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The effects of individualized computer-assisted learning versus computer-based large group learning conditions on middle school students' library skills achievementChancey, Monty. January 1995 (has links)
Thesis (Ph. D.)--University of South Florida, 1995. / "UMI number: 9528014." Includes bibliographical references (leaves 101-114).
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A comparative study of role perceptions of school library media specialists and Information power guidelinesPerson, Diane Goetz. January 1993 (has links)
Thesis (Ph. D.)--New York University, 1993. / Includes bibliographical references (leaves 161-170).
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Benign neglect principals' knowledge of and attitudes towards school library media specialists /Kaplan, Allison G. January 2006 (has links)
Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Robert L. Hampel, School of Education. Includes bibliographical references.
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Self-regulation and the secondary school library media center a development project /Cole, Paula G. January 1996 (has links)
Thesis (Ed. D.)--University of Southern California, 1996. / Includes bibliographical references (leaves 71-75).
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Evaluation of media center services by media staff, teachers, and students in Indiana middle and junior high schoolsStroud, Janet G., January 1976 (has links)
Thesis (Ph. D.)--Purdue University, 1976. / Typescript. Includes bibliographical references (leaves 100-103).
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The role of the school library media program in a multitype library networkImmroth, Barbara Froling. January 1980 (has links)
Thesis (Ph. D.)--University of Pittsburgh, 1980. / Typescript. Includes bibliographical references (leaves 149-152).
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Rethinking information literacy learning environments : a study to examine the effectiveness of two learning approaches /Newell, Terrance S. Unknown Date (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 2006. / Includes bibliographical references (p. 211-218). Also available electronically via ProQuest Digital Dissertations.
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Estudos CTS e transgenia : análise de materiais didáticos do ensino médio /Salla, Helena Maria. January 2016 (has links)
Orientador: Danilo Rothberg / Banca: Ana Maria de Andrade Caldeira / Banca: Carlos Roberto Massao Hayashi / Resumo: Os materiais didáticos utilizados pelos professores de Biologia são fundamentais no planejamento e realização de suas aulas. Em particular no Ensino Médio, a educação científica com ênfase nas relações entre Ciência, Tecnologia e Sociedade (CTS) poderá ser alcançada com materiais adequados, voltados para o letramento científico do aluno. Esta pesquisa caracterizou a contextualização do tema da transgenia no âmbito de materiais didáticos da disciplina de Biologia em relação a pressupostos dados pelos Estudos CTS. Os objetivos específicos foram: a) identificar a existência de perspectivas relevantes no âmbito dos Estudos CTS no conteúdo didático acerca de alimentos transgênicos; b) interpretar como as abordagens sobre produção, distribuição e consumo de alimentos transgênicos presentes nos materiais analisados podem contribuir para a formação da cidadania; c) sugerir, a partir da identificação de oportunidades de aperfeiçoamento do conteúdo didático dos materiais didáticos e das contribuições da literatura especializada, aspectos a serem contemplados pelos materiais analisados a fim de proporcionar uma formação para o exercício da cidadania no contexto dos Estudos CTS. A metodologia utilizada foi a análise de conteúdo, com o estabelecimento de 18 categorias de avaliação de cinco coleções de livros didáticos de Biologia Os resultados sugerem que as coleções de livros analisadas apresentam predominantemente uma abordagem dos benefícios do desenvolvimento de transgênicos, proporci... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Course materials used by biology teachers are a fundamental part of the design and support of their classes. In secondary schools in particular, science education with emphasis on the relationships between Science, Technology and Society (STS) can be achieved with adequate materials, focused on the scientific literacy. This study characterized the contextualization of approaches related to genetically modified organisms within biology teaching materials concerning assumptions given by the STS studies. The specific objectives were: a) to identify the existence of relevant perspectives in the context of the STS studies in the educational content about transgenic food; b) to interpret how production, distribution and consumption of transgenic food are represented in the analyzed materials and how it could contribute to citizenship education; c) to suggest, benefiting from the identification of opportunities for the improvement of educational content in the teaching materials and the contributions of the specialized literature, issues to be addressed in the analyzed material in order to provide education for citizenship within the context of STS studies. The methodology used was content analysis with the establishment of 18 assessment categories to be analyzed in five collections of materials of biology. The results suggest that the analyzed collections of books predominantly focused on the benefits of the development of genetically modified organisms, providing few relationships... (Complete abstract click electronic access below) / Mestre
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Comparison of Guidelines Scores to Opinions and Use of Learning Resources Services Among Clientele Groups in Selected Metropolitan Community CollegesWilson, Larry M. 12 1900 (has links)
The problem with which this investigation was concerned was an evaluation of community college learning resources programs as reflected by client opinion and use of services and conformity to the published guidelines. The purposes of the study were to ascertain the extent to which learning resources programs of selected metropolitan community colleges conformed to the recommendations published in "Guidelines for Two-Year College Learning Resources Programs," and to compare the guidelines scores rendered with faculty and student opinion and use of learning resources services on the campuses. No significant differences were noted in comparisons of opinion and utilization of learning resources services among either students or faculty on the campuses with the highest guidelines scores and the same groups on the campuses with the lowest guidelines scores. Based on the findings, the following conclusions were formulated: 1) the instruments utilized were not sensitive enough to distinguish subtle differences, if any, between the learning resources programs on the various campuses, 2) the learning resources programs included in the study were similar in nature, and 3) more differences exist between groups based on demographic variables than exist between the learning resources programs.
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The Development and Evaluation of Self-Instructional Materials for Use in Teaching Selected Business Vocabulary TermsVance, Rosemary Casey 12 1900 (has links)
The purposes of the study were to develop self-instructional materials for teaching selected business terms to college students, to determine the effect of using these materials as compared to the effect of using a lecture notebook teaching technique for instruction in business vocabulary and to no instruction in business vocabulary, and to compare the effect of using the lecture-notebook teaching technique to no instruction in business vocabulary. Four conclusions were drawn from the statistical findings from this experiment. (1) Specific instruction in business vocabulary by either of the two teaching approaches used in this experiment is more effective in increasing the business vocabulary of college business communications students than no instruction. (2) When total groups including all levels of business vocabulary knowledge are considered, the self-instructional materials are more effective than the lecture-notebook technique. (3) For students with a high initial knowledge of business vocabulary, one of these techniques is not more effective than the other. (4) The self-instructional materials used in this study are particularly effective for teaching business vocabulary to students who have a low initial knowledge of business vocabulary.
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