Made available in DSpace on 2016-04-27T16:32:38Z (GMT). No. of bitstreams: 1 Claudia Akiko Arakawa Watanabe.pdf: 1029132 bytes, checksum: 99b35a72f15760733e0592662959beb9 (MD5) Previous issue date: 2012-04-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study aimed to verify the placement of students in the sixth grade in a public school and private school about the school knowledge. It is understood that the student s understanding of the sixth grade includes his/her way of thinking and acting, which is expressed in opinions about what happens inside and outside the school. So, by the relationship between the student and school knowledge, the research regarded the following specific objectives: verify the opinions of the students about the school discipline; to examine the assessment about the different teaching pedagogic methods considered as differentiated; analyze the role attributed to the historical school knowledge and finally, the contact that they maintain with the means of communication, the internet and television. Sixth eight students in the sixth grade were heard, aged between 10 and 11 years, with forty eight belonging in a public school and twenty students in a private school, both located in Santo André- SP. The methodological procedure for data collection consisted in the questionnaire application with 43 opened and closed questions. The results were interpreted in light of the Critical Theory of Society, with reference to the relationship between individual and society and using the concepts developed by the authors of the first generation of the Frankfurt School, as a reflection of the ideology of technology rationality in educational organization and student education, the cultural industry as an active in the formation of opinions issued by them and the alienation of individuals facing the objective conditions presented by the society. The main results showed the following similarities between students of two schools surveyed: recognition of the school as an educational institution having as purpose the conquest of material possessions, technology appreciation in the activities within and outside the school, the valorization of the more traditional pedagogic activities in the learning process, knowledge acquisition nonprofit immediate and future utilitarian with the indication of the historical wording, although considered theoretical, presented itself as one of the content more assimilated by them. As for the differences presented, it was observe that the private school students seem to rely more on school, considering it a means of upward social and economic, yielding to social and academic pressures, assuming their responsibilities in the name of efficiency, while the public school students appear to have greater uphold to technological rationality, believing more in the technique as a solution to their learning and looking for nice moments as a form of resistance in relation to the reality presented / O presente estudo teve como objetivo verificar o posicionamento dos alunos do sexto ano de uma escola pública e de uma particular a respeito do conhecimento escolar. Entende-se que a compreensão acerca do aluno do sexto ano inclui o seu modo de pensar e agir, que se expressa nas opiniões sobre o que ocorre dentro e fora da escola. Desse modo, mediante a relação entre o aluno e o conhecimento escolar, a pesquisa contemplou os seguintes objetivos específicos: verificar as opiniões dos alunos quanto às disciplinas escolares; examinar a avaliação que fazem acerca dos métodos pedagógicos considerados como diferenciados; analisar o papel que atribuem ao conhecimento histórico escolar e, por fim, o contato que eles mantêm com os meios de comunicação como a Internet e a televisão. Foram ouvidos 68 alunos do sexto ano, com idade entre 10 e 11 anos, sendo 48 pertencentes à escola estadual e 20 alunos à escola particular, ambas situadas em Santo André-SP. O procedimento metodológico para a coleta de dados consistiu na aplicação de um questionário um questionário com 43 questões abertas e fechadas. Os resultados foram interpretados à luz da Teoria Crítica da Sociedade, tomando como referência a relação indivíduo-sociedade e utilizando-se os conceitos desenvolvidos pelos autores da primeira geração da Escola de Frankfurt, como o reflexo da ideologia da racionalidade tecnológica na organização educacional e na formação dos alunos, a indústria cultural como elemento atuante na formação das opiniões emitidas por eles e a alienação dos indivíduos frente às condições objetivas apresentadas pela sociedade. Os principais resultados indicaram as seguintes semelhanças entre os alunos das duas escolas pesquisadas: o reconhecimento da escola como instituição formadora tendo como propósito a conquista de bens materiais; a apreciação da tecnologia nas atividades dentro e fora da escola; a valorização das atividades pedagógicas mais tradicionais no processo de aprendizagem; a aquisição do conhecimento sem fins utilitaristas imediatos e futuros; e a indicação de que o teor histórico, embora considerado teórico, apresentou-se como um dos conteúdos mais assimilados por eles. Quanto às diferenças, observou-se que os alunos da particular parecem confiar mais na instituição escolar, considerando-a um meio de ascensão econômica e social, cedendo, portanto, mais às pressões sociais e escolares, assumindo suas responsabilidades em nome da eficiência, enquanto que os alunos da escola pública parecem possuir maior adesão à ideologia da racionalidade tecnológica, confiando, sobretudo, na técnica como solução para o seu aprendizado e buscando, ainda, momentos agradáveis como forma de resistência em relação à realidade apresentada

Doctor of Philosophy (PhD) / Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.

Patient-centred care has become an important model for health-care delivery, especially in cancer care. The implementation of this model includes patient-centred communication between the clinician and his or her patient. However, most research on patient-centred communication focuses on the clinicians’ initiative: what clinicians should do and what information they should seek to elicit from patients. It is equally important to recognize what each individual patient can contribute about his or her unique perspective on the disease, its treatment, and the effects on what is important to this patient. This thesis reports the development of a system for analyzing over 1500 utterances made by patients in eight video-recorded oncology consultations at the British Columbia Cancer Agency, Vancouver Island Centre. The analysis distinguishes between biomedical information that the patient can provide and patient-centred information, which contributes the individual patient’s unique perspective on any aspect of his or her illness or treatment. The resulting analysis system includes detailed operational definitions with examples, a decision tree, and .eaf files in ELAN software for viewing and for recording decisions. Two psychometric tests demonstrated that the system is replicable: high inter-analyst reliability (90% agreement between independent analysts) on a random sample of the data set and cross-validation to the remainder of the data set. A supplemental idiographic analysis of each consultation illustrates the important role that patient-centred information played in these consultations. This system could be an important tool for teaching clinicians to recognize the individual information that patients can provide and its relevance to their care. / Graduate / 0992 / 0451 / 0350 / shealing@uvic.ca

Doctor of Philosophy (PhD) / Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.

Doctor of Philosophy / Department of Human Nutrition / Valentina M. Remig / Preventing foodborne illness and promoting safe food practices among all age groups is a high priority, particularly for college students because little about their food safety awareness and food handling practices has been reported. The research aim was to evaluate food safety attitudes, beliefs, knowledge, and self-reported practices of current upper-division college students, and to determine whether a three-module interactive educational intervention, developed for this study, positively influenced these variables. Comparisons between health and non-health majors were made. Two methods of data collection were used with volunteer health and non-health majors: focused food safety discussion groups during academic year 2004-05, and a pre-experimental design. Prior to engaging in either method, students completed an on-line food safety questionnaire (FSQ), adapted from a telephone survey used at K-State with older adults. The FSQ was administered again to those in the pre-experimental design group one week after exposure to the food safety educational intervention. Five weeks later, the FSQ was administered to determine whether changes in attitudes, beliefs, knowledge, and self-reported practices persisted over time. Focused food safety discussion group responses were qualitatively evaluated. Pre-experimental statistical analyses included Wilcoxin Signed Rank, Friedman, Mann-Whitney U, Chi Square tests, and Spearman rho. Focused discussion group findings indicated that students perceived themselves at low risk for foodborne illness; few used food thermometers; students without health backgrounds mimicked undesirable home practices; and students stated being open to changing non-recommended behaviors. Pre-experimental findings showed the effects of intervention were improved food safety attitudes, beliefs, and knowledge, with the strongest effects seen in health majors. Students' FSQ attitude scores increased from 114 to 122 (P<0.001), FSQ belief scores increased from 86 to 98 (P<0.001), and FSQ knowledge scores increased from 11 to 13 (P<0.001). Intervention resulted in some improved food safety self-reported practices for health majors but not non-health majors. Intervention module post-test scores improved significantly for all students; health majors had greater increases. Conclusions. Focused food safety discussion groups were useful for obtaining food safety information from college students; educational intervention improved college students’ food safety attitudes, beliefs, and knowledge and for health majors, some self-reported practices improved.

Within the SR Dorado-project, which started in July 2022, a sounding rocket and its corresponding ground support equipment and test facilities are being developed and manufactured. This work is done mainly by undergraduate students at Technische Universität Dresden in cooperation with STAR Dresden, the student Space Flight Working Group in Dresden. The rocket will utilize liquid oxygen (LOX) and ethanol as propellants and is currently in its development phase. The current development status of the rocket and its support systems is described. Details on specific subsystems like propulsion system, rocket structure, recovery and telemetry system are presented. This detailed system assessment is supplemented with insights into the test bench and ground support equipment design, which are needed for successfully testing engine and propulsion system as well as conducting the launch campaign. The planned launch is currently set for 2025 and will take place at ESRANGE in Kiruna, Sweden.:1 Introduction 2 The rocket 2.1 Recovery system 2.2 Flight computer(s) 2.2.1 PoC Flightmaster 2000 2.2.2 Altus Metrum TeleMega 2.3 Structure 2.3.1 Main airframe 2.3.2 Aerodynamics 2.4 Propulsion system 2.4.1 Rocket engine 2.4.2 Propellant feed system 2.4.3 Pyro valves 3 Ground support equipment 4 Test bench 5 Summary and outlook Acknowledgements References

Despite the raise in per-pupil expenditures, the achievement gap between economically advantaged and disadvantaged students continues to increase. Education proponents are scrambling to understand the complexities of local school funding. The No Child Left behind deadline stipulated that all students must be proficient in language arts and mathematics by 2014. The constructivist theory served as the conceptual framework for the study. Performance data were obtained from the State of New Jersey Department of Education and the United States Department of Education. This quantitative study determined whether a significant relationship exists between the allocation of fiscal resources and students' test scores. Improvement District Survey data were obtained from the New Jersey school district. District test results for Grades 6, 7, and 8 in language arts and mathematics from the 2011-2012 school year were used. Multiple linear regression analysis revealed no significant relationship between the allocation of fiscal resources and student achievement other than a significant relationship (25%) between mathematics achievement and educational media services/school library. The Improvement District Survey results revealed that the New Jersey district is capable of aligning their improvement efforts with the barriers and challenges of teachers. These findings have implications for positive social change for education officials by informing their allocation of fiscal resources. This informed approach will support increased student achievement and will add to the current research of allocation patterns and student performance.

This study examined exceptional student educators’ (ESE) personal practical theories (PPTs) and how they impact complex decision-making when it comes to students with disabilities and their families. A case study methodology was selected to explore how four ESE teachers and leaders developed their PPTs as well as how they planned, interacted, and reflected upon decisions made during one workweek. The guiding questions of this study were: what are the PPTs of ESE leaders and teachers, what factors influence the development of PPTs, and how do PPTs impact special educators’ work with students with disabilities? To address these questions, four participants were selected based on their role within the district, their experiences working with students with disabilities, and their reputation for being high quality educators. Data were collected using a PPT workbook as well as in-depth, semi-structured interviews. The results of this study included five PPTs for each participant and eight common themes. These themes included: care for students and families, safety of students, administration and teacher professional development, ensuring high expectations for students, personal and professional advocacy, mentoring and collaboration, reflection and problem solving, and problems with inclusion. These results are presented in this dissertation in support of an argument for the need for increased pre-service and in-service for ESE educators, increased professional development for administrators, and increased training for inclusion teachers working with students with disabilities. Engaging in a practice of exploring and refining teacher and leader beliefs and assumptions using the PPT process may increase the reflective practice of teachers and perhaps result in a more appropriate form of evaluation for educators.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.