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History Studies: University of Limerick History Society Journal Vol (6)

University of Limerick History Society
Fonte: University of Limerick History Society Publicador: University of Limerick History Society
Tipo: info:eu-repo/semantics/other; all_ul_research; ul_published_reviewed
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peer-reviewed; History Studies, in its sixth edition, has continued to attract an eclectic selection of studies, reflective of the research being conducted in Irish institutions and the field of Irish history. The contributions to this publication represent post-doctoral and doctoral research both in its nascent and concluding stages. Volume six has, for the first time, incorporated reviews of recent additions to Irish historiography. The reviews were chosen to emphasise some of the emerging new themes within Irish historical scholarship. The range of Irish historiography has expanded greatly in the last decade and the present state of research is deemed to he healthy. However, the experience of post-graduate students in particular, suggests that the services available to researchers in this country have not evolved in tandem with this development. The repositories of historical sources in Ireland are under funded and are struggling to fulfil their function. Archival institutions are often understaffed, with many holdings inappropriately housed and uncatalogued. Limited opening hours are a further impediment to research, and prove especially problematic for scholars hased outside of Dublin and those working in provincial archives. Access to catalogued sources is often frustratingly inconsistent. Archaic cataloguing practices unnesessarily protract the retrieval of source material. There is an urgent need to embrace new technological developments. Specifically...

Patterns among emotional experience, arousal, and expression in adolescence

LANTEIGNE, DIANNA MELANIE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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Adolescence is a developmental period marked by heightened emotional intensity, negative emotions, and self-consciousness. Problems with emotion regulation during adolescence have been linked to the development of internalizing and externalizing disorders (Hastings et al., 2009). Emotion regulation involves changes across several integrated emotion domains: (1) Experience, (2) Arousal, and (3) Expression (Ekman, 1992; Gross, 2007; Lang, 1994; Lazarus, 1991; Levenson, 1994). Emotion is not necessarily regulated equally across these three domains, in fact discordant responses are more common than concordant ones (Mauss & Robinson, 2009). Discordance represents how emotion is being regulated during a specific event, but it has not been directly linked with habitual emotion regulation strategies. Different patterns among these emotional domains have been linked to internalizing and externalizing problems and coping skills (Hastings et al., 2009; Mauss et al, 2005; Zalewski et al., 2009a, b). The current study expands on previous research by (1) simultaneously measuring and analyzing experience, arousal, and expression, and (2) understanding how patterns of concordance and discordance relate to individual difference factors such as gender...

The Experience of the Older Adult With End-Stage Renal Disease on Hemodialysis

CORRIGAN, REBECCA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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Background: The growth in the number of individuals with end-stage renal disease has implications in terms of both the health of individuals, especially older adults (aged 65 years and older), and the capacity of the health care system to provide adequate treatment needed by these patients. Much has been written regarding the pathophysiology of end-stage renal disease as well as how modern advances in technology have contributed to the ‘dialysis world’. However, the literature is sparse in relation to how older adults experience end-stage renal disease and the technological complexity of dialysis in their daily lives. Objective: The purpose of this study was to explore the meaning of being hemodialysis-dependent for the older adult living with end-stage renal disease. Method: A descriptive method using a qualitative interviewing approach was used. Systematic focused thematic analysis guided by the Crisis of Physical Illness conceptual model allowed for the findings to surface. Data sources included individual interviews, direct observation of participants and the hemodialysis unit, along with field notes. A purposive sample of nine participants was obtained from two different hemodialysis units, both operated by Kingston General Hospital. Data were analyzed using the Colaizzi method. Findings: Five themes were identified by the participants: The Will to Live...

Reconceptualizing the Lived Experience of Games: A Phenomenological Analysis of the Single-Player Experience

Kempton, ALLEN
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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This thesis examines the relationship between video games and players regarding lived experience. It revisits the classical debate of the idea of immersion and similar concepts in video games, challenging the concept of immersion by taking a phenomenological stance that sees a direct connection between the player and the game as opposed to their ontological separation. Using a blended phenomenological approach that draws from Alfred Schutz, Maurice Merleau-Ponty, and Pierre Bourdieu, and following the phenomenological method as outlined by Schutz (1932), the paper looks at four games from the Animal Crossing (2004, 2013) and Fallout (2008, 2010) series. The analysis examines Being and consciousness, meaning and meaning structures, projects of action, and the structuration of the social worlds of the game. The analysis will demonstrate that the ways in which people approach their everyday social world is very similar to the way that they approach the social world presented by the game, revealing a connection between worlds of experience through lived experience.; Thesis (Master, Sociology) -- Queen's University, 2015-08-27 08:29:36.318

Symptom Experience and Quality of Life in Children Who Have Survived a Brain Tumour

Macartney, Gail
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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Purpose The purpose of this enquiry is to explore the symptom experience and the health-related quality of life (HRQL) of children who have survived a brain tumour. Design An emergent, mixed-method study design was used with three phases of inquiry. 1) A systematic review was undertaken of previous research on the HRQL outcomes and symptom experience of children who have survived a brain tumour. 2) A quantitative study of the relationship between symptom experience and HRQL in 50 children who have survived a pediatric brain tumour was completed. This study was followed by a qualitative study of 12 children that used an interpretive descriptive methodology to understand the perceived relationship between symptom experience, coping and quality of life. 3) The results of phases 1 and 2 were translated into an evidence-informed clinical practice framework. Results 1) Pediatric brain tumour survivors had poorer HRQL outcomes than other cancer survivors or healthy peers. Only two previous studies had explored the relationship between symptoms and HRQL. 2) Pediatric brain tumour survivors experience many symptoms following the completion of treatment. The most distressing symptoms were pain, headaches, fatigue and sleep problems. Survivors of pediatric brain tumours described multiple symptoms that affect their life; yet overall they described their quality of life as good. Survivors used a variety of coping strategies to help mitigate the negative effects of these symptoms. 3) The results of the above studies informed the development of a clinical practice framework (the Queen’s-Macartney Multidisciplinary Action Plan for Oncology Survivors - Q-MapS)...

THE EXPERIENCE OF STUDENTS AS PART OF A SECONDARY SCHOOL MUSICAL THEATRE COURSE

STOKES, WILLIAM WARREN COOK
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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This thesis captures the nature of musical theatre in secondary schools in order to understand more completely the intrinsic benefits of the activity. The research surrounds the essence of students’ experience as part of a secondary school musical theatre course, and how students come to understand the meaning of their experience over time. The research design uses a hermeneutic phenomenological lens to capture the lived experience of six former musical theatre students using in-depth, semi-structured interviews. The data is organized in a narrative-like style and analyzed according to the emergent themes, the literature, and this researcher’s personal experience. The data suggest musical theatre is a journey of self-discovery where process is paramount. The alumni describe the impact of teacher quality on the musical theatre process, the family inherent in the musical theatre cast, the allure of performance and notoriety, and the frustrations toward other students’ apathy. Recent graduates note increased confidence and improved public speaking abilities, but older graduates see musical theatre as something life changing. The intensity of experience, therefore, seems to depend on the number of years students have to reflect on the impact of their experience. Holding these experiences in such esteem...

My experience is just one: The voices of four racialized women at Queen's University

TREHIN, SIMREN
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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Silence around ideas of racial diversity in public settings has become normative. Colourmuteness allows for the culture of Whiteness to remain unchallenged, and reinforces attitudes of assimilation and tolerance. This culture manifests itself in institutions of higher learning, and positions these places as sites of cultural domination, such as Queen’s University, site of the current study. The purpose of this thesis was to offer insight into the educational experiences of four female self-identified racialized students at Queen’s University. Together these participants contributed their stories about their thoughts, motivations, and experiences at Queen’s University, and their experiences as members of the student body. The inductive process was used as an analytical framework to allow the experiences of the participants to be the main focus of the work, and the voices of the participants were used as a guide for analysis. Results of this study indicated that the exploration of identity is a complex and layered phenomenon, and that interrelations between different aspects of identity make categorization of individual experience problematic. Each participant presented her personal story of her experiences as a racialized student within the Queen’s context...

International Male Students’ First-Year Experience

Al-Haque, (MOHD). RASHED
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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The purpose of this study was to explore the experiences of four racialized, male, first-year, international students attending a university in southern Ontario and living in university residence. Through four one-on-one interviews, my qualitative study sought to uncover the challenges, needs, and opportunities of these students. In addition to cultural and academic adjustment, my study focused on how the participants preserved their masculine and cultural/religious identities in a Western university. A secondary purpose of my study was to examine how these four international students experienced living in university residences, what challenges they faced, and how their specific needs were met. Four themes emerged from the interviews. First, the participants outlined their difficulties adjusting to Canadian university culture. While some enjoyed the transition to Canada, others found adjusting their cultural identities challenging. Second, these participants struggled to adjust to the academic rigour and workload during their first year at university. Despite the demands of university academics, the participants generally welcomed the freedom and flexibility of university life, which allowed them to create their own work schedules and engage in their social lives. Third...

ROLE OF EARLY ACOUSTIC EXPERIENCE IN DEVELOPMENT OF THE RAT PRIMARY AUDITORY CORTEX

Soutar, Chloe Nicole
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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Neocortical architecture is established by both intrinsic, genetic factors and experience- dependent factors. Postnatal sensory experience plays a significant role in the maturation and refinement of cortical sensory fields, such as the primary auditory cortex (A1). In this thesis, I investigated the effects of manipulating postnatal acoustic experience on the functional and morphological properties of neurons in the thalamocortical auditory pathway of adult rats. In Experiment 1, I used two converging electrophysiological techniques to determine the effects of patterned acoustic deprivation (through exposure to continuous, moderate-level white noise; cWN) on the functional properties of neurons in the central auditory system. In Experiment 2, I used Golgi-Cox staining to visualize morphological correlates of experience-dependent changes in neuron functioning. Long- and short-term plasticity mediate synaptic strengthening in sensory cortices in response to postnatal sensory experience. I assessed levels of long-term plasticity (using long- term potentiation; LTP) and short-term plasticity (using paired-pulse facilitation/depression; PPF/PPD) in vivo (under deep urethane anesthesia) in the A1 of normally reared rats and rats reared in the absence of patterned acoustic input through cWN exposure. Rats reared under cWN showed significantly greater LTP of field postsynaptic potentials (fPSPs) for thalamocortical...

The Interactive Effects of Executive Functioning and Relevant Experience on Theory of Mind Development

Benson, Jeannette Elizabeth
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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This study investigated processes underlying the relation between executive functioning and false belief knowledge in preschool-aged children. The primary goal was to test the theory that executive functioning skills equip children with the cognitive tools necessary for experience-driven social conceptual change. To explore this possibility, 3.5-year-old children were recruited to participate in a longitudinal study that involved two study phases. During the initial phase, children were assessed on their false belief understanding and executive functioning skills, as well as abilities that served as relevant control variables (e.g., vocabulary skills). Two types of naturalistic experiences that relate to false belief development were also measured: parent mental state talk and having child-aged siblings. Six months later, families returned to the lab for the second phase of testing, and all measures were re-administered. Analyses examining concurrent relations among measures showed that at both study phases, there was an interactive effect of executive functioning skills and relevant experience on concurrent false belief task performance. This general pattern of results persisted—albeit in a weaker form—when controlling for consistency in executive functioning skills over time...

A bittersweet existence: the lived experiences of four young women with diabetes mellitus

Walker, Kaitlyn Tara
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 678651 bytes; application/pdf
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This study examined the lived experience of diabetes as told by four young women with type 1 and type 2 diabetes mellitus. Assuming a qualitative approach, I asked participants to describe their medical, academic, social, and psychological experiences during a single, guided open-ended interview. Analysis of the data revealed the subjective and unique nature of the illness experience, and the variety of ways in which diabetes had influenced Abbey’s, Olivia’s, Hannah’s, and Melinda’s life choices and existence. Despite differing in the ways in which they experienced their illness, there were some similarities that existed across cases. These women all faced a variety of challenges throughout their lives, ranging from difficulties with the treatment regimen, with the lack of diabetes awareness in the school setting, and in coming to terms with their illness. Applying the Shifting Perspectives Model of Illness (Paterson, 2001) to the stories told by these four women provided an in-depth view of how these four individuals with diabetes made meaning of their experiences. Because these women viewed their lives primarily from a wellness in the foreground perspective, they were able to identify the many positive ways in which diabetes had transformed their lives. This study contributes to the understanding of the lived experience of diabetes in the literature...

'Expert Patient' in Health Professional Education: Experience of OT Students

Cameron Duarte, Jasmin Joan
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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Patient-centred care is the gold standard of health care, yet in practice, problems prevail. The use of the ‘expert patient’ in health professional education is one form of learning patient-centred care. A gap in the literature regarding how the use of ‘expert patient’ in health professional education promotes patient-centred care was acknowledged in current research. With Queen’s University Health Sciences & Affiliated Teaching Hospitals Research Ethics Board approval, a sample of Queen’s University MScOT students participated in a qualitative study with the following research question: “How does the students’ experience of interacting with the ‘expert patient' (‘XP’) relate to learning regarding client-centred practice (CCP)?” Three objectives were proposed: 1. Describe the OT students’ experience of interacting with the ‘expert patient’, 2. Describe the students’ learning regarding client-centered practice, 3. Identify the conditions particular to the ‘expert patient’ experience that led to learning regarding client-centered practice. In-depth interviews were conducted with the students subsequent to their ‘expert patient’ experience. Analysis revealed three conditions that together provided the foundation for student experiential learning regarding client-centred practice: interaction with particular persons with stable disability known as ‘expert patients’; students’ requirement to evaluate them and thus ‘experience power’; and explicit opportunities for ‘directed reflection and discussion’. Questions were raised for researchers...

Enacting Cognition: Actor Education and the Performance of Everyday Life

Cadman, AMY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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This qualitative study explores inner and outer experience in the context of dramatic arts, and specifically in actor education. The author defines experience as the richness of now. It is everything that we bring to each moment, and everything that each moment brings to us. The dynamic space between inner and outer experience is found to be the place where thinking and feeling create our sense of be-ing. Movement between inner and outer helps determine the success of a dramatic experience. Literature from the disciplines of cognitive studies, dramatic arts, education, philosophy, psychology, and neurophysiology is examined alongside interviews with dramatic arts teacher-practitioners. These findings are considered in light of the author’s own experiences as a dramatic arts student, teacher, and participant. A conceptual model of cognition as an active and embodied phenomenon emerges. Building on models of “embodied cognition” (Lakoff and Johnson) and “enactive cognition” (Varela, Thompson, and Rosch), the author conceives of human thinking and being as “enacting cognition”. Enacting cognition is the dynamic synthesis of objective knowledge and personal understanding. It is the experience of be-ing.; Thesis (Ph.D, Education) -- Queen's University...

A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS

WINTLE, Jimmy
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
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In this qualitative study the experience of a young woman with an intellectual disability (ID) auditing a university course was explored from multiple perspectives. This young woman audited a curriculum course in a one-year, after-degree Teacher Education program at an Ontario university. The purpose of this study was to explore the meaning of this experience for the student, her classmates, and her curriculum course instructor. Data were collected at the University from observations of the curriculum course and from interviews with the participants. As well, observations were made at a community-based program that prepares adults with ID to take part in inclusive post-secondary education (IPSE) to provide a description of the preparation of these adults for university experiences. The focal participant attended this program for four months prior to auditing the University course. Data from interviews with the classmates and the course instructor elicited both positive and negative responses concerning their experiences in the inclusive class. Positive responses include seeing inclusion in practice and coming to know the focal participant on a personal level. Negative responses concern whether or not a curriculum class was the right fit for the focal participant. Interview data from the focal participant show that she overwhelmingly enjoyed her experience auditing the Education course. She saw the interaction with same-age peers as a chance to socialize with these peers and as an opportunity to learn about being independent.; Thesis (Master...

The Experiences of Racialized Female Faculty at Queen's University

MAHARAJ, NATALIA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 743275 bytes; application/pdf
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Racialized female faculty frequently experience discrimination in the academy. However, few scholars have attempted to understand such experiences. This study helps to fill this void by exploring the experiences of racialized female faculty within the university. More specifically, in this study, I interviewed racialized female faculty from Queen's University and asked them to discuss their experiences with discrimination on campus. I was interested in conducting this study at Queen's due to The Henry Report (2004) which examined the experiences of racialized faculty at Queen's and found that the university suffers from a 'culture of whiteness'. Moreover, I also wished to conduct this study at Queen's with racialized female faculty specifically because of the difficulties the university has in retaining these women, due to their experiences with racism on campus. From the interviews, I was able to conclude that racialized female faculty experience both racial and sexual discrimination at Queen's. Moreover, I was also able to conlude that this university still suffers from a 'culture of whiteness' and racism, and needs to make greater efforts to confront these issues or continue to have difficulties retaining racialized female faculty.; Thesis (Master...

What Experience Teaches

Lewis, David
Fonte: The Russellian Society, University of Sydney Publicador: The Russellian Society, University of Sydney
Tipo: Audio; not applicable
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The audio file is a recording of David Lewis's talk to the Philosophy Department at La Trobe University, Melbourne, Australia, with Tim Oakley's introduction, and subsequent discussion, which started at 5.30 pm on 23 July 1981. It is posted here by permission of Tim Oakley and Stephanie Lewis. The PDF is of the paper, developed from that talk, first published in the proceedings of the Russellian Society of the University of Sydney in 1988. The paper was subsequently republished in David Lewis, Papers in Metaphysics and Epistemology (Cambridge: Cambridge University Press, 1999), pp. 262?90, and is posted here by permission of Stephanie Lewis and the Russellian Society.; The talk and paper argue that knowing what an experience is like is not knowing a fact - a piece of 'phenomenal information - but having an ability: the ability to remember, imagine and recognize that experience

The university experience between two liberalisms; A experiência universitária entre dois liberalismos

Silva, Franklin Leopoldo e
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; Formato: application/pdf
Publicado em 01/05/1999 Português
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O texto representa uma tentativa de tratar a experiência universitária situando-a entre dois liberalismos, o dos fundadores da USP, a que chamamos liberalismo ilustrado, e o neoliberalismo atual. Neste sentido, organiza elementos e esboça uma reflexão comparativa, de ordem histórica e institucional, sobre a universidade brasileira, muito especificamente a USP, focalizando o período compreendido entre os anos 30 e a atualidade. Com isso se pretende compreender a transformação de um projeto inicial e fundador num projeto terminal, aquele que está sendo implementado em nome de uma racionalização modernizadora. O objetivo do texto é, portanto, o entendimento do presente e dos compromissos que são solicitados a assumir aqueles que de alguma maneira vincularam suas vidas ao destino da Instituição.; This text represents an atempt to deal with the university experience placing it between the two liberalisms; one from the founders of USP, which is called lllustrated Liberalism, and the other one, that is the recent neo-liberalism. In this way, this text organizes topics and outlines a comparative reflection concerning the history and Institution of the Brazilian university, and more often of USP, highlighting the period between 1930 's and nowadays. This text tries to understand the transformation of an inicial project and its final project...

Inovação Farmacêutica: A Experiência de uma Universidade; Pharmaceutical Innovation: A University Experience

Antonio Monge; University of Navarra
Fonte: Revista Virtual de Química Publicador: Revista Virtual de Química
Tipo: ; Formato: binary/octet-stream
Publicado em 13/11/2013 Português
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Os medicamentos são os bens de consumo mais importantes e resultam de atividades de pesquisa, desenvolvimento e inovação. Nos modelos tradicionais competem às Universidades as atividades de pesquisa e às Empresas aquelas de inovação. Entretanto, em um cenário mais contemporâneo, cabe a reflexão sobre o papel central destas instituições e da criação de meios de reconhecimento mútuo, que propiciem parcerias profícuas em prol do desenvolvimento de novos medicamentos.  Neste cenário, será descrita a experiência da Universidade de Navarra (UN) com a criação, em 1988, do Centro de Investigação em Farmacobiologia Aplicada (CIFA), com o intuito de salvaguardar e incentivar a interfase Universidade-Empresa, visando agregar um viés inovador às atividades de pesquisa universitária e facilitar o diálogo Universidade-Empresa. DOI: 10.5935/1984-6835.20130077; Pharmaceutical drugs are the most important of all consumer items produced by society and result of research, development and innovation activities. In traditional models, the universities have always done the research and the companies have carried out the innovation aspect. The modern businesses and universities recognize the need to serve society, especially with regard to drugs. The question we should reflect on is if these institutions...

The foundherentist view of justication by experience

Ryan, James; University of Western Ontario
Fonte: Federal University of Santa Catarina – UFSC Publicador: Federal University of Santa Catarina – UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 01/01/2000 Português
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I show that Susan Haack's foundherentisit theory of justification accounts for the role of experience in the creation of justification (a role which has seemed mysterious since experience is not a proposition and therefore cannot, seemingly, support any proposition). Experience causes one to be justified in believing by causing certam beliefs — the truth of which is necessary to one's being justified — to be true. This is revealed when we notice that, as foundherentism holds, no belief is basic in the foundationalist sense, while all beliefs derive their jusfication from experience, contrary to coherentism.

Effect of clinic experience on pre-service professionals perceptions of applied special needs services. DOI: 10.5007/1980-0037.2011v13n2p145; Efeitos da experiência clínica na percepção de profissionais do pré-atendimento na utilização de serviços especiais. DOI: 10.5007/1980-0037.2011v13n2p145

Carpenter, Chris; University of Akron.Department of Sport Science & Wellness Education. Ohio, OH. USA.; Cai, Sean; University of Akron.Department of Sport Science & Wellness Education. Ohio, OH. USA.
Fonte: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil Publicador: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; "Avaliado por Pares",; Descriptive; Avaliado por Pares; Descritivo Formato: application/pdf; application/pdf
Publicado em 15/02/2011 Português
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With the understanding that the attitudes and expectations a teacher carries into the classroom directly affect student achievement, this study was administered to evaluate the cognitive affect that clinical experience incorporating individuals with disabilities had on pre-service exercise science professionals. University Students with and without experience in an adapted clinical environment were given surveys covering attitudes and perceptions towards classroom atmosphere, teachers’ instructional techniques, inclusion, and self-efficacy. Data were analyzed and used to determine pedagogical implications. Findings suggest that pre-service educators tend to feel unprepared and ill-equipped to work in an inclusive educational environment. Therefore, pre-service teacher programs should ideally include coursework in adaptive education and experiential components such as practicum, field experience, and clinical experience. In addition, a school-university collaborative relationship can facilitate beneficial outcomes to future educators as well as special needs populations.; Considerando que as atitudes e expectativas que o professor tem na sala de aula afetam diretamente o desempenho do aluno, este estudo teve como objetivo avaliar o efeito cognitivo da experiência clínica acumulada no atendimento com sujeitos portadores de necessidade especiais por profissionais de ciências do exercício. Estudantes universitários com e sem experiência em atividades laborais adaptadas participaram do estudo. Foram fornecidas informações que abrangiam as atitudes e percepções sobre o ambiente da sala de aula...