Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 150-154).

Thesis (Ed.D.)--Boston University.

Orientador: Elizabeth Paoliello Machado de Souza / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T08:33:01Z (GMT). No. of bitstreams: 1 Bertolini_ClaudiaMara_M.pdf: 3124710 bytes, checksum: a1b5b483051510bd9e3a1acc4e6d9d61 (MD5) Previous issue date: 2005 / Resumo: Esta pesquisa teve como objeto de estudo a ginástica geral, uma atividade corporal, que pode ser desenvolvida em qualquer situação de ensino formal ou não formalizado. Tomando como base a experiência em uma escola da rede particular de ensino da cidade de Campinas ¿ SP foi desenvolvido uma metodologia própria para a ginástica geral na comunidade escolar. Este estudo teve como objetivo principal verificar se, através de um conjunto de ações interligadas, a viabilidade do desenvolvimento desta metodologia seria possível também na rede pública de ensino. Com o respaldo em uma resolução estadual e a colaboração da Diretoria Regional Leste de Ensino de Campinas que mobilizou seus professores e desenvolvemos este projeto ao longo do ano de 2002. Este processo compreendeu uma palestra de apresentação da proposta, um curso de capacitação, visitas de acompanhamento às escolas participantes, um festival de apresentação das coreografias criadas e depoimentos de professores. Podemos confirmar a partir dos dados coletados que, a ginástica geral é uma atividade que não só pode, como deve, ser desenvolvida também na rede pública de ensino / Abstract: This research had as object of study the general gymnastics, a bodily activity, which may be developed in any situation of formal or not formal teaching. Having as a base the experience at a private educational system school in the city of Campinas ¿ São Paulo ¿ Brazil, a proper methodology was performed for the general gymnastics development in the school community. That study had as its main objective to check out if, through a set of interconnected actions, the feasibility of that methodology development would be also possible at the public educational system. Based on a state legislation and having the cooperation of the ¿Diretoria Regional Leste de Ensino de Campinas¿ (East Regional Teaching Board of directors from Campinas), which mobilized its teachers, this project was developed along the proposal, a course of capability, appreciative visits at the participant schools, a festival for the presentation of the created choreographies and general gymnastics is a activity, which not only can, must be developed at the public educational system / Mestrado / Pedagogia do Movimento / Mestre em Educação Física

The purpose of this study was to determine the significance of certain factors relating to successful completion of the program by students in the Doctor of Education program at North Texas State University. Specifically, these factors were determined by a screening of judgments of North Texas State University graduates who had successfully completed the program, students engaged in the program, and from analysis of the factors derived from student records and research in related studies.

This study examined the association among ethnicity, age, and scores on selected portions of the TASP and MAPS tests. This study further examined if the TASP could identify students for success in college level course work as well or better than selected portion of the MAPS test.

Includes bibliographical references (p. 219-252). / Drawing on Pierre Bourdieu's theory of field and capital, this thesis examines the disciplinary differences in the social sciences concerning the possession of scientific capital and levels of engagement with academic and non-academic constituencies in three African universities, Eduardo Mondlane University in Mozambique, Makerere University in Uganda and the University of the Western Cape in South Africa. Contrary to approaches that regard disciplinary fields as homogeneous epistemic and social spaces on the grounds of the principles of the stratification of scientific fields, this study investigates the relationship between the hierarchical position of selected discipline-clusters and the levels of engagement with both internal and external constituencies. The study reveals that levels of possession of scientific capital have a significant effect on the differentiation of the disciplinary fields, both within and across institutions, and on the levels of engagement with (internal) academic and (external) non-academic entities. The analysis shows that scientific capital does not determine the level and forms of engagement with different constituencies. However, the differences across discipline-clusters at institutional level reflect the engagement with academic rather than with non-academic constituencies. In other words, this means that the level of engagement varies more between different disciplines when the engagement is related to academic entities than is the case when non-academic entities are concerned. Therefore, engagement is not a major discriminator amongst institutions. Scientific capital is what gives academics prestige and symbolic capital to the institution. The significance of this is that academics from different discipline-clusters might have different experiences of engagement with different constituencies. I further conclude that the growing importance that the notion of engagement has for the university is, perhaps, too simple if it does not account for the complex and multifaceted characteristics of disciplinary and institutional fields.

In recent years, and particularly during the last decade, the student bodies of American colleges and universities have greatly increased in size and have become much more heterogeneous with respect to scholastic ability and general motivation to succeed. These changes have occurred chiefly because veterans' aid as well as improved economic conditions throughout the country have permitted a much greater number of students to enter college than ever before. But how many of these students are actually successful in their college education? President Archibald of Haverford College made a survey of the 655 liberal arts colleges throughout the United States. He found that of the thousands of students who entered college each year more than half dropped out before graduation. Most of these dropped out during their freshman year. The students needed guidance especially during their freshman year. The purpose of the present study was to investigate certain characteristics of freshmen students at Florida State University who obtained scores at or below the 20th percentile of the American Council of Education Psychological Examination. These students were chosen from those who entered Florida State University in Septemenber 1951, and to whom the examination was given at the time of entrance. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Stewart Murray, Professor Directing Paper. / Includes bibliographical references (leaf [40]).

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