1 resultado para problem based learning
em Coffee Science - Universidade Federal de Lavras
Filtro por publicador
- JISC Information Environment Repository (9)
- ABACUS. Repositorio de Producción Científica - Universidad Europea (2)
- Aberystwyth University Repository - Reino Unido (1)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (2)
- Adam Mickiewicz University Repository (3)
- Andina Digital - Repositorio UASB-Digital - Universidade Andina Simón Bolívar (1)
- Applied Math and Science Education Repository - Washington - USA (4)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (2)
- Archive of European Integration (2)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (12)
- Aston University Research Archive (36)
- Biblioteca de Teses e Dissertações da USP (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (5)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (2)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (2)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (7)
- Boston University Digital Common (2)
- Brock University, Canada (4)
- Bucknell University Digital Commons - Pensilvania - USA (3)
- Bulgarian Digital Mathematics Library at IMI-BAS (11)
- CaltechTHESIS (1)
- Cambridge University Engineering Department Publications Database (22)
- CentAUR: Central Archive University of Reading - UK (16)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (5)
- Cochin University of Science & Technology (CUSAT), India (2)
- Coffee Science - Universidade Federal de Lavras (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (3)
- Cornell: DigitalCommons@ILR (1)
- CUNY Academic Works (2)
- Dalarna University College Electronic Archive (2)
- Digital Commons - Michigan Tech (2)
- Digital Commons @ DU | University of Denver Research (1)
- Digital Commons at Florida International University (6)
- Digital Peer Publishing (5)
- DigitalCommons@The Texas Medical Center (1)
- DRUM (Digital Repository at the University of Maryland) (1)
- Duke University (3)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (3)
- Glasgow Theses Service (1)
- Greenwich Academic Literature Archive - UK (7)
- Helda - Digital Repository of University of Helsinki (11)
- Indian Institute of Science - Bangalore - Índia (17)
- Instituto Politécnico de Bragança (1)
- Instituto Politécnico de Santarém (1)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (4)
- Lume - Repositório Digital da Universidade Federal do Rio Grande do Sul (2)
- Massachusetts Institute of Technology (7)
- Ministerio de Cultura, Spain (11)
- National Center for Biotechnology Information - NCBI (3)
- Nottingham eTheses (1)
- Open Access Repository of Association for Learning Technology (ALT) (1)
- Open University Netherlands (5)
- Portal de Revistas Científicas Complutenses - Espanha (6)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (53)
- Queensland University of Technology - ePrints Archive (182)
- RDBU - Repositório Digital da Biblioteca da Unisinos (1)
- Repositório Aberto da Universidade Aberta de Portugal (2)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (1)
- Repositório Científico do Instituto Politécnico de Santarém - Portugal (1)
- Repositorio de la Universidad de Cuenca (2)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional da Universidade de Brasília (1)
- Repositório Institucional da Universidade Federal do Rio Grande do Norte (1)
- Repositório Institucional da Universidade Tecnológica Federal do Paraná (RIUT) (1)
- Repositorio Institucional de la Universidad de Málaga (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (27)
- Repositorio Institucional UNISALLE - Colombia (2)
- Repositorio Institucional Universidad de Medellín (1)
- Research Open Access Repository of the University of East London. (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (3)
- Scielo España (1)
- Universidad de Alicante (1)
- Universidad del Rosario, Colombia (7)
- Universidad Politécnica de Madrid (30)
- Universidade de Lisboa - Repositório Aberto (9)
- Universidade Federal do Pará (6)
- Universidade Federal do Rio Grande do Norte (UFRN) (7)
- Universitat de Girona, Spain (30)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (3)
- Université de Lausanne, Switzerland (1)
- Université de Montréal (1)
- Université de Montréal, Canada (5)
- Université Laval Mémoires et thèses électroniques (1)
- University of Queensland eSpace - Australia (24)
- University of Southampton, United Kingdom (4)
- University of Washington (2)
- WestminsterResearch - UK (5)
- Worcester Research and Publications - Worcester Research and Publications - UK (3)
Resumo:
This dissertation includes two studies. Study 1 is a qualitative case study that describes enactment of the main components of a high fidelity Full-Day Early Learning Kindergarten (FDELK) classroom, specifically play-based learning and teacher-ECE collaboration. Study 2 is a quantitative analysis that investigates how effectively the FDELK program promotes school readiness skills, namely self-regulation, literacy, and numeracy, in Kindergarteners. To describe the main components of an FDELK classroom in Study 1, a sub-sample of four high fidelity case study schools were selected from a larger case study sample. Interview data from these schools’ administrators, educators, parents, and community stakeholders were used to describe how the main components of the FDELK program enabled educators to meet the individual needs of students and promote students’ SR development. In Study 2, hierarchical regression analyses of 32,207 students’ self-regulation, literacy, and numeracy outcomes using 2012 Ontario Early Development Instrument (EDI) data revealed essentially no benefit for students participating in the FDELK program when compared to peers in Half-Day or Alternate-Day Kindergarten programs. Being older and female predicted more positive SR and literacy outcomes. Age and gender accounted for limited variance in numeracy outcomes. Results from both studies suggest that the Ontario Ministry of Education should take steps to improve the quality of the FDELK program by incorporating evidence-based guidelines and goals for play, reducing Kindergarten class sizes to more effectively scaffold learning, and revising curriculum expectations to include a greater focus on SR, literacy, and numeracy skills.