Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / The purpose of this study was to determine to what extent teacher candidates perceive value in the process of constructing an electronic academic portfolio. This study will also attempt to answer what process teacher candidates used in developing their electronic academic portfolios and what value teacher candidates assign to each of the steps in the process as well as how the teacher candidate intends to use the academic portfolio during the final semester prior to the professional semester. A qualitative multi-case study was used to conduct the research. Data collected included a pre and post survey as well as three one-on-one interviews with eleven teacher candidates. Teacher candidates were also asked to keep an electronic journal to answer the following questions. 1. Describe the process you used to create your electronic academic portfolio. 2. Describe your personal frustrations with creating your electronic academic portfolio. 3. Describe your personal triumphs with creating your electronic academic portfolio. The analysis of the data took place throughout the final semester prior to the professional semester, during which time teacher candidates are taking his or her last five restricted methods courses. The researcher recruited one additional reader in the field of education. The reader was trained prior to the actual coding day by the researcher to identify themes from the pilot study. • Theme A: Pride • Theme B: Organization • Theme C: Technology Skills • Theme D: Value • Other The commonalities were coded by the reader and the researcher. The goal of this was to examine teacher candidate perceptions in creating and electronic academic portfolio. Teacher preparation programs must determine if the process of creating an electronic academic portfolio has positive effectiveness.

I evaluated effects of 4 common site preparation techniques on residual structure while comparing 2 techniques commonly used to estimate CWD volume in Southeast loblolly pine (Pinus taeda) commercial pine plantations in 2 ecoprovinces. The strip plot method (SPM) estimated greater volume than the line intercept method (LIM; 9.7 m3/ha and 11.4 m3/ha respectively). The SPM had lesser volume estimate variability and appears more appropriate for the Southeast. Mechanical sites had the greatest densities of green trees and fewest snag retention and overall were least decayed. Chemical preparation combinations had lesser green tree densities but greater snag densities. Piled CWD volumes were greatest in mechanical treatments and least in chemical plus burn treatments. The Outer Coastal Plain Mixed Forest Ecoprovince had 20% less volume than the Southeastern Mixed Forest Ecoprovince. Chemical plus burn site preparations had the least densities of remnant trees, snags, piled and individual CWD pieces.

Soil scarification means lot to the regeneration of the forest because a good soil scarification boost the increment of the plants and it also makes the plants less attractive to dangerous insects. The surveys purpose was to investigate how different site factors influence the soil scarifications results. The goal was to see if any scarification method was better adapted to a certain site then the other. In order to see a result the survey investigated the bearing capacity of the stands, the surface structure and the slope of the terrain. The surveys material has been collected during august - October 2013 on SCA: s forest in Ångermanland in Sweden. Totally has 65 harrowed sites and 35 scalped sites been visited and material collected from. The survey result shows that the scarification quality after scalping was higher than after harrowed sites. The number of 5: s and 4: s was more frequent after scalping but the number of mineral 3: s was higher after harrowing. The analysis of the results shows that scalping was more sensitive to the site slope and surface structure then harrowed sites, but when used on the the right ground it will provide a better quality result. The conclusion of the survey was that harrowing is the better choice of the scarification methods because it showed a more stable result then scalping that is more depending on the terrain conditions. Harrowing should not be used on moist ground due to the risk of Hylobius abietis attacking the plants. Scalping on the other hand showed a better result of the scarification quality and on the right ground it is the optimal choice.

In my thesis I deal with the topic relating to prenatal preparation of women and men in the Thomayer Hospital in Prague. The thesis is divided into theoretical and empirical part. In the theoretical part I deal with education in the prenatal preparation. Importance of education as such is characterized there, thus education not only in the prenatal preparation but also in other branches of medicine. It is one of basic elements to improve quality of health care in the Czech Republic. This part of the thesis also provides possibilities of prenatal preparation in the Czech Republic. It describes several topics of the classes of the "psychoprophylactic preparation". Change management is another topic of my thesis since it is just the change that results in quality improvement. Quality improvement was endeavored for also at innovation of the prenatal preparation in the Thomayer Hospital. Last chapter of the theoretical part is marketing in health care. This chapter describes several definitions, under individual authors. This part deals among others also with marketing of health services and medical supplies, marketing mix and marketing communication. Empirical part provides results of survey via questionnaires, thus results of quantitative research. These will serve for evaluation of satisfaction of...

Professional development is ubiquitous in education, with over 90% of teachers engaging in professional development activities, yet often with limited perceived impact on their practice. This dissertation situates itself at the critical juncture of professional development quality and teacher self-efficacy, investigating the transformative influence of the Academy of Blended Learning professional development program on educators’ self-efficacy and pedagogical practices. Despite widespread participation in professional development nationally, the prevalent sentiment among teachers points to a disconnect, with many sessions deemed ineffectual (Wei et al., 2009). Conversely, professional development perceived as high-quality correlates with improved teacher skills and classroom practices (Desimone et al., 2002; Garet et al., 2001a), underscoring the need for meaningful PD delivery. Blended learning represents a significant advancement in the evolving education landscape, blending traditional and digital instruction methods. This dissertation examines the impact of the Academy of Blended Learning experiential professional development program on teacher self-efficacy. Through qualitative analysis and evaluation, this study employs a framework by Smith and Robinson (2020) that intertwines Bandura’s Self-Efficacy Theory (1977), Bruner’s Constructivist Theory (1960), and Knowles’ Adult Learning Theory (andragogy) (1978), offering a comprehensive lens to examine the efficacy of professional development for educators. These theoretical underpinnings serve as the foundation for understanding how professional development influences teachers as adult learners, ultimately affecting their self-efficacy. Participants in the Academy of Blended Learning professional development program reported substantial gains in skills and a marked increase in self-efficacy, attributing these advancements to the comprehensive and experiential nature of the program. It goes beyond mere tool provision; it reshapes educators’ self-concepts, fueling their enthusiasm and intentionality in teaching. This transformative experience has empowered teachers and enhanced their ability to meet their students’ diverse needs, leading to a positive shift in their professional practice and trajectory. The study underscores the necessity of placing teacher self-efficacy at the forefront of professional development initiatives, particularly within blended learning. The findings advocate for educational leaders to recognize and support quality professional development that cultivates the attitudes and competencies necessary for teachers to thrive. The compelling evidence of professional growth and increased self-efficacy among participants signals the essential role of tailored professional development programs like the Academy of Blended Learning in shaping the future of education.

I evaluated effects of 5 treatments for pine plantation establishment on breeding and wintering birds and small mammals during years one through 5 post-treatment in the Lower Coastal Plain of Mississippi. I modeled relationships between 8 vegetation variables and avian abundance to identify influential habitat components in pine plantations. At the landscape scale, I compared avian abundance of regionally important species with land class variables in the Coastal Plain of Georgia. In pine plantations, species richness, total abundance, and 2 conservation bird metrics generally decreased with increasing intensity of stand establishment. Thus, this study suggests that increasing standmestablishment intensity can reduce avian habitat quality in Coastal Plain pine plantations. Presence of residual trees retained after timber harvest was the most influential variable related to avian abundance, and tree retention may reduce the negative impacts of intensive stand establishment on avian communities. There were minimal treatment effects on common small mammals of young pine plantations. For the Coastal Plain landscape, a mixture ofn area and edge variables were influential in avian models for 10 species, although area or edge each were important for 2 species. Hardwood forests were important vegetation types for all but one modeled species. Assessment of habitat conditions that affect avifauna and small mammals on managed timber production lands can assist natural resource managers with integration of timber production and conservation of biological diversity.

No description available.

The concept of formal networks is widely spread and appreciated as a way of building long-term relationships and creating value for the company. Value contains a number of different meanings and can therefore be valued differently by different people and businesses. This thesis focus on micro companies and how they create value through formal business networks. The thesis is all through divided into four different themes; networking, intentions, values and problems with formal networks. The themes are focusing on both aspects from theory and our seven respondents. The data collected through theories as well as interviews with members and former members has given a conclusion of what is most important while being in a formal network. The respondents had different views on what exactly they wanted to get out of being active in business networks. Overall we got a clear picture of the importance of goals, dedication, curiosity, loyalty, trust and preparation while attending a formal network.

Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not always view their disciplines as the proper place for teaching analytical skills. Others become frustrated when trying to teach analysis. But if we do not teach these skills, our teacher candidates will be poorly prepared for successful teaching, a problem which will cascade throughout our society, rendering our citizens less educated. In this paper, we describe our efforts to teach analysis in two courses from widely differing subject areas, literacy and mathematics education. We are now requiring pre‐service teachers to analyze simulated or actual samples of student work. We have developed a sequenced process of analysis education that we designate with the acronym CODE. It includes Compilation of information, Organization of data, Determination of patterns, and Explanation of understanding. We believe this technique can be generalized to many courses in where students’ ability to analyze poses a problem.

Šis tyrimas skirtas atskleisti etikos ir biologijos mokytojų, įgyvendinančių „Rengimo šeimai ir lytiškumo ugdymo programą“ (toliau RŠLU), profesinio tobulėjimo poreikius Kauno vidurinėse mokyklose ir gimnazijose. Išanalizavus mokslinę pedagoginę, psichologinę, metodinę literatūrą nagrinėjamos problematikos aspektu, buvo suformuluoti reikalavimai, kurie reikalingi įgyvendinti RŠLU programą. Atskleidžiama mokytojų žinios vykdyti RŠLU programą, tiriamųjų vertybinės nuostatos šeimos, kontracepcijos ir užsimezgusios gyvybės atžvilgiu. Tyrime dalyvavo 69 mokytojai iš 34 Kauno vidurinių mokyklų ir gimnazijų. Pagrindiniai tyrimo metodai – anoniminė anketinė apklausa (tyrimo ataskaitos anketos dalis adaptuota S. Ustilaitės ir kt.) ir testas. Testą – anketą pildė etikos ir biologijos mokytojai. Mokytojai, įgyvendinantys RŠLU programą, privalo gebėti atskirti tokius sąvokų apibrėžimus kaip lytiškumas, lytinis švietimas, lytinis ugdymas ir lytiškumo ugdymas, taip pat turi žinoti lytinio ir lytiškumo ugdymo principus, amžiaus tarpsnių psichologiją, tėvų vaidmenį lytinio ir lytiškumo ugdyme ir kaip turi būti pateikiamos ugdytiniams žinios apie kontracepciją. Tyrimo duomenys rodo, jog ne visi respondentai turi pakankamai specifinių žinių, reikalingų įgyvendinti RŠLU programą. Didžioji dauguma respondentų (65%) negeba atskirti lytiškumo sąvokos nuo lyties apibrėžimo, taipogi lytinio švietimo, lytinio ugdymo ir lytiškumo ugdymo sąvokų. Didžioji dauguma respondentų (68%) nežino kaip turėtų... [toliau žr. visą tekstą] / This research is aimed to reveal improvement needs of ethics and biology teachers who implement “preparation for family and sexuality education program” (hereafter PFSE) in Kaunas high schools and gymnasiums. After traversed scientific pedagogical, psychological, methodical literature based on problematic consideration aspect, needs were formed which are essential for PFSE program implementation. Detectable knowledge needed to implement PFSE program, respondent valuation attitude to family, contraception and life forming aspect. 69 teachers from 34 Kaunas high schools and gymnasiums took part in this investigation. Main investigation methods – anonymous questionnaire survey (research report questionnaire part is adapted by S. Ustilaitė and others) and test. Test was completed by ethic and biology teachers. Teachers who implement PFSE program have to manage to separate such definitions as sexuality, sexual education, sexual upbringing and sexuality upbringing, also have to know sexuality and sexual principles, age phase psychology, role of parents in sexuality and sexual education, and how information about contraception has to be revealed. Results of investigation educe that not all respondents have enough specific knowledge which are needed to implement PFSE program. Mayor parts of respondents (65%) are not able to separate sexuality concept from sex definition also sexual upbringing and sexuality upbringing meanings. Most part of respondents (68%) does not know how... [to full text]