Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf [158]-167).

<p> <i>A Mindfulness Approach to Help Teachers and Staff Provide Support to High School Students</i> is a self-instructional curriculum with the goal of providing a reference guide that can be used to demonstrate to students the care that they need and deserve. Research shows that students&rsquo; academic success and emotional well-being improve when students experience positive interactions with high school personnel. This self-instructional PowerPoint design aims to: (a) accommodate high school personnel&rsquo;s busy schedules; (b) facilitate learning at their own pace; (c) navigate between sections that are beneficial for their needs; and (d) provide a user friendly application of mindfulness in a high school setting. The content includes: definitions, rationale, vignettes, and resources to enhance this learning opportunity.</p>

There is no abstract available for this dissertation.

Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008. / Title from PDF t.p. (viewed on July 16, 2009) Includes bibliographical references (p. 206-211). Also issued in print.

Class of 2006 Abstract / Objectives: To further define the health promotion and disease prevention domain of the Outcomes Expected (OE) document at the University of Arizona, College of Pharmacy to make it consistent with the other domains. Also, it was aimed to make Domain 3 meet standards consistent with other health sciences curricula. Methods: This was a systematic review of all publications pertaining to health promotion or disease prevention curricula using Medline and IPA between the years 1995 and 2005. The data extraction form was developed based on a compilation of articles published in the December, 2004 issue of American Journal of Preventive Medicine which presented a framework of competencies. These consisted of four competencies: Evidence Base of Practice, Clinical Preventive Services-Health Promotion, Health Systems and Health Policy, and Community Aspects of Practice. Results: The initial search yielded a total of 197 results. Of those results, 63 articles fit within the framework of the data extraction form. Key concepts were identified after reviewing the articles and provided the basis for creating components within the competencies. Conclusion: After reviewing the literature, it is evident that the OE document needs to be changed to further define health promotion and disease prevention. The updated Domain 3 is proposed in Appendix 1 and provides components that were substantially addressed in the articles reviewed.

No description available.

Thesis (M. S.)--Michigan State University. Dept. of Science and Mathematics Education, 2006. / Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references. Also issued in print.

M.Ed. / This qualitative study, with an ethnographic research design type, was mainly aimed at determining how Life Sciences teachers implement a learner-centred and activity-based investigation (science as enquiry approach) in reaching the learning outcomes in the Life Sciences curriculum and also how they function within their respective communities of practice (in the school) and ecologies of practice (within the clusters) with a view to promote continuous professional development. Because teaching and learning are in essence a social activity, the Cultural Historical Activity Theory was used as the theoretical framework and lens in studying the activity system of the Life Sciences teacher. The levels of Pedagogical Content Knowledge (PCK) of individual respondents were classified according to Rogan‟s Profile of Implementation for Science teaching. The recommended teacher development programme is based on Vygotsky‟s Zone of Proximal Development and Rogan‟s Zone of Feasible Innovation. The study was undertaken during the same period in our country as that in which education in general and science teaching in particular is confronted with huge demands/dilemmas. Amongst others, it includes a poor performance of matriculants and the fact that South African learners have performed poorest in international tests (TIMSS report). The data of this study, collected by means of observations, teacher and learner interviews and studying documents, unfortunately confirm this sombre picture, namely that many teachers do not possess the minimum Pedagogical Content Knowledge (PCK) (inter alia deficient subject knowledge and inability to apply effective teaching methods) to make possible, quality teaching with regard to the facilitation of investigating teaching methods. A further finding also was that although the elements of a community of practice and ecology of practice exist, it is, in most cases, not used as a platform from which teachers empower one another with respect to teaching skills.