The status of drama in education in an Ontario school board

Drama in education has been describea- as a valuable pedagogical medium and methodology, enriching child development in the cognitive, skill, affective, and aesthetic domains, and spanning all areas of curriculum ~ oontent. However, despite its considerable versatility and cost-effectiveness, drama appears to maintain low status within the education system of ontario. This thesis investigated teacher perceptions of both the value and status of drama in education in one ontario school board. Data were gathered in the form of an attitude questionnaire, which was devised for the purpose of this research and administered to a stratified cluster sample of 126 teachers employed in the board's elementary schools. These data were then used to examine teacher perceptions based on their knowledge, attitudes, and self-reported behaviour in the classroom. Teacher characteristics of gender, teaching assignment, years experience, and courses taken in drama were also analyzed as potential determinants of teacher attitudes towards drama in education. Results of the study confirmed apparent discrepancy between teacher perceptions of the value of drama and its current educational status. It was indicated that what teachers value most about drama is its capacity to enhance creativity, social skills, empathy, personal growth, and problem-solving ability among students. Teachers attribute its low status both to school and board priorities of time and resources, and to deficiencies in their knowledge and confidence in the planning, implementation, and evaluation of drama in the classroom. Teacher subgroup analysis revealed no significant differences in attitudes towards the status of drama in education; it did, however, suggest that both teachers who have studied drama and teachers with between ten and twenty years experience are most likely to value drama more highly than their colleagues. Recommendations proposed by the study include the provision of increased - time and resource allotment for drama within the elementary curriculum as well as increased teacher training at both faculty of education and board inservice levels.

Problem children with and without communication delays : the changes in their parents' report of challenging behaviour, parental hassles and family conflict over a two -year period

The goal of this study was to examine the change, over a two year period, in mothers' reports of children's challenging behaviour and family conflict as they relate to change in parenting hassles (stress) among families who have preschool children with and without communication delays. Forty-four parent-child dyads participated in this Family Resource Project study that was funded by the Canadian Language and Literacy Research Network. Thirty-one ofthese families had preschool children with communication delays and 13 children were identified as not having communication delays. Child behaviour was evaluated using the Oppositional Subscale and ADHD Index of the Conners Parent Rating Scale (CPRS-R:S), the Conflict Subscale ofthe Family Environment Scale was used to examine family conflict, and the Parent Hassles Scale was used to examine parental stress. Results showed that change in mothers' daily hassles was influenced by change in their preschool children's ADHD behaviour and change in family conflict. Change in child oppositional behaviour did not predict change in mothers' hassles scores.

A case study investigation of the learning needs of the Niagara grape and wine community

The Niagara Grape and Wine Community (NGWC) is an industry that has undergone rapid change and expansion as a result of changes in governmental regulations and consumer preferences. As a result of these changes, the demands of the wine industry workforce have changed to reflect the need to implement new strategies and practices to remain viable and competitive. The influx of people into the community with little or no prior practical experience in grape growing (viticulture) or winemaking (oenology) has created a need for additional training and learning opportunities to meet workforce needs. This case study investigated the learning needs of the members of this community and how these needs are currently being met. The barriers to, and the opportunities for, members acquiring new knowledge and developing skills were also explored. Participants were those involved in all levels of the industry and sectors (viticulture, processing, and retail), and their views on needs and suggestions for programs of study were collected. Through cross analyses of sectors, areas of common and unique interest were identified as well as formats for delivery. A common fundamental component was identified by all sectors - any program must have a significant applied component or demonstration of proficiency and should utilize members as peer instructors, mentors, and collaborators to generate a larger shared collective of knowledge. Through the review of learning organizations, learning communities, communities of practices, and learning networks, the principles for the development of a Grape and Wine Learning Network to meet the learning needs of the NGWC outside of formal institutional or academic programs were developed. The roles and actions of members to make such a network successful are suggested.

Teaching persons with intellectual disabilities and limited receptive and expressive communication how to recognize and assert their human rights

Persons with intellectual disabilities (ID) are far more likely to be abused than the general population, but there is little research on teaching people with ID about their rights. The goal of this study was to teach four participants with ID and limited communication abilities about their human rights by training them on specific rights topics. The training program included icebreaker activities, instruction on rights concepts, watching and answering questions about videotaped scenarios of rights restrictions, watching and answering questions about role pl ay scenarios of rights restrictions, and responding to brief, low risk in situ rights restrictions imposed by the researchers. Participant performance did not improve significantly or consistently from baseline to training on the questions asked about the videotaped or the role play scenarios, but two of three participants demonstrated defmite improvements in responding to in situ rights restrictions.

A Scalability Study and New Algorithms for Large-Scale Many-Objective Optimization

Many real-world optimization problems contain multiple (often conflicting) goals to be optimized concurrently, commonly referred to as multi-objective problems (MOPs). Over the past few decades, a plethora of multi-objective algorithms have been proposed, often tested on MOPs possessing two or three objectives. Unfortunately, when tasked with solving MOPs with four or more objectives, referred to as many-objective problems (MaOPs), a large majority of optimizers experience significant performance degradation. The downfall of these optimizers is that simultaneously maintaining a well-spread set of solutions along with appropriate selection pressure to converge becomes difficult as the number of objectives increase. This difficulty is further compounded for large-scale MaOPs, i.e., MaOPs possessing large amounts of decision variables. In this thesis, we explore the challenges of many-objective optimization and propose three new promising algorithms designed to efficiently solve MaOPs. Experimental results demonstrate the proposed optimizers to perform very well, often outperforming state-of-the-art many-objective algorithms.

Academic and social adjustment of teenagers in social rehabilitation : the role of intrinsic need satisfaction and autonomy support

Les études antérieures ont démontré les bénéfices de la satisfaction des besoins intrinsèques et du soutien à l’autonomie dans le domaine de l’éducation. Or, l’applicabilité des tenants principaux de la Théorie de l’Auto-Détermination (TAD; Deci & Ryan, 2000) n’a pas été investiguée auprès d’une population clinique d’adolescents. L’objectif de cette thèse doctorale est de faire la lumière sur la façon dont l'adaptation scolaire et sociale peut être favorisée par les agents de socialisation dans le contexte de la réadaptation sociale. Cette thèse est composée de deux études s’intéressant à l’application des tenants clés de la TAD auprès de deux échantillons d’adolescents vivant des problèmes d’adaptation et recevant des services d’éducation spécialisée et de réadaptation sociale. Les relations entre les concepts motivationnels de base sont étudiés afin de déterminer si, comme la TAD le propose, la satisfaction des besoins intrinsèques des jeunes peut être soutenue par le style interpersonnel des agents de socialisation (c.-à-d., le soutien à l’autonomie, l’implication et la structure). Il est aussi vérifié si ces concepts motivationnels améliorent la motivation ainsi que d’autres conséquences qui résultent de leur expérience, proposées par la TAD. La première étude a évalué si le style interpersonnel des enseignants peut favoriser la satisfaction des besoins des élèves, leur style de motivationl, tout comme leur ajustement scolaire. Les élèves en difficulté d’adaptation (N = 115) inscrits aux écoles internes des Centres de Réadaptation en raison de leurs problématiques émotionnelles et comportementales ont rempli les questionnaires à deux reprises, au début et à la fin de l’année scolaire. Les analyses de modèles d’équations structurelles révèlent que l’augmentation du soutien à l’autonomie et de l’implication (mais pas de la structure) des enseignants pendant l’année est associée à une augmentation de la satisfaction des besoins des élèves qui, conséquemment, conduit à une motivation scolaire plus auto-déterminée et à une diminution d’intentions de décrochage à la fin de l’année scolaire. De plus, l’amélioration de la satisfaction des besoins mène directement à une meilleure expérience affective à l’école. La deuxième étude consiste en une recherche expérimentale conduite auprès d’adolescentes en difficulté d’adaptation (N = 29). Le devis expérimental a permis de comparer l’impact de la présence (c. absence) du soutien à l’autonomie sur l’internalisation d’une tâche et sur les conséquences motivationnelles et expérientielles des jeunes. La tâche, fastidieuse mais importante, consistait à de la résolution de problèmes interpersonnels (activité clinique). Les résultats suggèrent qu’un style interpersonnel soutenant l’autonomie a augmenté la motivation auto-déterminée, la perception de la valeur de la tâche et son appréciation, ainsi que diminué les affects négatifs comparativement à la condition sans soutien à l’autonomie. Les résultats sont discutés en lien avec les implications théoriques et pratiques d’étendre la portée de la TAD à une population clinique d’adolescents aux prises avec des difficultés d’adaptation.

Physik lernen, um Physik zu lehren

Aus mehreren Untersuchungen zum Interesse der Schülerinnen und Schüler am Physikunterricht ist bekannt, dass der Unterricht dann für sie interessant ist, wenn die fachlichen Inhalte in einen für die Schülerinnen und Schüler relevanten Kontext eingebunden sind. Die vorliegende empirische Untersuchung beschäftigt sich mit dem Kontext „Physik lernen durch lehren“. Bei diesem Kontext sollen Schülerinnen und Schüler des Gymnasiums Physik lernen, um anschließend Kindern in der Vor- und Grundschule selbst naturwissenschaftliche Inhalte zu vermitteln. Der Kontext wurde dahingehend untersucht, inwiefern er das situationale Interesse der Schülerinnen und Schüler am Physikunterricht beeinflusst und welchen Einfluss er auf die Vermittlung fachlicher und überfachlicher Kompetenzen hat. Die Arbeit basiert auf der Selbstbestimmungstheorie der Motivation von Deci u. Ryan (1993) sowie der pädagogischen Interessentheorie von Krapp u. Prenzel (1992). Um die Interessantheit des Unterrichts im Kontext und den Erwerb von Kompetenzen festzustellen, wurden im Rahmen der Untersuchung zwei quantitative Studien mittels Fragebogenerhebungen und eine qualitative Studie in Form von Leitfaden-Interviews sowohl mit Schülerinnen und Schülern als auch mit Lehrkräften durchgeführt. Die Ergebnisse der Untersuchung zeigen, dass der Unterricht im Kontext „Physik lernen durch lehren“ hinsichtlich der Interessantheit deutlich den herkömmlichen Zugängen überlegen ist. In der Untersuchung wurde eine Reihe von potenziellen Einflussvariablen auf die festgestellte Interessantheit am Unterricht in dem zu unter-suchenden Kontext ermittelt. Der Unterricht wurde in erster Linie aufgrund der naturwissenschaftlichen Veranstaltungen mit den Vor- und Grundschulkindern für die Schülerinnen und Schüler interessanter. Es wurde festgestellt, dass der Kontext besonders bei Schülerinnen und Schülern, die am Unterrichtsfach Physik allgemein unterdurchschnittlich interessiert sind, auf ein größeres situationales Interesse stößt. Insbesondere Mädchen zeigen ein großes situationales Interesse an dem Kontext. Bei dem kontextorientierten Unterricht werden neben fachlichen Kompetenzen vor allem überfachliche Kompetenzen bei den Schülerinnen und Schülern gefördert. Der Schwerpunkt bei den fachlichen Kompetenzen liegt im Bereich des Prozesswissens, und bei den überfachlichen Kompetenzen werden primär das methodisch-problemlösende Lernen und das sozial-kommunikative Lernen gefördert.

The value of using short-format podcasts to enhance learning and teaching

This paper presents the findings of a podcasting trial held in 2007-2008 within the Faculty of Economics and Business at the University of Sydney, Australia. The trial investigates the value of using short-format podcasts to support assessment for postgraduate and undergraduate students. A multi-method approach is taken in investigating perceptions of the benefits of podcasting, incorporating surveys, focus groups and interviews. The results show that a majority of students believe they gained learning benefits from the podcasts and appreciated the flexibility of the medium to support their learning, and the lecturers felt the innovation helped diversify their pedagogical approach and support a diverse student population. Three primary conclusions are presented: (1) most students reject the mobile potential of podcasting in favour of their traditional study space at home; (2) what students and lecturers value about this podcasting design overlap; (3) the assessment-focussed, short-format podcast design may be considered a successful podcasting model. The paper finishes by identifying areas for future research on the effective use of podcasting in learning and teaching.

Modelling for Problem Solving in the Large

This a short presentation which introduces how models and modelling help us to solve large scale problems in the real world. It introduces the idea that dynamic behaviour is caused by interacting components in the system. Feedback in the system makes behaviour prediction difficult unless we use modelling to support understanding

An effective course of study for teaching hearing-impaired children TTY/TDD skills

This paper includes a course of study for teaching hearing impaired children about the use of TTY/TDD.

An effective course of study for teaching hearing-impaired children TTY/TDD skills

This paper includes a course of study for teaching hearing impaired children about the use of TTY/TDD.

Essentialism i religionsundervisningen : Ett religionsdidaktiskt problem

Essentialist concepts of religion are common in the teaching of religion in schools and to a certain extent also in the academic discipline of religious studies. In this article, a number of problems with essentialist perceptions of religion are discussed. In the first part of the article a thesis is maintained, according to which essentialist conceptions of religion or specific religions are too limited to be of value in the teaching of religion. This is done through examples of essentialist expressions about religion. The examples are grouped according to a typology of different kinds of essentialism. Two main categories, each with two sub-categories are identified. Thus, the category of essentialism regarding the substance of religion is divided into transcendental or theological essentialism (which presupposes the existence of a sacred power of some kind, the experience of which is the basis for religion), and core essentialism (where it is presupposed that certain ideas or concepts constitute religion as a general category or specific religions). Likewise, the category of essentialism regarding the function of religion has two sub-categories: positive and negative essentialism. These kinds of essentialism presuppose that religion or specific religions are inherently good or harmful respectively to human beings. Examples from each of these categories are given and discussed. In the second part of the article, Benson Saler’s open concept of religion is presented as an alternative to essentialist or bounded perceptions. It is based on Ludwig Wittgenstein’s idea of family resemblances and on prototype theory. In connection with this, it is argued that a certain kind of conscious ethnocentrism is needed as a point of departure in the study and teaching of religion. The metaphor of education as a journey from the familiar out into the unfamiliar and back again is suggested as a possible pattern for such teaching. Finally,some examples of non-essentialist ways to introduce religions are offered.

O projeto politico pedagógico de enfermagem e o sistema único de saúde: a visão de discentes

This research aims to analyze, in the view of students, the pedagogic project of undergraduate nursing course, of UFRN, and its articulation with the SUS, in an attempt to understand the issues that permeate the teaching and learning of nursing. This is a qualitative study that used the focus group technique as a tool to collect empirical data. There were three meetings, where we had the collaboration of 23 graduating students from the eighth period of the semester 2009.1. For the analysis of information, we use a theoretical framework based on curriculum guidelines and basic principles of the SUS, making the analogy of the results with the metaphor of Greek mythology, Ariadne's thread, in dialogue with authors who discuss education as a transformative practice. Thus, the texture of the yarn was built of five thematic fields: joint the pedagogic project with the SUS; the teaching/service and theory/practice relation; interdisciplinarity or transdisciplinarity; didactic/methodological and relational approaches; and co-participation of students in the pedagogic project. According to the discussions, we find many difficulties in the teaching and learning process of undergraduate nursing in UFRN to strengthen the SUS, including: dislocation of educational institutions with services, professionals, managers and community; dichotomy between theory and practice; reality of services as a learning field and working process in health; posture adopted by professionals, teachers and other subjects included in the process of health education; decontextualization and fragmentation of teaching with the practice in health and nursing; excessive use of very illustrative methodologies, but little problem-solving; difficult and precarious situation in the relations between teachers and between teachers/students, regarding the acceptance of differences; absence of participation of students in the evaluation process and conduct of the educational project in progress. In this sense, we understand the need an auto-reflexive act of teaching and conducting collective pedagogical course with a view to achieving the SUS. Thus, it is necessary to support practices motivated by the polyphonic dialogue and the exercise of symbiosis and autopoiesis of subjects/actors jointly responsible for the ongoing process of learning for life.