The focus of this study is to determine the relationship between a Career and Technical Education (CTE) Information Technology (IT) teacher's self-assessed level of technology proficiency to the level of technology integration into the classroom, the prior work experience in the information technology field, the years of teaching experience, and the stage of adoption of technology. Participants were CTE IT teachers who were members of an IT teacher listserv that was established by the UNT Grant for Educational Excellence from the Texas Education Agency/CTE and teaching in Grades 9-12 in the state of Texas during the 2015-2016 school year. The study utilized a quantitative survey methodology to gain a perspective on the correlation of the variables. Three validated self-report instruments were administered via an online survey. The three instruments utilized were the Technology Proficiency Self-Assessment for 21st Century Learning, Concerns-Based Adoption Model-Levels of Use (CBAM-LoU), and the Stages of Adoption of Technology.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

[pt] A presente investigação sobre a reforma do ensino médio técnico dos anos 90 teve como pano de fundo as mudanças por que passa o mundo do trabalho e a relação hodierna entre trabalho e educação. O senso comum associa a educação como um elemento propulsor da competitividade dos países e dos indivíduos em um contexto de acirramento da competitividade intercapitalista e da adoção de uma série de políticas desfavoráveis a quem vive do trabalho. É neste contexto que a reforma do ensino médio técnico foi apresentada à sociedade brasileira, como uma medida que não só propiciaria a universalização do ensino médio, como a democratização do acesso dos alunos das camadas populares à rede federal de ensino técnico. A partir do questionamento da capacidade da arquitetura da reforma em contribuir para a democratização do acesso, realizamos uma pesquisa de cunho quantitativo com 302 alunos de três escolas técnicas da região metropolitana do Rio de Janeiro. Nossa interrogação inicial se desdobrou em três questões que permearam a pesquisa: (1) a reforma, longe de ter democratizado o acesso dos alunos das camadas populares ao ensino técnico federal, o teria colocado mais distante da realidade desses atores sociais, em função das dificuldades postas para cursar o ensino técnico; (2) a existência de escolas técnicas privadas destinadas às camadas médias seria um indicativo do interesse desse estrato social pelo ensino médio técnico e (3) o restabelecimento do sistema de ensino dual no secundário estaria associado não a um projeto de democratização do ensino, mas a uma concepção de educação que vê na formação para o trabalho a trajetória escolar mais adequada aos alunos das camadas populares. A título de conclusão destacamos que a concepção de educação norteadora da reforma, longe de ter um compromisso efetivo com a democratização do acesso das camadas populares ao sistema de ensino, buscou consolidar a educação profissional como o caminho natural desse estrato social; e afirmamos que as escolas técnicas federais não são escolas de elite porque têm como proposta uma formação para o trabalho, o que, independente das aspirações de seus alunos, vai estabelecer uma socialização diversa da proposta pelas escolas de elites. / [en] The current investigation on the 90`s secondary technical education reform emphasizes the changes occurred in the labor field as well as the present relationship between education and labor. The common sense associates education to a propelling element of competition of countries and individuals in an aggressive intercapitalist competitivity linked to the adoption of a series of unfavorable policies towards those who live on their work capacity. The secondary technical education reform was introduced to Brazilian society in this context, that is, it was a measure that not only would help universalizing secondary education, but also would democratize the access of students from lower classes to the federal network of technical schools. We argued, firstly, the architectural capacity of the reform in contributing to democratize the access by implementing a quantitative survey with 302 students who belonged to 3 technical schools of the metropolitan area of Rio de Janeiro. Our first concern was subdivided into three other ones: (1) the reform, instead of democratizing the access of lower class students to the federal schools, ended up by creating distances, due to the obstacles these students had regarding the difficulties they faced in attending the technical schools; (2) the existence of private technical schools that aimed at the middle class students would indicate the interest of this middle class in secondary technical education, and (3) the re-establishment of the dual system of education in the secondary levels would be associated not to a project of democracy in educational system but to a conception of education that understands the technical education as the most adequate issue to students from lower classes. As a conclusion we will affirm that is the conception of education that the reform embodies which, far from democratizing the access of the general public to the educational system, ended up, instead, by consolidating the professional education as a natural way to students from lower classes; and that the public technical schools aren`t elite institutions as they focus on trainning their students to the jobmarket, what provides them with completely different experiences from those provided by the elite schools.

by Wong Wai Yin, Brian. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 117-124. / Abstract / Acknowledgements / Content / List of Tables / List of Figures / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter2 --- Literature Review / Chapter 2.1 --- Vocational and Technical Education --- p.5 / Chapter 2.2 --- Theories in the Economics of Education --- p.8 / Chapter 2.3 --- Theories in the Sociology of Education / Chapter 2.3.1 --- Arguments in the concept of Social Stratification --- p.17 / Chapter 2.3.2 --- Status Attainment Researches --- p.21 / Chapter 2.4 --- Related Findings in Hong Kong --- p.29 / Chapter 2.5 --- Related Findings in Other Areas --- p.35 / Chapter 2.6 --- Education in Hong Kong / Chapter 2.6.1 --- Development of the Hong Kong Education System --- p.38 / Chapter 2.6.2 --- The School Ladder --- p.41 / Chapter Chapter 3 --- Research Methodology and the Hypotheses / Chapter 3.1 --- Research Problems --- p.46 / Chapter 3.2 --- Areas of Investigation: Theoretical Framework & the Research Methodology / Chapter 3.2.1 --- Family Background and the Choice of Education --- p.48 / Chapter 3.2.2 --- Effect of Vocational and Technical Education on earnings --- p.49 / Chapter 3.2.3 --- Influence of Family Background --- p.51 / Chapter 3.3 --- Hypotheses --- p.53 / Chapter 3.4 --- The Data Set --- p.55 / Chapter Chapter 4 --- Results and Interpretations / Chapter 4.1 --- Relation between Family Background and the Choice of Type of Education --- p.59 / Chapter 4.2 --- Analysis of the Effect of Vocational and Technical Education on Earnings --- p.68 / Chapter 4.3 --- Influence of Family Background on Earnings through the Choicein Type of Education --- p.76 / Chapter Chapter 5 --- Conclusion / Chapter 5.1 --- Summary of Findings --- p.100 / Chapter 5.2 --- Further Discussion / Chapter 5.2.1 --- Different Impacts from Different Levels of Vocational and Technical Education --- p.102 / Chapter 5.2.2 --- Influence from Government --- p.105 / Chapter 5.2.3 --- Effect of Family Background on Choice of Type of Education and Earnings --- p.106 / Chapter 5.3 --- Suggestion on Further Investigation --- p.110 / Chapter Appendix 1 --- The Hong Kong Education System / Chapter Appendix 2 --- Course Structurre of Technical Education / Chapter Appendix 3 --- Variables of the Study / Bibliography

本研究是建基於自我決定理論(Deci & Ryan, 1985; 2002) 及Vallerand (1997) 的內外動機原因序列，旨在探討職訓學生的自決動機與校園學習環境及自我決定中的需要滿足(下文為需要滿足) 之直線關係。 同時，亦比較四項校園學習環境的原素(包括：老師參與, 老師支援, 同學間互助及校園支援環境) 對學生的需要滿足及自決動機所產生的直接及間接影響。 另外，本研究闡明了在自我決定理論研究中常被忽略的課室以外環境對自決動機的重要性。 / 本研究的對象是就讀於香港專業教育學院(IVE) 的全日制高級文憑學生， 參與者來自八間IVE學院，合共847位學生；當中包括564位男生及245女生(38位同學沒有報告性別)， 亦可分為411位一年級生及436位三年級生， 及391位商科生和456位工科生。 研究發現一年級生比三年級生的自我決定指數(Self-determined Index, SDI) 明顯較高，商科生亦明顯比工程生高，若整體而言，參與者的平均SDI為1.42(標準差=3.64)，最高指數為10.3而最少指數值為 -12.06，中位數為1.57，與其他相類似並同樣使用學術動機量表(Academic Motivation Scale, AMS) 的研究比較, 本研究發現IVE學生的SDI平均值是相對低及相對窄，固證明認知IVE學習環境如何與學生的自決動機及需要滿足相連是非常重要，並需從中發掘如何利用環境因素來解決低學習動機問題。 / 本研究採用了結構方程模型(Structural Equation Modeling, SEM) 來証明Vallerand (1997) 的內外動機原因序列能應用在香港的職訓學生身上, 並發現中介模型最能描述校園學習環境, 需要滿足及自決動機的直線關係： 校園支援環境、 同學間互助及老師參與皆對學生的需要滿足有直接及正面的相關， 從而再間接並正向連繫學生的自決動機(即自決動機指數及內在動機)；老師支援雖分別對需要滿足有正面連繫及對自決動機有間接連繫, 但指數並不明顯。 再者，當四項校園學習環境要素相互比較， 校園支援環境對需要滿足的直接連繫及對自決動機的間接連繫皆為最高， 同學間互助及老師參與的影響則為第二及第三， 而老師支援的直接及間接的影響則最少及不明顯，這個排序亦應驗在三年級生，但一年級生則對四個校園學習環境要素未感明顯分別；相信這項發現可能與IVE學生的特式 (如： 學生成長階段, 學業經歷) 及與IVE的課程行政安排有關。 / 本研究証明可用人與環境互動的領域來了解香港職訓學生的學習動機情況，並提倡透過運用學院間人際互動的環境去提升他們的學習動機， 並且發現在自我決定理論研究中常被忽略的課室以外環境 (包括校園支援環境及同學間互助) 的重要性。可是， 本研究的數據未能顯示學術動機量表(AMS) 提出七項動機之間的連續體關係， 從而帶出重新檢示AMS測試題目與動機項目對應性的需要，及質疑自我決定的動機線性關係的概念可用性。 / The purpose of this study is to investigate the unidirectional relationship between the campus learning environment as perceived by students, the satisfaction of basic psychological needs, and self-determined motivation, using Deci and Ryan's self-determined theory (Deci & Ryan, 1985; 2002) and Vallerand's (1997) integrated motivational sequence. In addition, the impact of four campus environmental factors on students’ satisfaction of basic psychological needs and their subsequent self-determined motivation is examined; these are teacher involvement, teacher support, students’ collaborativeness, and supportive campus environment. This study also reveals the importance of the outside-classroom environment, which has not been investigated in detail in previous self-determined theory studies. / The target population for this study was all full-time higher diploma students in the Hong Kong Institute of Vocational Education (IVE). A total of 847 IVE students from eight IVE campuses participated in the study. The participant profile was 564 male and 245 female (38 students did not report gender), 411 in Year-1 studies and 436 in Year-3 studies, as well as 391 in business courses and 456 in engineering courses. Year-1 students got significantly higher mean score in the self-determined index (SDI) than Year-3 students, and business students were higher than engineering students in SDI. Besides, the mean score of SDI for the whole sample was 1.42 (SD = 3.64), ranging from a maximum score of 10.3 to a minimum score of -12.06, with a media of 1.57. The relatively low mean and the limited range of scores might suggest that IVE students' SDI score was lower than other populations examined by the AMS (e.g. Chen & Carey, 2009; Fairchild et al, 2005; Vallerand et al., 1992; Vallerand et al., 1997). This highlights the need to discover which campus environmental factors has the greatest linkage with IVE students' satisfaction of basic needs and their self-determined motivation and how this happens, as a way to tackle the possible problem of low motivation. / Structural equation modeling (SEM) was employed to find that Vallerand's (1997) integrative motivational sequence could be applied in Hong Kong vocation educational context to describe the relationships among campus learning environment as perceived by students, the satisfaction of basic psychological needs and self-determined motivation. Among the tested models, the fully mediated model best described the unidirectional relationships between the latent constructs: Supportive campus environment, students’ collabortiveness, and teacher involvement had positive and significant links with students’ self-determined motivation (both in terms of self-determined index or intrinsic motivation) through the mediation of basic needs satisfaction. Teacher support also exerted a positive but insignificant effect on self-determined motivation via the satisfaction of basic needs. In addition, the supportive campus environment was found to have the highest direct link with students’ satisfaction of basic needs and indirect links with SDI and IM, with students’ collaborativeness and teacher involvement ranked the second and third respectively. Teacher support had positive but insignificant impact. Year-3 students shared the same rank order about the relative importance of the four campus learning environment factors but Year-1 students did not perceive any significant difference among the four factors. It is possible that these findings were due to the characteristics of IVE students (e.g. developmental stage and their past academic experience), as well as the IVE course arrangements. / The present study is important because it provided empirical evidence to examine IVE students' motivation orientations through a person-in-context perspective and to explore the possibility of a more proactive approach in solving possible motivational problems through the manipulation of campus social contexts. The findings also suggested that more emphasis should be put on supportive campus environment and students' collaborativeness, areas which have often been neglected in previous SDT studies. However, the present study did only find partial support to the expected simplex structure of correlations among the seven motivation orientations in the Academic Motivation Scale (AMS). This highlights the need to re-examine whether the question items could reflect the corresponding motivation orientation and to review the concept of the self-determined continuum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Lee, Po Ling. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 157-173). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese; appendix in Chinese. / Abstract --- p.Pg. i / Abstract (Chinese) --- p.Pg. iv / Acknowledgements --- p.Pg. vi / Table of Contents --- p.Pg. vii / List of Tables --- p.Pg. x / List of Figures --- p.Pg. xi / Chapter Chapter ONE --- Introduction / Background --- p.Pg. 1 / Aims and Purposes of the Study --- p.Pg. 6 / Research Questions --- p.Pg. 7 / Significance of the Study --- p.Pg. 8 / Chapter Chapter Two --- Literature Review / Introduction --- p.Pg. 11 / Motivation to Learn --- p.Pg. 11 / Self-Determination Theory (SDT) --- p.Pg. 14 / Basic Assumptions and Development of the Theory --- p.Pg. 14 / Satisfaction of Basic Psychological Needs --- p.Pg. 18 / Motivation Orientations --- p.Pg. 22 / Vallerand's Integrated Motivational Sequence --- p.Pg. 31 / Campus' Context, Needs Satisfaction & Motivation Orientations --- p.Pg. 35 / Application of SDT in Vocational Education and Training --- p.Pg. 48 / Application of SDT in Chinese Societies --- p.Pg. 54 / Vocational Education and Training in Hong Kong --- p.Pg. 61 / Impact of IVE Perceived Campus Learning Environment on Students' Basic Needs Satisfaction and their Self-determined Motivation --- p.Pg. 66 / Chapter Chapter Three --- Methodology / Participants --- p.Pg. 74 / Procedures --- p.Pg. 77 / Instruments --- p.Pg. 78 / Self-determined Motivation in Learning --- p.Pg. 79 / Basic Psychological Needs Satisfaction --- p.Pg. 82 / Perceived Campus Learning Environment --- p.Pg. 83 / Demographic Data --- p.Pg. 86 / Statistical Analysis --- p.Pg. 86 / Chapter Chapter Four --- Results / Assessment of Normality of the Data --- p.Pg. 93 / Reliability & Factorial Validity of the Measurements --- p.Pg. 95 / Reliability and Factorial Validity of the AMS --- p.Pg. 95 / Reliability and Factorial Validity of the Need-Satisfaction Items --- p.Pg. 99 / Reliability and Factorial Validity of the Perceived Campus Learning Environment --- p.Pg. 101 / Data Analysis of the Three Key Constructs --- p.Pg. 104 / Self-determined Motivation in Learning --- p.Pg. 104 / Basic Needs Satisfaction --- p.Pg. 109 / Perceived Campus Learning Environment --- p.Pg. 111 / Structural Model Testing --- p.Pg. 113 / Model Testing for the Whole Sample --- p.Pg. 113 / Model Testing for the Groups of Year-3 and Year-1 Students --- p.Pg. 127 / Chapter Summary --- p.Pg. 134 / Chapter Chapter Five --- Discussion / Self-determined Motivation of Students in Vocational Studies --- p.Pg. 135 / Effects of Perceived Campus Environment on IVE Students' Motivation to learn --- p.Pg. 139 / Implications and Recommendations from the Study --- p.Pg. 145 / Theoretical Implications of the Study --- p.Pg. 149 / Limitations of the Study --- p.Pg. 153 / Conclusion --- p.Pg. 156 / References --- p.Pg. 157 / Appendix --- p.Pg. 174

São enfocados neste trabalho os processos de reconfiguração dos currículos dos cursos técnicos de duas escolas estaduais gaúchas, no contexto da reforma empreendida pelo Governo Fernando Henrique Cardoso a partir de 1997. A investigação é baseada em entrevistas semi-estruturadas com professores, nos planos de curso e em outros documentos produzidos nas escolas e por órgãos governamentais durante o processo de reestruturação, complementados por observações de aulas e de eventos escolares, questionários e entrevistas com estudantes. Na análise dos processos de reconfiguração curricular são examinadas as interpretações, apropriações e reações, por parte dos professores que atuam nas escolas, às políticas governamentais e às pressões oriundas do mundo do trabalho. São identificados nexos entre as visões relativas ao mundo do trabalho e ao ensino e as vivências e identificações profissionais dos professores, construídas nas trajetórias individuais de formação e trabalho e no interior de cada instituição. O estudo mostra que a afirmação do caráter generalista dos cursos técnicos e a relevância atribuída à iniciação dos estudantes numa cultura técnica que não se reduz à aprendizagem dos processos em uso nas empresas antepõem-se, nas escolas, à lógica governamental da flexibilização, do aligeiramento e estrita adequação da formação às demandas da esfera produtiva. As resistências a essa lógica são atribuídas à validação dos modelos praticados de ensino técnico e à autonomia relativa das escolas face ao mercado de trabalho, mas também à persistência da idéia de profissão e da figura de técnico industrial tal como é projetada pelos professores, diversa das formas predominantes de inserção dos egressos. O estudo mostra também uma apropriação seletiva de elementos da pedagogia das competências pelos professores. O uso da linguagem oficial é combinado com a preservação de uma estrutura disciplinar dos cursos, da avaliação segundo notas e de objetivos relacionados à fundamentação das técnicas que não podem ser descritos como competências. A crítica ao ensino centrado na transmissão de conteúdos é incorporada por uma parcela dos professores e refutada, num dos estabelecimentos, por professores que rejeitam esse discurso pedagógico como estranho ao chão-de-escola. O estudo mostra ainda que a política governamental de ampliação de vagas com redução de custos encontra limites numa seletividade interna aos cursos atribuída, em parte, à disposição de preservação de um perfil de profissional egresso por parte dos professores, mas também às dificuldades de incorporação, pelas escolas, das diferentes expectativas e experiências de escolarização dos estudantes. Enfim, o estudo mostra que os professores do ensino técnico nessas escolas reivindicam para si uma profissionalidade baseada nos saberes construídos através da experiência e da formação e no compromisso com a ação docente, a despeito de sua contratação como emergenciais ou temporários. Ao retratarem suas concepções e práticas docentes, os professores revelam combinações singulares de aceitação de modelos existentes e esforços de inovação que estão referidos a essa profissionalidade reivindicada. / This thesis addresses the process of reconfiguration of the curricula of technical courses of two state schools in Rio Grande do Sul, Brazil, in the context of reform undertaken by the government of Fernando Henrique Cardoso in 1997. The research is based on semi-structured interviews with teachers, the course plans and other documents produced in schools and by government agencies during the restructuring process, supplemented by classroom and school events observations, questionnaires and interviews with students. In the analysis of the processes of curriculum reconfiguration, interpretations, appropriations and reactions from teachers who work in schools to government policies and the pressures from the productive realm are examined. Connections between the visions of productive and educational realms and teachers\' professional experiences and identifications, built in their individual training and work careers within each institution are identified. The study shows that the persistence of the general character of technical courses and the relevance attributed to initiation of students in a technical culture are opposed, in schools, to the governmental logic of flexibility and strict fitness to the training demands of the productive realm. The resistance to this logic is assigned to the validation of the practiced models of technical education and the relative autonomy of schools in face of the labor market, but also to the persistence of the idea of profession and the figure of technical industrial as it is designed by teachers, unlike the prevalent forms of insertion of the graduates. The study also shows a selective appropriation of elements of the so called competences pedagogy by teachers. The use of the official language is combined with the preservation of a disciplinary structure of the courses, the evaluation according to notes and related reasoning techniques that can not be described as skills objectives. The critique on content transmission focused teaching is embraced by a portion of the teachers and refuted, in one of the establishments, by teachers who reject this teaching speech as foreign to the school ground. The study also shows that the government policy of enrollment increase and costs reducing is limited by an internal selectivity. That selectivity is assigned, in part, to the teachers\' willing of preserving a professional profile within the schools graduates, but also to the difficulties of taking into account the different expectations and educational experiences of students. Finally, the study shows that technical education teachers in these schools claim for themselves a professionalism based on knowledge built through experience and training and commitment to teaching action, despite their hiring as temporary. In portraying their conceptions and teaching practices, teachers reveal unique combinations of acceptance of existing models and innovation efforts that are referred to that claimed professionalism.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Urban Studies / Master / Master of Social Sciences