Kann die Schule demokratisch sein? Wie kann in einer demokratischen Gesellschaft – d.h. in einer Gesellschaft, die sich vom modernen Staat Rechte in jahrhundertelangen Kämpfen erstritten hat – Bildung so organisiert werden, dass am Ende der Schulzeit die Schüler den Weg aus ihrer Unmündigkeit gefunden haben und somit tatsächlich zu demokratischen Bürgern geworden sind? Der Staat spielt hierbei als Bildungsträger in der Betrachtung dieser Frage eine entscheidende Rolle, denn er ist es, der Herrschaft ausübt, womit auch die Schule – als Institution des Staates – automatisch in den Prozess von Herrschaftsausübung miteinbezogen wird und ihr eine signifikante Rolle in der Erziehung und Formung künftiger Herrschaftsempfänger zukommt. Daher kann sich die Frage nach einer demokratischen Schule nicht auf Regeln des Miteinanders beschränken, sondern muss sich jenen komplexen Strukturen annehmen, in die die Schule eingebettet ist. / Can school be democratic? How can education be organized in a democratic society, a society which has fought for rights from the modern state for centuries, in a way that allows students to find out of their nonage and thus become democratic citizens by the end of their schooldays? Here, the state plays a significant role as an educational institution, since it is this state that is in authority. Consequently, school as a state institution, is drawn into the process of wielding power and takes over an essential role in the education and shaping of future recipients of authority. Thus, the question of a democratic school system cannot be limited to communal rules but has to consider those complex structures the school system is embedded in.

Since 1971, the Freudenthal Institute has developed an approach to mathematics education named Realistic Mathematics Education (RME). The philosophy of RME is based on Hans Freudenthal’s concept of ‘mathematics as a human activity’. Prof. Hans Freudenthal (1905-1990), a mathematician and educator, believes that ‘ready-made mathematics’ should not be taught in school. By contrast, he urges that students should be offered ‘realistic situations’ so that they can rediscover from informal to formal mathematics. Although mathematics education in Vietnam has some achievements, it still encounters several challenges. Recently, the reform of teaching methods has become an urgent task in Vietnam. It appears that Vietnamese mathematics education lacks necessary theoretical frameworks. At first sight, the philosophy of RME is suitable for the orientation of the teaching method reform in Vietnam. However, the potential of RME for mathematics education as well as the ability of applying RME to teaching mathematics is still questionable in Vietnam. The primary aim of this dissertation is to research into abilities of applying RME to teaching and learning mathematics in Vietnam and to answer the question “how could RME enrich Vietnamese mathematics education?”. This research will emphasize teaching geometry in Vietnamese middle school. More specifically, the dissertation will implement the following research tasks: • Analyzing the characteristics of Vietnamese mathematics education in the ‘reformed’ period (from the early 1980s to the early 2000s) and at present; • Implementing a survey of 152 middle school teachers’ ideas from several Vietnamese provinces and cities about Vietnamese mathematics education; • Analyzing RME, including Freudenthal’s viewpoints for RME and the characteristics of RME; • Discussing how to design RME-based lessons and how to apply these lessons to teaching and learning in Vietnam; • Experimenting RME-based lessons in a Vietnamese middle school; • Analyzing the feedback from the students’ worksheets and the teachers’ reports, including the potentials of RME-based lessons for Vietnamese middle school and the difficulties the teachers and their students encountered with RME-based lessons; • Discussing proposals for applying RME-based lessons to teaching and learning mathematics in Vietnam, including making suggestions for teachers who will apply these lessons to their teaching and designing courses for in-service teachers and teachers-in training. This research reveals that although teachers and students may encounter some obstacles while teaching and learning with RME-based lesson, RME could become a potential approach for mathematics education and could be effectively applied to teaching and learning mathematics in Vietnamese school. / Seit 1971 wurde an dem renommierten Freudenthal Institut in Utrecht ein als Realistic Mathematics Education (RME) bezeichneter mathematikdidaktischer Ansatz entwickelt. Die Philosophie von RME beruht auf Hans Freudenthals Auffassung von Mathematik als menschlicher Aktivität. Der Mathematiker und Didaktiker Prof. Hans Freudenthal (1905 – 1990) plädierte dafür, dass Mathematik an den Schulen nicht als Fertigprodukt unterrichtet werden sollte. Im Gegensatz dazu forderte er, den Schülern an ‚realistischen’ Situationen nicht-formale und formale Mathematik wieder entdecken zu lassen. Obwohl die mathematische Schulbildung in Vietnam in den letzten Jahrzehnten schon einige Fortschritte gemacht hat, steht sie noch vor großen Herausforderungen. Derzeit ist die Reform der Unterrichtsmethoden eine dringliche Aufgabe in Vietnam. Augenscheinlich ermangelt es der Mathematikdidaktik in Vietnam an dem dazu notwendigen theoretischen Rahmen. Die Philosophie von RME eignet sich grundsätzlich als Orientierung für die Reform der Unterrichtsmethoden in Vietnam. Allerdings ist die Potenz von RME für die mathematische Schulbildung in Vietnam und die Möglichkeiten, RME im Mathematikunterricht anzuwenden, noch zu klären. Das Hauptziel dieser Arbeit war zu erforschen, wie RME beim Mathematik-Lernen und -Lehren in Vietnam eingesetzt werden kann und die Frage zu beantworten: Wie kann RME den Mathematikunterricht in Vietnam bereichern? Dazu wurde insbesondere der Geometrieunterricht in der Sekundarstufe I betrachtet. Im Einzelnen beinhaltet die Untersuchung: • eine Analyse der vietnamesischen Mathematikdidaktik in der ‘Reformperiode’ (etwa von 1980 bis 2000) • die Konzeption, Durchführung und Auswertung einer Befragung von 152 Mittelschullehrern aus verschiedenen vietnamesischen Provinzen und Städten zum Mathematikunterricht in Vietnam • eine Analyse von RME einschließlich der Freudenthalschen Sicht von RME und der Charakteristika von RME • die Diskussion, wie man RME-basierten Unterrichtseinheiten gestalten und diese in den Mathematikunterricht in Vietnam integrieren kann • Test solcher Einheiten in vietnamesischen Mittelschulen • Analyse der Rückmeldungen anhand der Schülerarbeitsblätter und der Lehrerberichte • Diskussion der Chancen und Probleme von RME-basierten Unterrichtseinheiten im Geometrieunterricht vietnamesischer Mittelschulen • Diskussion von Vorschläge zur Entwicklung und zum Einsatz RME- basierter Unterrichtseinheiten in Vietnam, einschließlich von Hinweisen für Lehrende und der Konzeption von Ausbildungs- und Fortbildungskursen zu RME Die Untersuchung zeigt, dass – obwohl Lehrer wie Schüler zunächst einige Hindernisse beim Lehren und Lernen mit RME- basierten Unterrichtseinheiten zu bewältigen haben werden – RME ein mächtiger mathematikdidaktischer Ansatz ist, der wirkungsvoll im Lehren und Lernen von Mathematik in vietnamesischen Schulen angewandt werden kann.

L'obiettivo che questa tesi persegue è quello di analizzare il binomio blog/didattica, allargando il raggio di discussione e problematizzazione alle tecnologie di rete e all'educazione nei suoi aspetti di formalità e di informalità. Lo sguardo pedagogico-didattico viene eletto come guida del processo di riflessione e la scuola viene scelta come il campo di esplorazione privilegiato. L'approccio d'indagine assunto pone la didattica di fronte al blog riservando ad essa il compito di contestualizzare la tecnologia, di comprenderne potenzialità sfruttabili per sostenere processi di apprendimento formali ed informali e di rilevarne gli aspetti di vantaggio e di problematicità emergenti per progettare impieghi efficaci ed innovativi. La ricerca è strutturata lungo due direttrici: una teorico-fondativa destinata alla riflessione intorno ad alcuni nuclei tematici di sfondo (tecnologie educative, Rete e tecnologie emergenti, educazione formale ed informale) ed alla delineazione dello stato dell'arte in merito al blog ed alle sue applicazioni nella didattica; una empirica costituita dall'indagine sul campo finalizzata ad evidenziare e descrivere tendenze d'uso dei blog nei contesti scolastici italiani. / This thesis aims at analysing the blog/education binomial, extending its discussion and problematic nature to web technologies in the field of formal and informal educational methods. The teaching-learning question is selected as a guidance in the process under consideration and school is looked upon as the privileged field for research. This study places teaching and learning methods before blog and questions this new technique by examining it deeply in the afford to understand its potentiality in the formal and informal educational process. This study aims at putting into evidence possible advantages and problems arising from the application and planning possible innovations in the educational sphere. The research is based on two guiding lines: the theoretical-basic one referring to some background core topics (educational technologies, web, emerging methods, formal and informal education) and referring to the merits related to blog with its application to teaching; the empirical one based on a survey on the field aiming at bringing out and describing trends towards the use of blog in the Italian school environment.

Η παρούσα διατριβή ασχολείται με την έννοια της Ποιότητας της Εκπαίδευσης και συγκεκριμένα εστιάζεται στο ρόλο και τη δράση του Σχολικού Συμβούλου Πρωτοβάθμιας Εκπαίδευσης στο θέμα αυτό ως υπεύθυνου για την επιστημονική και παιδαγωγική καθοδήγηση και αξιολόγηση των εκπαιδευτικών. Οι πολιτικές για την ποιότητα φαίνεται ότι δεν προέρχονται από την ελληνική παράδοση ή και τις ελληνικές εκπαιδευτικές προτεραιότητες. Είναι περισσότερο επίδραση της συμμετοχής της χώρας σε υπερ-εθνικούς και διεθνείς θεσμούς και μορφώματα. Κατά συνέπεια, η μελέτη αυτή εκκινεί από τη διττή διαπίστωση πως η διερεύνηση της σύγχρονης ελληνικής πολιτικής για την εκπαίδευση δεν μπορεί παρά να εστιάζει ταυτόχρονα, τόσο στο διεθνές περιβάλλον (ΕΕ και μεγάλοι διεθνείς οργανισμοί) όσο και στις ιδιαιτερότητες του εθνικού μέσα από τις δράσεις φορέων που μπορούν να διαμορφώσουν, να επηρεάσουν ή να καθορίσουν την τελική επιτυχία μιας οποιασδήποτε δέσμης πολιτικών αποφάσεων κατά την εφαρμογή τους. Στο πλαίσιο αυτό γίνεται απόπειρα να αναλυθεί η έννοια της Ποιότητας της Εκπαίδευσης, να διερευνηθεί το πώς προσεγγίζεται από τους μεγάλους διεθνείς οργανισμούς και πώς σχεδιάζεται και εν τέλει υλοποιείται ως εκπαιδευτική πολιτική. Στη συνέχεια, ενδιαφέρει το πώς αυτή η πολιτική μεταφέρεται, εφαρμόζεται και προσαρμόζεται τελικά στην ελληνική πραγματικότητα. Μέσα από την ανάλυση περιεχομένου κειμένων διεθνών οργανισμών, ευρωπαϊκών νομοθετικών κειμένων, ελληνικών νομοθετημάτων και του Διδασκαλικού Βήματος (1993-2008) καθώς και την ανάλυση ημί-δομημένων συνεντεύξεων σε 28 Σχολικούς Συμβούλους Πρωτοβάθμιας Εκπαίδευσης επιχειρείται η ανάλυση και ερμηνεία τόσο των πολιτικών για την εκπαίδευση, διεθνώς και στην Ελλάδα, όσο και το ρόλο του Σχολικού Συμβούλου σε αυτές. Στα ευρήματα της έρευνας αναδεικνύονται και ερμηνεύονται οι λόγοι απόστασης θέσπισης και εφαρμογής των νομοθετημάτων που παρατηρείται στην ελληνική εκπαιδευτική πολιτική. Ακόμα συγκαταλέγονται τα εμπόδια που συναντά ο Σχολικός Σύμβουλος κατά τη δράση του, οι περιορισμοί της δράσης του καθώς επίσης και τα περιθώρια που έχει να αναπτύξει πρακτική που στοχεύει στην ποιότητα της εκπαίδευσης. Προς επικύρωση αλλά και ανάδειξη της καλής πρακτικής χρησιμοποιούνται ευρήματα έρευνας πεδίου σε εκπαιδευτικούς πρωτοβάθμιας εκπαίδευσης. / The present thesis deals with the subject of quality in education. More specifically it deals with the role and action of the Scholikou Symvoulou of Primary Education. This person in the Greek educational system is responsible for the scientific and pedagogical guidance, consultation and the evaluation of teachers. It seems that the Greek educational policies that concerns quality in education do not have roots in the Greek educational tradition. They come as a result and consequence to the Greek’s participation in International Organizations and Unions. The dissertation focus starts from the dual point that the study of Greek educational policy should consider on the one hand the international makers of educational policy (European Union and International Organizations) and on the other the national specific under which the action of players who can modify, affect or determine the final success of political decision in their implementation. In this context we attempt to understand the meaning of quality in education, to study how this notion is used by the international organizations and how it is formulated and implemented in the Greek educational system. Through the content analysis of documents of International Organizations, of the European Union, of the Greek regulative framework and of the journal “Didaskaliko Vima” (1993-2008) and also the findings of the 28 semi-structured interviews of Scholikous Symvoulous we attempt on the one hand to analyze and explain the implementation of the Greek regulative framework and on the other to clarify and analyze the role and actions of Scholikou Symvoulou. The findings of the research bring to light the gap between formulation and implementation of the Greek educational policy that concerns quality in education. Furthermore the findings bring to light the obstacles, the restrictions of his/ her action but also the ways that he/ she has to develop action that promotes quality in education. In order to make clear this action that promotes quality, findings are used from semi-structured interviews to teachers.

Abstract not available

This article presents an analysis about teacher’s education possibilities regardingtheir professional context in elementary education. For this, a conceptual reviewabout relationship between education and community is explained. In this analysis,the educational processes’ characteristics from this perspective are highlighted, aswell as their implications. Subsequently, some guidelines about teacher’s education from this view are exposed and a systemic approach of education are presented taking into account educational factors inside and outside the school, as well as the teacher as an agent who learns permanently. / Este artículo presenta un análisis sobre las posibilidades de formar al profesorado de educación básica en relación con el contexto en el que desarrolla su labor profesional.Para ello, se parte de una revisión conceptual sobre el vínculo entre educación ycomunidad con la finalidad de explicar las características de los procesos formativosque se llevan a cabo desde una visión comunitaria, así como sus implicaciones. Apartir de este análisis se establecen algunas orientaciones sobre los aspectos a considerar en la formación del profesorado en este sentido, destacando una visión sistémica de la educación, dentro de la cual los factores escolares y los del entorno se relacionan, y en la que el profesor es un agente en continuo aprendizaje. / Este artigo apresenta uma análise sobre as possibilidades de formar professoresde educação básica relacionado com o contexto em que desenvolvem seu trabalhoprofissional. Para tanto se partirá de uma revisão conceitual sobre o vínculoentre a educação e a comunidade, com o objetivo de explicar as características dosprocessos formativos que desenvolvem dentro de uma visão comunitária, assimcomo suas implicações. A partir desta análise se estabelecem algumas orientaçõessobre os aspectos a serem considerados na formação do professorado, enfatizandouma visão sistêmica da educação, dentro da qual a escola e o meio ambiente estãointer-relacionados, e na qual o professor é um agente em contínua aprendizagem.

This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach. The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:  What are the causes of teacher-occupational-stress?  What role can the school management teams play in managing teacher-occupational-stress? A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32). Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Management and Leadership

This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach. The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:  What are the causes of teacher-occupational-stress?  What role can the school management teams play in managing teacher-occupational-stress? A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32). Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Leadership and Management

La mondialisation de l’information et de la communication fait apparaître un choc plus ou moins violent entre cultures et visions du monde. La réduction des distances physiques n’a fait en réalité et de façon paradoxale qu’accroître les distances culturelles. En Afrique, une angoisse terrifie : comment éduquer ses enfants ? Comment négocier la distance entre « l’enfant qui est de son temps » et les valeurs culturelles, morales, traditionnelles? Comment, en effet, s’ouvrir à la modernité, symbole d’européanisation tout en préservant son identité culturelle ? Cette thèse qui dresse le rapport des élèves aux médias au Burkina Faso s’efforce de décrire l’univers référentiel des parents et éducateurs qui se heurte au quotidien des enfants envahis par les médias. L’éducation aux médias qui s’impose n’a par conséquent pas pour cible que les enfants. Au Burkina Faso, si l’adoption de la signalétique jeunesse est en soi une des réponses à cette problématique violente, son application quotidienne est une gymnastique. Comment par exemple affirmer qu’une scène est indécente, et pour qui ? Comment concilier les désirs de liberté des jeunes assouvis par la consommation des productions médiatiques généralement venues d’ailleurs et la nécessité de les protéger des contenus inadaptés? Le contemporain est certes une réalité temporelle. Il est aussi et surtout spatial. En d’autres termes, ce qui est autorisé, admissible, permis ou tolérable aujourd’hui et qui ne l’était pas hier, peut être, dans le même temps et sous d’autres cieux, impensable, inadmissible, intolérable et condamnable. La lecture analytique des programmes scolaires du pays a montré l’urgence que l’école burkinabé a à prendre en charge la problématique des médias dans un contexte où, d’une part la rivalité entre les deux institutions reste une réalité, et d’autre part la démocratie est en construction. / The globalization of information and communication leads to a relatively violent shock between domestic cultures and world visions. The reduction of physical distances has increased cultural distances. In the head of Africa, people are troubled by the questions: how to educate their children? How to negotiate the distance between the child who is of his time and traditional cultural values? How to be both to the modern world, itself a symbol of europeanisation, while preserving one’s cultural identity? This thesis studies the relation of students and the media in Burkina Faso; it strives to describe the mentality and valors of parents and educators who daily face of media-saturated children. To avoid the latent generational conflict, media education does not target only the children. In Burkina Faso, while the adoption of signs icons targeting the young is itself a response to this major problem, its application is a daily exercise. How, for example ram one assert that a scene is indecent, violates morality and for whom? How to reconcile the desire for freedom of young people saturated by the media mostly produced and broadcast from elsewhere and the need to protect them from expose to content inappropriate? In other words, what is allowed, permissible, permitted or tolerated today was not so yesterday, may and indeed has been elsewhere, unthinkable, unacceptable, intolerable and reprehensible. An analysis of the curricula of the Burkina Faso shows that the burkinabé education system must urgently face the issue of the media in a context where, on one hand the rivalry between the media and the school systems remains a reality, and where on other hand democracy is still “work-in-progress”.

No description available.