dm_me_bauru.pdf: 752692 bytes, checksum: 095a7c51d8a349cb377a5116237c7dee (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Apesar das universidades no Brasil serem responsáveis pela formação de profissionais de nível superior, pelo desenvolvimento de pesquisas e pela realização de atividades de extensão, os docentes universitários muitas vezes não recebem preparação para ensinar. E uma das dificuldades encontradas por este professor está em identificar procedimentos de ensino que favoreçam a aprendizagem de seus alunos. Na visão da análise do comportamento o sucesso ou fracasso do ensino está nas relações entre as respostas dos indivíduos envolvidos no processo e as condições nas quais ele ocorre. Neste sentido, o professor tem um papel de destaque por ser quem escolhe o método a ser utilizado. Neste trabalho foram analisados dois procedimentos de ensino comumente utilizados por professores, a apresentação de perguntas e de instruções. Instruções e perguntas são comportamentos verbais, e ambos podem funciona como regra especificando o reforço que modelou a topografia da resposta e colocou-a sob o controle do estímulo e são úteis para resolver a questão da primeira ocorrência da resposta. O presente trabalho apresenta um modelo de investigação de variáveis possivelmente relacionadas ao comportamento de Instruir e Perguntar de uma professora universitária do curso de matemática. Para isto, foram feitas filmagens e análises de seis aulas, procurando observar o que a professora fazia, em que momento, e como os alunos se comportavam diante do fazer da professora, e também qual a ação dela após as respostas dos alunos. As instruções e perguntas foram identificadas. Em seguida, as instruções foram classificadas como: instruções mínimas, instruções que descreviam o antecedente e a resposta e a consequencia e instruções completas. Foram identificados as situações em que as instruções e as perguntas ocorreram e analisadas possíveis relações entre a situação... / Although Brazilian universities are responsible for top-level professionals' education, research development and for carrying out extension activities, professors are rarely prepared to teach. And one of the difficulties faced by professors is to identify teaching procedures that promote learning of their students. At the behavior analysis poitnof view the success or failure of education is on relations between the responses of people involved in the process and the on conditions under which it occurs. So, teachers have a important role because they choose the teaching method that will be used. In this paper two procedures commonly used by teachers in the classroom were examined, the presentation of questions and instructions. Both are verbal behaviors, and can function as a rule by specify the reinforcement that modeled the response topography and placed it under stimulus control. Both are efficient in promoting the first occurrence of the response. This paper presents an investigation model of variables possibly related to Instruct and Ask Question behaviors of a college professor of a mathematics course. To this aim, six classes were filmed and analyzed; trying to see what the professor did, when she did, and how students behave as a consequence, and also how she acts after the students' responses. After Instructions and questions were identified, the instruction were classified as minimal instructions, instructions that described the antecedent and the response, instructions that described the response and consequence or complete instructions. The situation in which the instructions and questions were presented and possibly relations between the antecedent situations and the events subsequent to these instructions or questions were analyzed. It was identified the frequency of students' behaviors subsequent to the asking question ant instructing behaviors of the professor. These ... (Complete abstract click electronic access below)

Orientador: Maria Regina Cavalcante / Banca: Maria Stella Coutinho de Alcantara Gil / Banca: Alessandra de Andrade Lopes / Resumo: Apesar das universidades no Brasil serem responsáveis pela formação de profissionais de nível superior, pelo desenvolvimento de pesquisas e pela realização de atividades de extensão, os docentes universitários muitas vezes não recebem preparação para ensinar. E uma das dificuldades encontradas por este professor está em identificar procedimentos de ensino que favoreçam a aprendizagem de seus alunos. Na visão da análise do comportamento o sucesso ou fracasso do ensino está nas relações entre as respostas dos indivíduos envolvidos no processo e as condições nas quais ele ocorre. Neste sentido, o professor tem um papel de destaque por ser quem escolhe o método a ser utilizado. Neste trabalho foram analisados dois procedimentos de ensino comumente utilizados por professores, a apresentação de perguntas e de instruções. Instruções e perguntas são comportamentos verbais, e ambos podem funciona como regra especificando o reforço que modelou a topografia da resposta e colocou-a sob o controle do estímulo e são úteis para resolver a questão da primeira ocorrência da resposta. O presente trabalho apresenta um modelo de investigação de variáveis possivelmente relacionadas ao comportamento de Instruir e Perguntar de uma professora universitária do curso de matemática. Para isto, foram feitas filmagens e análises de seis aulas, procurando observar o que a professora fazia, em que momento, e como os alunos se comportavam diante do fazer da professora, e também qual a ação dela após as respostas dos alunos. As instruções e perguntas foram identificadas. Em seguida, as instruções foram classificadas como: instruções mínimas, instruções que descreviam o antecedente e a resposta e a consequencia e instruções completas. Foram identificados as situações em que as instruções e as perguntas ocorreram e analisadas possíveis relações entre a situação ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Although Brazilian universities are responsible for top-level professionals' education, research development and for carrying out extension activities, professors are rarely prepared to teach. And one of the difficulties faced by professors is to identify teaching procedures that promote learning of their students. At the behavior analysis poitnof view the success or failure of education is on relations between the responses of people involved in the process and the on conditions under which it occurs. So, teachers have a important role because they choose the teaching method that will be used. In this paper two procedures commonly used by teachers in the classroom were examined, the presentation of questions and instructions. Both are verbal behaviors, and can function as a rule by specify the reinforcement that modeled the response topography and placed it under stimulus control. Both are efficient in promoting the first occurrence of the response. This paper presents an investigation model of variables possibly related to Instruct and Ask Question behaviors of a college professor of a mathematics course. To this aim, six classes were filmed and analyzed; trying to see what the professor did, when she did, and how students behave as a consequence, and also how she acts after the students' responses. After Instructions and questions were identified, the instruction were classified as minimal instructions, instructions that described the antecedent and the response, instructions that described the response and consequence or complete instructions. The situation in which the instructions and questions were presented and possibly relations between the antecedent situations and the events subsequent to these instructions or questions were analyzed. It was identified the frequency of students' behaviors subsequent to the asking question ant instructing behaviors of the professor. These ... (Complete abstract click electronic access below) / Mestre

The object of this thesis is Selected issues of evidence in civil contentious proceedings. Evidence itself occupies an important position in the civil procedure because it is a prerequisite for issuing a correct and fair court decision. The aim of this paper is to deal with the institutes of evidence procedure that lead the subjects of civil contentious proceedings for certain procedural activity in order to determine the facts and issue a decision in the case. The thesis is divided into six chapters, the first chapter includes an introduction and the last, sixth chapter includes the conclusion. The second chapter deals with basic questions of evidence in civil proceedings and is subdivided into four parts. Particular parts deal with the concept of evidence in civil proceedings, the object of evidence (which is delimited both positively and negatively), institutes facilitating the evidence in civil procedure (legal presumptions and fiction, preliminary question and discretion of the court) and the actual course of procedure of evidence in civil proceedings. The procedure of evidence is divided into several phases such as adduction of evidence, obtaining proofs, examinations of evidence by the court and finally, the evaluation of the evidence by the court. The third chapter deals with civil...

Les mythes comme aussi les personnages qui les peuplent, les héros, ont exercé au fil du temps, un charme sur les sociétés. Les hommes du Moyen Age, à leur tour, se tournaient vers eux chaque fois qu’ils éprouvaient le besoin. D’abord, personne ne peut contredire ou rejeter ces récits. Il s’agit des auctoritas que personne ne peut rejeter. Les écrivains de cette époque, pas soucieux de créer, se chargent donc de les transmettre aux illiterrati. Par ailleurs, les personnages jouent un rôle modélisant ; ils constituent des modèles archétypaux que personne ne peut contredire. Les écrivains se réfèrent à ceux-ci afin de mieux définir leur comportement ou adopter, plus généralement, une attitude propice à leur origine, à leur sexe et à leur âge. Par ailleurs, le recours à certains épisodes de leur vie se fait aussi afin d’instruire les hommes ou bien de les rebuter en leur montrant les résultats néfastes d’un comportement incompatible aux lois de la société ou de la nature. A la fin, on se réfère à certains épisodes car ils voient que c’est la meilleure façon pour passer leur message. Certes, le fait de promouvoir le modèle du chef parfait aide aussi la classe noble à se consolider dans une époque où celle-ci se sent menacée par une nouvelle classe qui voit le jour, la bourgeoise. En outre, les écrivains de cette époque trouvent l’occasion de faire passer leurs propres aspirations visant une meilleure société. Plus précisément, d’après eux, le bon chef doit être en réalité large, sage et instruit, capable de gérer intelligemment son fief de sorte que ses sujets puissent vivre harmonieusement. En outre, ils démontrent leur apport à la formation de la société. Même s’ils ne font pas partie de la classe qui fait la guerre, ils contribuent eux aussi à son bon fonctionnement à travers leurs connaissances. / Myths, as well as their dominant figures, heroes, have attracted people throughout time. Since their first days of existence, people turned to them whenever they were needed. Medieval people were an eloquent example. Therefore, references to those narrations which managed to survive through time, as well as to those heroes were frequent. At first, those references existed simply because nobody was able to object to or turn down these references. They were auctoritas which referred to real events. The authors of this era were not asked to create, but to pass them on to the illiterate. Furthermore, they possess a formating role. They constitute questioneless archetypal models. Medieval people also resort to those narrations so that they are able to determine their behavior or adapt an attitude appropriate to their origin, their gender and their age. In addition, reference to particular incidents intends to instruct them or prevent them by means of exposing the harmful results of an incompatible behavior with the laws of society or nature.Finally, writers refer to stories regarding ancient heroes because they realize that it is the optimal way to get through their message.The fact that they promote the model of the perfect leader, contributes to consolidation of aristocracy at a time when the class seems to be threatened by a new rising class, the bourgeoisie. Furthermore, they take the opportunity of inculcating their aspirations in an effort to form a better society. So according to them, the perfect lord should be generous, wise and educated, able to handle his fief wisely, in harmony. On the other hand, we acknowledge the authors’ contribution to the formation of society. Even if they are not members of the class of knights, they also contribute to the suitable management of society by the means of their knowledge.