Viewpoints of elementary principals and their teachers concerning teachers' meetings as they are conducted within schools in five Massachusetts towns

Thesis (Ed.M.)--Boston Universit

La conception d'un jeu neuropédagogique concernant l'apprentissage des accords grammaticaux dans la phrase.

Au cours de sa carrière, chaque enseignant va inévitablement voir certains élèves éprouver des difficultés en français, constater qu'ils ne transfèrent pas leurs connaissances des règles grammaticales en situation d'application textuelle, réfléchir sur la validité des tâches papier et crayons versus la motivation, se questionner sur l'enseignement moderne de la langue française et les outils pédagogiques disponibles pour remplir ce mandat et tous ces questionnements professionnels; nous les avons vécus en tant qu'enseignantes. Il s'agit d'ailleurs du point de départ ayant conduit à cette recherche de développement d'objet qui a pour objectif principal de favoriser l'apprentissage de l'orthographe grammaticale. À cet effet, un jeu neuropédagogique portant sur les accords grammaticaux dans la phrase a été développé. Ainsi, ce jeu offre aux élèves la possibilité de parfaire leurs connaissances voire d'accroître leurs apprentissages des accords dans la phrase. Pour ce faire, les diverses approches utilisées vont de pair avec le renouveau de la grammaire et elles respectent les dominances cérébrales, c'est-à-dire les profils des apprenants (neuropédagogie). Par le biais de ce jeu, notre objectif est de respecter les caractéristiques de la neuropédagogie tout en exploitant quelques approches qui mettent en oeuvre la nouvelle grammaire. Avec le développement d'un jeu neuropédagogique incluant les approches grammaticales conformes à la nouvelle grammaire, il est hypothétique de croire qu'il s'agit là d'un moyen stimulant pour favoriser le transfert des règles d'accords grammaticaux chez les élèves en situation d'écriture. De là, il nous paraît primordial qu'un enseignant varie ses approches pour mieux respecter le fait que chaque élève a sa façon d'apprendre. De ce fait, le jeu, la grammaire et la neuropédagogie sont, pour nous, les concepts fondamentaux de cette recherche. Mais quelles sont les caractéristiques d'un jeu neuropédagogique qui aiderait l'enseignement des accords grammaticaux dans la phrase au 3e cycle du primaire

The effects of oil on blue crab and periwinkle snail interactions: A mesocosm study

We examined the sub-lethal effect of Macondo oil from the Deepwater Horizon oil spill on predator-prey interactions using blue crabs (Callinectes sapidus) and periwinkle snails (Littoraria irrorata). A 2 x 2 factorial mesocosm design determined the effect of oil (no oil vs. oil) and blue crabs (no blue crab predator vs. one blue crab predator) on periwinkle snail climbing and survival. Sixteen mesocosm tanks were used in the experiment, which were replicated three times. Each tank contained water, sand, and Spartina marsh stems. The sixteen tanks were divided between two, temperature-controlled chambers to separate oil treatments (no oil vs. oil). Oil was buried in the sand to prevent direct coating of mesocosm organisms. Half of the tanks contained only snails, while the other half contained snails and (one) blue crab in each chamber. Snail climbing behavior and survival were documented every 12 h over 96 h. Snails exposed to oil without a blue crab predator survived as well as snails not exposed to oil and no blue crab predator. Oil reduced snail survival in the presence of a blue crab predator. The increase in snail mortality can be attributed to changes in snail climbing behavior. Oil significantly reduced snail climbing height in the presence and absence of a blue crab predator. This change in behavior and subsequent decrease in snail survival could be beneficial for Spartina during recovery after an oil spill. A decrease in snail populations would reduce grazing stress on Spartina. However, field research immediately after an oil spill would be more useful in determining predator-prey interactions and further food web effects

Discourse, Teacher Identity, and the Implementation of Daily Physical Activity

The intent of this article is to generate thought and discussion about Alberta Education’s Daily Physical Activity (DPA) initiative. Compelling reasons as to why the implementation process may be considered problematic are presented as the role and influence of institutional discourse in the implementation of new programming is explored. Through a discussion of the dominant discourses of authority, experience, and the physical education profession, the reaction and response of secondary school physical educators to this provincially mandated initiative come to be understood. In these prevailing discourses of the teaching-learning environment and the presence of competing institutionalized ways of thinking, teacher identity negotiation is examined, particularly in the light of the distinction between physical education and physical activity and the role that physical educators might play in the implementation process of DPA.L’intention de cet article est de stimuler des idées et des discussions sur l’initiative du ministère albertain de l’éducation qui consiste en la promotion de l’activité physique sur une base quotidienne (Daily Physical Activity, DPA). En étudiant le rôle et l’influence du discours institutionnel dans la mise en pratique de nouveaux programmes, les auteurs présentent des raisons convaincantes selon lesquelles le processus de la mise en œuvre pourrait être considéré comme étant problématique. Une discussion des discours dominants qui portent sur l’autorité, l’expérience et la profession d’enseignant d’éducation physique, permet de comprendre la réaction des enseignants de l’éducation physique au secondaire face à cette initiative prescrite par la province. Dans le contexte de ces discours qui dominent le milieu pédagogique, et compte tenu de la présence de mentalités institutionnelles concurrentes, les auteurs examinent la négociation de l’identité enseignante, notamment à la lumière de la distinction entre l’éducation physique et l’activité physique, et du rôle que les enseignants d’éducation physique pourraient jouer dans la mise en application de l’initiative DPA

Evaluation Strategies in Financial Education: Evaluation with Imperfect Instruments

Program evaluation often suffers due to time constraints, imperfect instruments, incomplete data, and the need to report standardized metrics. This article about the evaluation process for the Wi$eUp financial education program showcases the difficulties inherent in evaluation and suggests best practices for assessing program effectiveness. We analyzed the stated behaviors of 125 Wi$eUp survey respondents, finding that debt education produced a greater change in behavior than savings education did but that survey questions related to savings did not reflect the material in the associated module, potentially lowering scores. Longer evaluation periods and better matching of evaluation questions to the content delivered may improve the evaluation process

Health Effects Associated with Foreclosure: A Secondary Analysis of Hospital Discharge Data

Objectives: The purpose of this study was to assess the health effects of high home foreclosure rates in an area of the United States of America and the utility of hospital discharge data for this purpose. Methods: We analyzed hospital discharge data from three postal zip codes using the principal diagnosis for 25 Diagnostic Related Groups associated with stress. Descriptive statistics were used to characterize hospital discharge rates for each condition by year and zip code. To test for differences across time, the Cochran-Armitage trend test was performed. Results: Most conditions did not demonstrate a statistical change between 2005 and 2008. There was a marked spike in bipolar and depressive disorders in 2007 in all zip codes. Conclusions: The sharp rise for bipolar and depressive disorders in 2007 coincides with the doubling of foreclosure filings nationally. There are many confounding factors affecting hospital discharge data, which limit its specificity for assessing the health effects of foreclosure

Commencement 5/20/1973

1973 Macalester College Commencement, on 5/20/1973. Distinguished Citizen alumni citations presented by Nancy Slaughter, honorary degrees awarded by Chairman of the Board of Trustees John Bristol, and commencement address by Senator Walter Mondale. Reel #231, run time 43:4

Physical Education Teacher Education (PETE) in Canada

The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher education, contrasting discourses, and the education of children and youth in a post-modern society. In an effort to examine the worldview orientation, underpinning discourses, curricula, structure, and organization of Canada's programs, 36 PE teacher educators from 20 universities completed an online survey. Results enabled a profile of Canada's PE teacher educators and the PETE programs in which they work. Collectively, the findings suggest a need for critical consideration and/or revisiting of programs in light of changing societal and student needs for global, socially, and culturally responsive PETE.Key words: physical education teacher education (PETE), teacher educatio

An exploratory study of the management of spoiled identity: a study of the mentally handicapped workers of A.R.C. Industries, Essex, Ontario.

Dept. of Sociology and Anthropology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1977 .S466. Source: Masters Abstracts International, Volume: 40-07, page: . Thesis (M.A.)--University of Windsor (Canada), 1977