Made available in DSpace on 2014-06-11T19:24:06Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-11-26Bitstream added on 2014-06-13T19:51:18Z : No. of bitstreams: 1 fonseca_mc_me_mar.pdf: 691519 bytes, checksum: c381548af4a7bcc248a608892d612f48 (MD5) / Esta pesquisa tem como objetivo estudar o senso crítico em estudantes de graduação da 2ª série do curso de Marketing. Partindo de respostas comportamentais mensuráveis, elaborou-se e foi aplicado um questionário na amostra contemplada. A fundamentação teórica que serviu como linha de base ao desenvolvimento das idéias aqui contidas, levou em conta as referências ao tema nas obras de alguns autores de várias áreas do conhecimento, especialmente as Ciências Sociais, Psicologia, Direito Contratual (clássicos), Educação e Filosofia, do século XVIII ao XXI. Após esta pesquisa, a problematização do tema toma novos contornos mais definidos para o autor: há que se levar em conta metas e projetos individuais, para o estudo da motivação humana relacionada a uma atitude academicamente crítica, projetos estes que devem nortear a atitude científica dos estudantes e suas próprias relações interpessoais dentro e fora da academia. Ressalta-se ainda, a necessidade da ampliação do tema no que se refere à vida emocional dos indivíduos, estudantes e professores, envolvidos no processo ensino-aprendizagem, além da essencial visão dos universos simbólicos imbricados em toda relação humana, integrantes da rede de influências sociais, com ênfase nas informações atualmente disponíveis, das quais o ser humano é autor/diretor/ator/consumidor, podendo ser, além disso, agente crítico. / This research is intended for studying the critical sense among college students on the second grade of Marketing course. Starting from measurable behavioral answers, a questionnaire on the sample collected was elaborated and applied. The theoretical foundations used as basis to the development of the ideas herein contained has considered the references to the theme on the works of some authors from a number of knowledge areas, specially Social Sciences, Psychology, Contractual Law (classics), Education and Philosophy from de 17th to the 21 th century. The approach adopted in this study takes into account concepts specifically from the Behaviorist Psychology and Anthroposophic Psychology, for they allow amore comprehensive view of the human subjectivity and objectification in the concrete world through willingness. After the present research, the theme and its problematical has made itself clearer to the author. It is paramount to consider goals and individual projects to the study of the human motivation related to an attitude academically critical, since such projects must guide the student's scientific attitude and their own interpersonal relations inside and outside school. It is also highlighted the necessity to amplify the theme with regard to the emotional life of those involved on the teaching-learning process, as well as the essential view of the symbolical universes associated to every human relation and constituent of the social influences network, emphasizing the information currently available, with the human being as author/ actor/consumer and also critical agent.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-19T13:18:31Z No. of bitstreams: 2 Eliane_Oliveira2017.pdf: 1806450 bytes, checksum: 9134baffbc27d335b70f378a774440dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-19T13:18:31Z (GMT). No. of bitstreams: 2 Eliane_Oliveira2017.pdf: 1806450 bytes, checksum: 9134baffbc27d335b70f378a774440dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-23 / Societal relations free from pre-defined intentionalities, tribal cross-links, and the ambivalence that marks the wandering and the "being with" people, in the context of postmodernity, constitute the polysemy of everyday life, which is anodyne, banal and permeated by feelings of belonging and repulsion. The conflicts and violence, often resulted from feelings of revulsion among people, even though they are situated as negative processes, can be useful when divergent and disproportionate social relations occur between them, helping to prevent their suppression and annihilation. In this study, we aimed to apprehend the imaginary of conflicts and violence in the relationship between teachers and students. Firstly, because we understand that school is a sociocultural space where postmodern societal relations are mixed and confronting modern structures and organizations. Second, because we perceive that conflicts and violence in the relation between teachers and students are recurrent and if not understood in a contextual way, they can nullify the possibility of their perception as resistance to instituted powers and totalitarian violence. This qualitative research was composed by: the dialogue with authors (Gilbert Durand, Michel Maffesoli, Georg Simmel, Boaventura de Souza Santos, Carlos Gadea, among others) whose works are classic references in the discussions about imaginaries, postmodernity, violence and conflicts, addressed in the bibliographical research; by a document research contemplating the analysis of Minutes of the Pedagogical Team intending to clear the indicatives of totalitarian violence and suppressive referrals in pedagogical interventions; it was also constituted by field research, in which the framework was formed by semi-structured interviews with students and teachers, as well as by group interviews using the Focal Group technique with students from a state public education institution located in the metropolitan region of Campo Mourão, in the interior of Paraná State. The resulting data corpus from this research were organized based on the technique of Content Analysis and analyzed from the formist sociology, which allowed to reveal the confrontations between the imaginary of teachers and students, within the scope of their relations in the everyday school, in which has manifested itself from denials, confrontations, lack of dialogue between these characters, as well as a series of elements that denote the recurrence in which conflicts occur and express violence in the classroom context. / As relações societais isentas de intencionalidades pré-definidas, os entrecruzamentos tribais e a ambivalência que marcam as deambulações e o “estar com” das pessoas, no contexto da pós-modernidade, constituem a polissemia do cotidiano, que é, anódino, banal e permeado por sentimentos de pertença e de repulsa. Os conflitos e as violências, muitas vezes, decorridos dos sentimentos de repulsa entre as pessoas, embora sejam situados como processos negativos, podem ter utilidade, quando ocorrem relações sociais divergentes e desproporcionais entre elas, contribuindo para evitar que ocorram supressões e aniquilamentos. Neste estudo, objetivamos apreender os imaginários de conflitos e violências na relação entre professores e alunos. Primeiramente, por entendermos que a escola é um espaço sociocultural onde as relações societais pós-modernas estão mescladas e confrontando estruturas e organizações modernas. Segundo, por percebermos que os conflitos e violências na relação entre professores e alunos são recorrentes e se não compreendidos de maneira contextual, podem anular a possibilidade de sua percepção como resistência aos poderes instituídos e violências totalitárias. Esta pesquisa qualitativa, compôs-se: pelo diálogo com autores (Gilbert Durand, Michel Maffesoli, Georg Simmel, Boaventura de Souza Santos, Carlos Gadea, entre outros autores), cujas obras são referências clássicas nas discussões sobre imaginários, pós-modernidade, violências e conflitos, abordados na pesquisa bibliográfica; pela pesquisa documental contemplando a análise de Atas da Equipe Pedagógica, intencionando desbravar os indicativos de violências totalitárias e encaminhamentos supressores em intervenções pedagógicas; também se constituiu pela pesquisa de campo, cujo arcabouço formou-se por entrevistas semiestruturadas com alunos e com professores e também, pelas entrevistas em grupo, por meio da técnica de Grupo Focal, com alunos de uma instituição de ensino pública estadual, localizada na região metropolitana de Campo Mourão, no interior do Estado do Paraná. O córpus de dados resultante da investigação foram organizados com base na técnica de Análise de Conteúdo e analisados a partir da sociologia formista, que permitiram revelar os confrontos entre os imaginários de professores e alunos, no âmbito de suas relações no cotidiano escolar, os quais, manifestaram-se a partir de recusas, enfrentamentos, a falta de diálogo entre estes personagens, bem como, uma série de elementos que denotam a recorrência com que ocorrem conflitos e se expressam violências no contexto da sala de aula.

M.Ed. (Educational Psychology) / The changing political and social situation in South Africa can be associated with the current violence and poverty in especially the more rural areas. As a result large numbers of black learners are directly or indirectly exposed to violent traumatic incidences. Research indicates that exposure to violent trauma can lead to the development of psychological and emotional disturbances and in particular the development of post traumatic stress disorder. Due to a lack of support systems and accessibility thereof, large numbers of learners exposed to violent trauma are in need of assistance. The learners have serious emotional problems and are also experiencing learning and behavioral problems. Teachers also seem to experience difficulty in handling these traumatized learners, due to a lack of appropriate skills and knowledge. The aim of the study was to identify the needs of teachers in handling learners traumatized by violent incidences and to develop guidelines for teachers in assisting the learners with the purpose of reducing the psychological and emotional effects of the violent trauma. The point of departure of the study was based on the assumption that the educational system needs to support every learner in becoming a healthy member of society through optimal education and development. Eight teachers, two principals and a community worker from two different schools in a predominantly brown area participated in the study. By means of focus group interviews and informal interviews the needs and problems in handling traumatized learners were identified and discussed. The teachers then received training in identifying the symptoms of the learner who has been traumatized by violent trauma. After that, guidelines were supplied to assist teachers in the debriefing of the learner's traumatic symptoms and emotions. These sessions took place over a period of three weeks. The results indicated that the teachers experience difficulty with identifying and handling the traumatized learners in the class. As a result of the study, a number of guidelines, based on the themes that were identified by the analysis of the data, have been developed for teachers in the handling of the traumatized learner

An increasing number of studies suggest that a positive teacher-student relationship is an important element of successful education. Yet, resources and awareness about how teachers in Sweden can develop skills for supporting positive teacher-student relationships seem to be limited or lacking in popular teaching training programs where almost all focus is put on subject-knowledge and didactics. One potential means of promoting a leadership that endorses a positive teacher-student relationship is through the development of relational competence. Briefly, relational competence can be understood as how the teacher meets a student on a level where the teacher plans his or her actions by knowing the students’ experiences and life situation. This is connected to the teachers' communicative, differentiation, and social-emotional competence (Aspelin, 2018). Such an approach has been demonstrated to be successful in Denmark, where it has been introduced in teacher training programs as well as in the school system. In this paper we investigate to what degree current English teachers in Swedish compulsory school are aware of relational competence as a tool, what features from relational competence do the teacher currently use in their classroom leadership, and what aspects of relational competence teachers perceive as difficult to adopt or implement as a concept. Results show that Swedish English teachers work with relationships in connection with leadership and didactic competence, but that a majority of the informants do not have sufficient knowledge, terminology, time, or training to work with relational competence. Additionally, the teachers find it a challenge to implement the concept when it comes to significantly changing their view in the classroom to include not only the student or situation but the whole interactional situation between teacher and student.

Learner engagement is a critical aspect of education. While technology is rapidly developing to act in increasingly personalized, and in some dimensions human, ways, we submit that a human community may uniquely support increased student engagement. This research explored the characteristics and effects of the interactions and relationships that constitute three distinct communities in education and examined their influences on student engagement.In the format of a multiple-article dissertation I present three articles. The first article reviewed relevant literature about interactions, relationships, and communities in education. It focused specifically on online and blended contexts and their connections to student engagement. Interactions, relationships, and community are linked to one another and support student engagement. The second article surveyed students in a blended college preparation program about the relationships they experienced in their academic communities of engagement with online and in-person instructors and peers, family, friends, etc. and how they influenced students' perceptions of their engagement. The support provided by the in-person community is significantly higher than that provided online (p < 0.001). Support also has a significant impact on perceived student engagement (p < 0.001).The third article examined the students' supportive academic relationships and their influence on student engagement through semi-structured interviews. Students report more supportive relationships with their in-person communities and higher engagement there. Supportive interactions, relationships, and community promote higher student engagement. Such connections can be forged online, but in the case of this research were more likely to exist in-person. Supportive communities and the interactions and relationships they encompass should be fostered in learning environments, be they in-person, online, or blended, in order to encourage improved student engagement.

With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, “Spiritual and Character Development in Online Education from the Instructors’ Perspective”, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructor’s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.

With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, “Spiritual and Character Development in Online Education from the Instructors’ Perspective”, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructor’s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.

No description available.

The purpose of this study was to identify the relationship between teacher self-efficacy (TSES) score and observable teacher instructional behaviors (CSAS) score and student academic achievement (SOL) score. This study addressed the following question: What is the relationship between teacher self-efficacy and teacher behavior and student academic achievement? More specifically, the researcher studied the relationship between teacher self-efficacy score and observable teacher instructional behaviors score, teacher self-efficacy scores and student academic performance score, and observable teacher instructional behaviors score and student academic performance score. Research on implications that TSE has on teacher behaviors adds to a relatively limited literature base that holds possibilities for leaders to elicit positive school change through improved instructional practices and higher student achievement. To establish whether there was a relationship between TSE and observable teacher instructional behaviors, TSE and student academic achievement and observable teacher instructional behaviors and student academic achievement, this study used a quantitative analysis method that utilizes a simple linear regression model. The simple linear regression model isolated observable teacher behavior in model 1 and student academic achievement in model 2 and model 3 as the dependent variable. Control variables included limiting the study to 20 teachers who teach core curriculum subjects in grades 6-12 that also have an end of course Virginia Standards of Learning assessment (SOL). The researcher identified regression relationships and their statistical significance and interpreted results to reach a conclusion that addressed each research question. The researcher highlighted potential relationships between teacher self-efficacy and student achievement, teacher self-efficacy and observable teacher instructional behaviors and observable teacher instructional behaviors and student achievement. This included a finding that the relationship between teacher self-efficacy and student achievement for the participants in this study was significant and positively correlated. The model indicated that TSE explained 42.1% of variations in student SOL scores. The regression relationship between TSE and student SOL scores revealed a positive correlation since the standardized coefficient was 0.463 > 0. That is as the teacher's self-efficacy score increased then the student SOL scores improved. Implications for practitioners included principals considering professional development opportunities that support increased teacher self-efficacy and promote stronger student engagement in the learning process and identifying non-instructional behaviors that teachers engage in that might negatively impact student achievement. Recommendations for future investigation were also suggested by the researcher and included expanding the study to increase the number of participants. Increasing the number of participants would allow for an increase in the total number of TSES scores, CSAS scores, and student achievement scores. / Doctor of Education / This study examined the relationship between teacher self-efficacy and observable teacher instructional behaviors and student academic achievement scores. The study included 10 secondary teachers who taught a core curriculum course to students in grades 6-12 that also included an end of course Virginia SOL test for students. All of the participants in this study were from the same medium-sized school district in Virginia. The data analysis in this study determined that there was a statistically significant relationship between teacher self-efficacy and student achievement. Data analysis also determined a positive relationship between teacher self-efficacy and student achievement indicating that as the teacher's self-efficacy score increased the student achievement scores improved. The study described the relationship between teacher self-efficacy and observable teacher instructional behaviors for the participants in this study indicating TSE explained some of the variance in teacher instructional behaviors. The relationship between the variables was not statistically significant but they were positively correlated. That is, as the teacher's self-efficacy increased then the frequency of the teacher's observable instructional behaviors during the teaching process also increased. The researcher determined that the relationship between teacher instructional behaviors and student achievement (SOL scores) for the participants in this study was not statistically significant. The model supported that teacher instructional behaviors explained a small amount of the variance in student achievement.

Researchers have found that schools that support a students' sense of community (SOC) positively affect students' academic achievement, behavior, motivation, and social and emotional competencies (Bryk & Driscoll, 1995; Schaps, 2003; Schaps, Battistich & Solomon, 1997; Goodenow & Grady, 1993; Ladd, 1990; Resnick & Bearman, 1997; Wentzel, 1997). The purpose of this study is to explore, analyze, and describe characteristics of an elementary school that reports a high sense of community among students and to describe adult perceptions on the school's program, activities, and practices that are in place to contribute to the SOC. Schools that provide a high SOC appear to have certain collective key characteristics that have been identified in the research literature: respect, trust, and kindness; a sense of belonging; caring; regular contact; shared governance; and order and discipline among the students of the school. The following overall research questions focus this study: 1. How does an elementary school identified as having a strong SOC support its students' sense of community? 2. What are the administrator, teacher, and parent perceptions of why the students have a SOC within the selected elementary school? 3. What evidence is there that these six key characteristics (respect, trust, and kindness; a sense of belonging; caring; regular contact; shared governance; and order and discipline) are present within the selected elementary school? 4. What similarities and differences are seen between the perceptions of teachers, administrators, and parents regarding these key characteristics (respect, trust, and kindness; a sense of belonging; caring; regular contact; shared governance; and order and discipline) within the selected elementary school? A mixed methods approach was used. The study used surveys, interviews, observations, and document analysis to investigate administrator, teacher, and parent perceptions of the students' SOC at the selected school. The researcher identified and examined distinct characteristics that can assist schools in supporting a student's SOC. The study describes a school program and identifies key activities and practices of a school that reports a strong SOC among students. / Ed. D.