O desenho à maneira dos mestres como metalinguagem

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, 2011

Six-month outcomes of a multi-campus smoking cessation contest

Background: Up to 40% of North American post-secondary students smoke at least occasionally, and most want to quit. Given students' preferences for free, easy-to-access, self-directed, convenient cessation methods, a motivational, incentive-based cessation contest may be an effective way to assist students to quit. The current study describes 3- and 6-month outcomes experienced by post-secondary student smokers who entered the 'Let's Make A Deal!' contest. Methodology: Contestants from five university campuses who chose to quit completely ('Quit For Good') or reduce their tobacco consumption by 50% ('Keep The Count') were invited to participate in a study of the contest. Three and six months after registration, participants were contacted by phone to assess their smoking and quitting behaviours. Qualitative and quantitative measures were collected, including weekly tobacco consumption, efficacy to resist temptations to smoke, use of quitting aids, and strategies to cope with withdrawal. Quitting was assessed using 7-day point prevalence and continuous abstinence. Results: Seventy-four (64.9%) of the 114 participants recruited for the study completed the follow-ups. Over 31 % of participants who entered Quit For Good and 23.5% of participants who entered Keep The Count were identified as quitters at the 6-month follow-up. Among the quitters, 45.5% experienced sustained abstinence from smoking for the 6-month duration of the study. Keep The Count contestants reduced their tobacco consumption by 57.2% at 3-month follow-up and sustained some of this reduction through to the 6-month follow-up. Qualitative data provides insights into how quitters coped with withdrawal and what hampered continuing smokers' efforts to quit. Significance: A motivational, incentive-based contest for post-secondary students can facilitate both smoking cessation and harm reduction. The contest environment, incentives, resources, and "buddies" provide positive structural and social supports to help smokers overcome potential barriers to quitting, successfully stop smoking, and manage potential triggers to relapse. The contest cessation rates are higher than the typical 5-7% associated with unassisted quitting.

A study of self-directed learning at an Ontario college of applied arts and technology

Ontario Colleges of Applied Arts and Technology (CAATs) are currently in the process of restructuring to ensure quality, accountability, and accessibility of college education. References to learner involvement and self-directed learning are prevalent. "Alternative delivery" and "paradigm shift" are current buzzwords within the Ontario CAAT system as an environment is created supportive of change. Instability of funding has also dictated a need for change. Therefore, a focus has become quality of learning with less demand on public resources. This qualitative case study was conducted at an Ontario CAAT to gather descriptive, perceptual data from post-secondary community college educators who were identified as supportive of self-directed learning and from post-secondary, traditional-aged college students who were perceived by their educators to be selfdirected learners. This college was selected because of initiatives to modify its academic paradigm to encourage what was reputed in the Ontario CAAT system to be self-directed learning. The purpose of this study was to investigate how postsecondary, traditional-aged college students and their educators perceive self-directed learning as part of the teaching-learning experience within a community college setting. Educator participants of the study were selected based on the results of a teaching and learning survey intended to identify educators supportive of self-directed learning. A total of 317 surveys were distributed to every full-time educator at the sample college; 192 completed surveys were returned for a return rate of 61 %. Of these, 8% indicated instructional beliefs and values supportive of self-directed learning. A purposive sample of six educators was selected using a maximulp variation sampling strategy. A network selection sampling strategy was used to select a purposive sample of seven post-secondary students who were identified by the sample educators as selfdirected learners. The results of the study show that students and educators have similar perspectives and operating definitions of self-directed learning and all participants believe they either practice or facilitate self-directed learning. However, their perspectives and practices are not consistent with the literature which emphasizes learner autonomy or control in course structure and content. A central characteristic of the participants represented in this study is the service-oriented professions with which each is associated. Experientiallearning opportunities were highly valued for the options provided in increasing learner independence and competencies in reflective practice. Although there were discrepancies between espoused theory and theory in practice in terms of course structure, the process of self-directed learning was being practiced and supported outside the classroom structure in clinical settings, labs and related experiences.

Sources of perceived support from friends in exercise : an application of self-determination theory /

Background: This study examined three social factors (i.e., autonomy support, structure, and involvement) and their relationship with the motivational processes proposed by Vallerand ( 1 997). This study explored sources of support for exercise participation. -~ ' Methods: Participants (N = 425) completed self-reported instruments which assessed variables outlined within Vallerand's ( 1 997) HMIEM. Results: Structural equation modeling analyses predicting the cognitive/affective and exercise behaviour accounted for 23 percent of variance in positive affect, 10 percent of variance in negative affect, 38 percent of variance in physical self-concept, and 4 percent of variance in exercise behaviour. Exploratory analyses revealed that friends, romantic partners, and educators to be consistent sources for providing autonomy support, structure, and involvement, f !,< r - r* Summary: This study is among the first to examine perceived sources oi autonomy support, structure, and involvement from friends in the exercise context and suggest such perceptions may contribute to motivating exercise behaviour in post-secondary students.

Examining sport commitment and intentions to participate in intramural sports : application of the Sport Commitment Model and the Theory of Planned Behaviour in a campus recreational sport setting

Fifty-six percent of Canadians, 20 years of age and older, are inactive (Canadian Community Health Survey, 200012001). Research has indicated that one of the most dramatic declines in population physical activity occurs between adolescence and young adulthood (Melina, 2001; Stephens, Jacobs, & White, 1985), a time when individuals this age are entering or attending college or university. Colleges and universities have generally been seen as environments where physical activity and sport can be promoted and accommodated as a result of the available resources and facilities (Archer, Probert, & Gagne, 1987; Suminski, Petosa, Utter, & Zhang, 2002). Intramural sports, one of the most common campus recreational sports options available for post-secondary students, enable students to participate in activities that are suited for different levels of ability and interest (Lewis, Jones, Lamke, & Dunn, 1998). While intramural sports can positively affect the physical activity levels and sport participation rates of post-secondary students, their true value lies in their ability to encourage sport participation after school ends and during the post-school lives of graduates (Forrester, Ross, Geary, & Hall, 2007). This study used the Sport Commitment Model (Scanlan et aI., 1993a) and the Theory of Planned Behaviour (Ajzen, 1991) with post secondary intramural volleyball participants in an effort to examine students' commitment to intramural sport and 1 intentions to participate in intramural sports. More specifically, the research objectives of this study were to: (1.) test the Sport Commitment Model with a sample of postsecondary intramural sport participants(2.) determine the utility of the sixth construct, social support, in explaining the sport commitment of post-secondary intramural sport participants; (3.) determine if there are any significant differences in the six constructs of IV the SCM and sport commitment between: gender, level of competition (competitive A vs. B), and number of different intramural sports played; (4.) determine if there are any significant differences between sport commitment levels and constructs from the Theory of Planned Behaviour (attitudes, subjective norms, perceived behavioural control, and intentions); (5.) determine the relationship between sport commitment and intention to continue participation in intramural volleyball, continue participating in intramurals and continuing participating in sport and physical activity after graduation; and (6.) determine if the level of sport commitment changes the relationship between the constructs from the Theory of Planned Behaviour. Of the 318 surveys distributed, there were 302 partiCipants who completed a usable survey from the sample of post-secondary intramural sport participants. There was a fairly even split of males and females; the average age of the students was twenty-one; 90% were undergraduate students; for approximately 25% of the students, volleyball was the only intramural sport they participated in at Brock and most were part of the volleyball competitive B division. Based on the post-secondary students responses, there are indications of intent to continue participation in sport and physical activity. The participation of the students is predominantly influenced by subjective norms, high sport commitment, and high sport enjoyment. This implies students expect, intend and want to 1 participate in intramurals in the future, they are very dedicated to playing on an intramural team and would be willing to do a lot to keep playing and students want to participate when they perceive their pursuits as enjoyable and fun, and it makes them happy. These are key areas that should be targeted and pursued by sport practitioners.

Favoriser le transfert de connaissances grammaticales en situation d'écriture : mise à l'essai d'une séquence didactique auprès d'élèves de troisième secondaire

Cette recherche-action vise à déterminer par quels moyens les enseignants de français peuvent contribuer à favoriser le transfert de connaissances grammaticales en situation d’écriture chez leurs élèves de niveau secondaire. Nous avons d’abord constaté que, chez les élèves du secondaire en général, les accords sont plus facilement réussis en contexte d’exercice qu’en contexte de production écrite. Sur la base de propositions didactiques pertinentes concernant l’orthographe grammaticale et/ou le transfert de connaissances, propositions fondées notamment sur une approche inductive, centrée sur le questionnement de l’élève et sur l’analyse de phrases, nous avons conçu et élaboré une séquence didactique portant sur l’accord du participe passé employé avec être ou avec un verbe attributif. Dans un deuxième temps, nous l’avons mise à l’essai auprès d’un groupe d’élèves de troisième secondaire, puis nous en avons vérifié les effets à l’aide d’un prétest et d’un posttest composés respectivement d’un questionnaire, d’un exercice et d’une production écrite. Les résultats révélés par l’analyse des données démontrent l’efficacité de la série de cours. En effet, le taux moyen de réussite des accords en contexte d’exercice passe de 53% à 75%, alors que, pour les productions écrites, il est de 48% avant la série de cours contre 82% après. Les questionnaires recueillis nous portent à attribuer en partie cette forte augmentation du taux de réussite des accords en contexte de production écrite au bon déroulement du processus de transfert grâce au travail effectué en cours de séquence sur les connaissances conditionnelles.

Factors relacionats amb l'ús del casc en adolescents i aspectes canviants després d'un accident amb ciclomotor

Les lesions cerebrals per traumatismes craniencefàlics són la causa més freqüent de defunció en els accidents de trànsit en els que estan implicats vehicles de dues rodes. Malgrat la provada eficàcia de l'ús del casc per amortir les lesions en cas d'accidents, molts adolescents i joves no el fan servir o fan un ús incorrecte. El principal objectiu d'aquesta investigació és identificar les variables que millor prediuen l'ús del casc entre els adolescents. En la recerca es combinen la metodologia quantitativa i qualitativa i consta de dues fases. A la primera fase participen 876 estudiants de secundària (46,8% nois) amb edats compreses entre 14 i 18 anys. A la segona fase, s'estudien quatre casos d'adolescents que han patit un accident greu circulant amb ciclomotor i que no portaven el casc o feien un ús incorrecte. Els resultats suggereixen que l'edat i la influència social són les variables més rellevants per predir l'ús continuat del casc entre els adolescents. De l'estudi se'n deriven estratègies d'intervenció per incrementar l'ús del casc entre els dolescents.

As atitudes dos alunos face à inclusão dos seus pares com deficiência nas aulas de Educação Física

RESUMO: Quando se fala em inclusão escolar torna-se primordial estudar as interacções que se estabelecem entre os alunos numa sala de aula, sendo essencial que estes tenham atitudes positivas nessas interacções (Roldão, 2007). Estas atitudes não aparecem subitamente numa criança, pelo que as atitudes demonstradas pelas escolas, pelos professores e pelos pais, são factores que influenciam as atitudes dos alunos perante os seus pares com deficiência. Objectivo: O presente estudo pretende analisar as atitudes dos alunos ditos “normais” face à inclusão dos seus pares com deficiência nas aulas de Educação Física, verificando se estas atitudes variam consoante o ciclo de escolaridade. Método: Participaram neste estudo 520 alunos que frequentam o 2º ciclo, 3º ciclo e secundário, com idades compreendidas entre os 10 e os 20 anos. O instrumento utilizado foi o questionário AID – EF (Leitão, 2011), para análise das atitudes dos alunos face à inclusão de alunos com deficiência nas suas aulas de Educação Física (EF). Resultados: Na globalidade, as atitudes dos alunos ditos “normais” face à inclusão dos seus pares deficientes nas aulas de EF, não variam consoante no ciclo de escolaridade (p=0,074). Ainda assim, nas seguintes variáveis verificou-se que: o grupo de alunos que frequenta o secundário manifesta significativamente atitudes mais positivas face aos inconvenientes da inclusão, em relação aos outros ciclos de escolaridade (p<0,001); quanto às atitudes dos alunos face à inter-ajuda / cooperação entre alunos com e sem deficiência, constatou-se que os alunos do secundário apresentam significativamente atitudes mais positivas (p<0,001); no que respeita às percepções dos alunos face às atitudes dos professores em relação à inclusão, verificou-se que existem diferenças significativas nos três ciclos de escolaridade, sendo que o 2º ciclo apresenta atitudes mais positivas, seguido do 3º ciclo e por fim o secundário (p<0,001); verificou-se ainda, que os alunos do 2º ciclo apresentam significativamente atitudes menos positivas face às atitudes que os seus pais têm em relação à inclusão de alunos com deficiência nas aulas de EF (p=0,002). Conclusões: Este estudo revela que na generalidade os alunos têm tendência para demonstrar atitudes positivas em relação à inclusão de alunos com deficiência nas aulas de EF, contudo ainda longe do esperado e desejado, sendo urgente e necessário que ocorra uma revolução de valores e atitudes na comunidade escolar.ABSTRACT: When it comes to school inclusion it becomes essential to study the interactions that take place among students in a classroom, it is essential that they have positive attitudes in these interactions (Roldão, 2007). These attitudes do not appear suddenly in a child, so the attitudes demonstrated by schools, teachers and parents, are factors that influence the attitudes of students towards peers with disabilities. Objective: This study aims to analyze the attitudes of students said "normal" face to the inclusion of peers with disabilities in physical education classes, ensuring that these attitudes vary according to the school cycle. Method: This study is based on 520 students that attend the 2nd cycle, 3rd cycle and secondary, ages between 10 and 20 years old. The instrument used was a questionnaire AID - EF (Leitão, 2011), to analyze the students attitudes towards the inclusion of students with disabilities in their physical education classes (EF). Results: Overall, the attitudes of students said "normal" face to the inclusion of peers with disabilities in PE classes, do not vary depending on the cycle of education (p = 0.074). Still, the following variables showed that: the group of students attending secondary, manifested significantly more positive attitudes to the disadvantages of including, in relation to other cycles of education (p <0.001). As for the attitudes of students towards interSupport / cooperation between students with and without disabilities, it was found that secondary school students have significantly more positive attitudes (p <0.001), with regard to students perceptions in relation to teachers attitudes regarding inclusion, it was found that there are significant differences in the three cycles of education, 2nd cycle students present more positive attitudes, followed by 3th cycle students and then secondary students (p <0.001)it was also found that students from the 2nd cycle have significantly less positive attitudes compared with those of their parents have in relation to the inclusion of students with disabilities in PE classes ( p = 0.002). Conclusions: This study shows that in general students tend to show positive attitudes towards the inclusion of students with disabilities in PE classes, but is still far from the expected and desired, it is urgent and necessary that we have a revolution of values and attitudes in school community.

A cross-cultural examination of the psychometric properties of responses to the Achievement Goal Questionnaire

The psychometric properties of scores from the Achievement Goal Questionnaire were examined in samples of Japanese (N = 326) and Canadian (N = 307) post secondary students. Previous research found evidence of a four-factor structure of achievement goals in U.S. samples. Using confirmatory factor-analytic techniques, the authors found strong evidence for the four-factor structure of achievement goals in both the Canadian and Japanese populations. Subsequent multi group structural equation modeling indicated the metric invariance of this four-factor structure across the two populations.

On Aspects of Mathematical Reasoning : Affect and Gender

This thesis explores two aspects of mathematical reasoning: affect and gender. I started by looking at the reasoning of upper secondary students when solving tasks. This work revealed that when not guided by an interviewer, algorithmic reasoning, based on memorising algorithms which may or may not be appropriate for the task, was predominant in the students reasoning. Given this lack of mathematical grounding in students reasoning I looked in a second study at what grounds they had for different strategy choices and conclusions. This qualitative study suggested that beliefs about safety, expectation and motivation were important in the central decisions made during task solving.  But are reasoning and beliefs gendered? The third study explored upper secondary school teachers conceptions about gender and students mathematical reasoning. In this study I found that upper secondary school teachers attributed gender symbols including insecurity, use of standard methods and imitative reasoning to girls and symbols such as multiple strategies especially on the calculator, guessing and chance-taking were assigned to boys. In the fourth and final study I found that students, both male and female, shared their teachers view of rather traditional feminities and masculinities. Remarkably however, this result did not repeat itself when students were asked to reflect on their own behaviour: there were some discrepancies between the traits the students ascribed as gender different and the traits they ascribed to themselves. Taken together the thesis suggests that, contrary to conceptions, girls and boys share many of the same core beliefs about mathematics, but much work is still needed if we should create learning environments that provide better opportunities for students to develop beliefs that guide them towards well-grounded mathematical reasoning. 

Student experiences of work placement in school-based vocational programs

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, compares the experiences and perceptions of students who had undertaken a work placement with those who had not. Shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self-confidence about employability, and a factor associated with assistance in achieving specific post-school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not. Results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

Adolescent and parental perceptions of interparental conflict

Research indicates adolescent adjustment problems are associated with high levels of interparental conflict. This study examined parents’ and adolescents’ perceptions of interparental conflict and the relationship of these perceptions to adolescent adjustment through a survey of adolescent secondary students and their parents. Sixty-two adolescents and 62 parents participated in the study. Adolescents completed three self-report measures of psychological adjustment, a demographic questionnaire and the Consensus and Cohesion subscales of the Dyadic Adjustment Scale (DAS). Parents completed the same subscales of the DAS and a demographic questionnaire. There were no significant differences between the levels of interparental conflict perceived by adolescents and parents. However, adolescent perceptions of interparental conflict were a better predictor of adolescent psychological adjustment when compared to parental perceptions of conflict. The results of this study emphasise the importance of adolescent perceptions of interparental conflict, and provide support for both parental and adolescent reports of family functioning to be taken into account in future clinical studies.

Creating spaces for pedagogy : research as learning

As teacher-educators, the authors designed and implemented a small study that mapped teacher-education students' understandings of their own identities and how they made sense of ethnicity and class differences among their secondary students while on teaching rounds. While the authors did not set out to 'teach' their research participants, it was during the analysis of data from the research project, that they began to realise the potential of research to create opportunities for learning. In this paper the authors speculate on the 'conditions' of knowledge production and suggest that the dialogic nature of interviews and focus group discussions can offer pedagogical spaces for learning. Research designs that incorporate opportunities for participants to re-tell narratives over periods of time, may position participants as experts in knowledge production and may reposition them and researchers in more equitable power relations. The authors present an example of one participant's narrative together with their interpretations to explore how research potentially offers 'evidence' of learning. While this is tentative only, the authors suggest there is a need to create spaces for pedagogy in the design and execution of educational research.

Developing student agency through VET in schools: the role of structured work placements

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, this study compares the experiences and perceptions of students who had undertaken a work placement with those who had not. The study shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self-confidence about employability, and a factor associated with assistance in achieving specific post-school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not.

These results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

Snacking behaviours of adolescents and their association with skipping meals

Background: Snacking is likely to play an important role in the development of overweight and obesity, yet little is known about the contexts of snacking in adolescents or how snacking may influence other dietary habits, like meal skipping. This study examines the contexts in which adolescents snack and whether these contexts are associated with demographic characteristics of adolescents and with meal skipping.
Methods: A cross-sectional, self-reported online food habits survey was administered to 3,250 secondary students in years seven and nine. The students were drawn from 37 secondary schools in Victoria, Australia during 2004–2005. Frequencies of meal skipping, and snacking in eight contexts, were compared across gender, year level and region of residence. Logistic regressions were performed to examine associations between snacking contexts and meal skipping adjusting for gender and region.
Results: The most common contexts for snacking among adolescents were after school (4.6 times per week), while watching TV (3.5 times per week) and while hanging out with friends (2.4 times per week). Adolescents were least likely to snack all day long (0.8 times per week) or in the middle of the night (0.4 times per week). Snacking contexts were variously associated with gender, year level and region. In contrast, meal skipping was associated with gender and region of residence but not year level. Adolescents who reported more frequent snacking on the run, on the way to or from school, all day long, or in the middle of the night were more likely to skip meals.
Conclusion: These data suggest adolescents snack frequently, especially in their leisure time. In addition, adolescents who snack on the run, on the way to or from school, all day long or in the middle of the night are more likely to skip meals than are adolescents who don't snack at these times. Understanding the contexts in which adolescents snack, and their associations with skipping meals, may assist those involved in the promotion of healthy food habits among adolescents.