Orientador: Maria Helena Vieira Abrahão / Banca: Matilde Virgínia Ricardi Scaramucci / Banca: Walkyria Monte Mór / Banca: Douglas Altamiro Consolo / Banca: Ana Mariza Benedetti / Resumo: Baseando-se no conceito de Okada, Oxford e Abo (1996) de que o ensino de aspectos culturais pode proporcionar um aumento da motivação para aprender uma língua, a presente pesquisa teve por objetivo analisar de que maneira o desenvolvimento da conscientização cultural, por meio de um trabalho de intervenção pedagógica, pode influenciar na motivação. Este estudo contou com a participação de uma professora e alunos de ensino médio de uma escola pública, e foi desenvolvido em duas fases: fase de diagnóstico, em que se observou as aulas de língua inglesa da professora/participante e fase de intervenção pedagógica, em que aspectos culturais foram introduzidos pela professora/pesquisadora. Dada à impossibilidade de medir a motivação, pretendeu-se oferecer uma caracterização da motivação dos alunos, verificar os fatores que podem influenciá-la tanto positiva quanto negativamente e perceber a interação desses fatores na geração, sustentação e inibição da motivação. A análise dos dados foi baseada em diversas pesquisas sobre motivação, estudos sobre cultura, usados no projeto de intervenção pedagógica e trabalhos da sociolingüística interacional, importantes para a análise da participação dos alunos durante as aulas e, conseqüentemente, da motivação. Além disso, teorias psicológicas da década de 80 e 90 (HIGGINS, 1987; MARKUS E NURIUS, 1986; NORTON, 1995, 2000, 2001) foram incorporadas para entender o papel dos fatores pessoais no grau de interesse e esforço dos aprendizes. Os resultados obtidos mostraram que: 1) a motivação dos alunos é variável, ou seja, pode oscilar entre níveis altos e baixos em decorrência de diferentes tipos de fatores, principalmente aqueles relacionados à postura e forma de trabalhar dos professores e 2) a motivação dos alunos é caracterizada por uma relação de interdependência entre três tipos de fatores... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Based on the idea that the teaching of cultural aspects can increase the motivation to learn a language (OKADA, OXFORD and ABO, 1996), the aim of this work is to analyze the way the development of cultural awareness, by means of an intervention work, can influence motivation. This study was developed with a second year high school teacher and her students in a public school, and was divided in two phases: diagnosis, in which observation of the participant teacher’s classes was held and pedagogical intervention, in which cultural aspects were introduced in the language classes. Given the impossibility of measuring motivation, it was intended to offer a characterization of the students' motivation, to verify the factors that might influence the increase and decrease of motivation and to analyse the interaction between these factors in the generation, maintenance and inhibition of motivation. Data analysis was based on a variety of research studies on motivation, as well as cultural studies, which were important in the organization of the intervention project. Interactional Sociolinguistic concepts were also used to understand students’ engagement in the learning activities and, thus their motivation. To analyze the role of personal factors on students’ motivation, psychological theories from the 80s and 90s were considered. The results obtained show that: 1) students’ motivation can vary, that is, it can increase or decrease due to the influence of different types of factors, especially those related to the teacher’s attitude and practice and 2) it is the result of the interdependence relationship of three types of factors - personal factors (perceptions, beliefs, goals and expectations), teachers’ methodological choices (content and activities developed) and physical affordances of school (frequency of classes, number of students per group, materials and resources available), with a focus on the role of the teacher. / Doutor

As the student population in public schools throughout the United States continues to increase in ethnic diversity, the number of college students of color majoring in teacher education have remained stagnant. The local problem addressed in the study is that despite intentional recruitment efforts, college students of color are not majoring in teacher education at a university in Ohio. Bell's critical race theory was used throughout this basic qualitative study to explore what issues influence students of color to choose majors other than teacher education. Individual student interviews with 8 students of color were conducted to answer the research question regarding issues that have influenced students of color to choose majors other than teacher education at one university in Ohio. Transcripts from interview sessions were coded and analyzed to identify emerging patterns and themes. Member checks were used for accuracy in analysis, and maximum variation, with participants from 7 different majors, served to enhance credibility. At the local setting, the implications for positive social change may include bringing awareness to issues that students of color have encountered while enrolled at the study site. A broader implication for social change may be that institutions of higher education with similar demographics could benefit from the results of this study to address similar issues regarding students of color not choosing teacher education programs.

Closing the achievement gap is a key concern for educational leaders. Research has indicated that principals’ actions directly and indirectly influence student learning. The purpose of this case study was to explore cultural leadership in an urban Mississippi high school from an African American’s racialized perspective. The cultural competency/proficiency theory provided the conceptual framework for this study. Successful leadership practices of this African American principal were examined through the principal and through the perceptions of teachers and the assistant administrator. A researcher-developed questionnaire was content validated and given to a purposeful sample of 17 individuals: the principal, assistant principal, and the 15 full time teachers at the study site. Nine individuals––the school’s principal, assistant principal, and 7 teachers––returned the questionnaire. Using Stake’s framework for data analysis, data were organized, coded, and categorized to develop themes regarding the principal’s cultural leadership practices. Results showed that the principal used 6 practices to help a diverse student body succeed: double-dosing of subject-area test courses, pull-out tutorials, after-school tutorials, differentiated instruction, scaffolded learning, and coteaching. Based on the study findings, a professional development program was created to provide cultural leadership training for all district leaders. The findings can positively affect social change by improving principals’ cultural awareness and equipping educators with proven practices to meet the needs of a diverse student body, thus increasing students’ opportunities for academic success.

This study used content analysis to examine the coverage of cultural issues in the five phases of instructional design within ID/ISD textbooks published between 1993 and 2003. The results indicated that not all the ID/ISD textbooks examined in this study covered cultural issues. Among the textbooks that did cover cultural issues, none of them reached more than 10% coverage of the total pages of any one book. The phase of Analysis and the Other category received the highest amount of coverage in both the 53 books sample and 36 books sample; whereas the phase of Implementation received the least amount of coverage overall. The findings from this study have implications for both students and faculty members. With respect to students, the coverage of cultural issues in the textbooks examined in this study might influence students' beliefs regarding cultural issues. It may indirectly influence future instructional designers' work effectiveness as well. With respect to faculty members, the amount of cultural issues coverage may reinforce faculty members to underrate the importance of cultural issues in the instructional design process. The study also provides several recommendations to textbook authors, faculty members and instructional designers regarding the amount of coverage of cultural issues within the ID/ISD textbooks.

International agricultural development institutions previously hired employees based on their technical expertise, and, with little to no formal training in development, were sent to live abroad with one goal: implement the project. Since the development of the Millennium Development Goals in 2000, a spotlight has been placed on the development industry as a whole, and calls for world-wide accountability. The purpose of this study was to identify the desired competencies of project employees on international agricultural development projects as determined by experienced project managers. The population (N=8) for this study were all current or past project managers of international agricultural development projects. The participants engaged in an interview with the researcher, or chose to complete a questionnaire via email or standard mail. The same questions were presented in both situations. The researcher analyzed the data using the constant comparative qualitative method. The finding of this study identified competencies and categorized them into the following domains: cultural awareness, technical training, communication and interpersonal skills, attitudes and behaviors, experience, and organizational skills. The implications this study affect the curriculum development and content of higher education institutions, the hiring and evaluation process of international agricultural development institutions, and self-competency evaluation of potential employees of international agricultural development projects. It is the recommendation of the researcher that further studies be conducted to determine if the value of these competencies differ as per the location of the development project. It is also recommended that institutions of higher education, development institutions, and beneficiaries collaborate to provide opportunities for practical application of knowledge to future and current employees of international agricultural development.

This research was inspired by a pressing question which formed the main aim of the current study--What factors contribute to the differential academic performance of adult learners in the formal setting in Malaysia? It is hoped that by addressing this question, insights obtained may be useful for the Malaysian policy makers in attempting to implement the government's initiative--Malaysia Vision 2020. The current literature informs that in order to achieve the desired goals, Malaysian adult learners, must now more than ever be conscious of the effect of learning values and approaches to learning. Hence, there is a need to develop a more holistic understanding of the interrelated dynamics between learning values and approaches to learning. The current study adopts a transdisciplinary, etic/emic approach, using two culturally sensitive questionnaires, Revised Study Process Questionnaires-2 Factors Malaysia (RSPQ- 2FM) and Learning Values Survey (LVS) on 858 Malay and Chinese adult learners in Malaysia. The study found the significant others can have substantial influence on the 'face value' for both Malay and Chinese adult learners generally, but was more pronounced for the Malay adult learners. This in turn may encourage Malay adult learners to submit to pressure from others in influencing how they perceive the importance of learning and motivation in learning. Because Malay adult learners are constantly driven by external factors to compete with other cultural groups in education or economic achievement, they may tend to avoid challenging tasks such as deeper approaches to learning in order to rapidly achieve their immediate learning goals. Engaging with deep approaches and meaningful learning are effortful and the pressure to save face may result in the likelihood of adopting surface approaches. This coupled with the finding that they do not appreciate the middle way principles as much as the Chinese adult learners suggest that they may be less flexible and/or pragmatic learners. The findings suggest that practice of middle way principles (such as 'Willing to compromise one's own values to suit the situation/issues when I learn') can indeed enhance certain positive learning approaches which implies that Malay adult learners may be disadvantaged in the learning settings due to their lack of appreciation of the middle way principles. It is also interesting to find that Malay adult learners appreciate time factor more than their Chinese counterparts when engaging with Deep Approaches to learning. In contrast, the middle way principle practiced as a way of life by the Chinese culture has made Chinese adult learners more malleable, resulting in a relatively less face conscious cultural group. Being less externally driven and less restrictive, Chinese adult learners are more likely to adopt deep approaches to enhance meaningful learning. In addition, the Chinese culturally ingrained learning approach, Understand and Memorization was found to be more likely to produce positive learning outcome. Unlike their Malay counterparts, Chinese adult learners view work experiences more essential in helping them to engage with Deep Approaches to learning. The above findings are novel and add to previous studies on approaches to learning by introducing the effect of learning values. While previous research has referred to cultural variable in learning, they have not sufficiently explored the effect of culture. Learning values is one significant cultural variable that is considered in the study. The findings underpin the different emphasis placed by the two cultural groups as they engage with professional development activities. It is hoped that by identifying values pertinent to learning in this competitive globalized economy, the study has provided insights for Malaysian policy makers to develop holistic future education plans to assist in achieving Malaysian Vision 2020. Insights gained can also support plans where Malay can be encouraged to become competent global leaders and workers, capable of competing in this knowledge economy.

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2005. / Bibliography: p. 329-355. / Preamble -- Research objectives and methodology -- Theoretical and epistemological frameworks -- Culture, identity and power -- Meetings -- "The clearing of the sky" -- Project reform. / The data for this research thesis derives from a development project in Samoa. Through the study of key project events and their associated discourses the study identifies and interprets cultural and professional resources that the project team draws on as they negotiate their way through the project; in particular the 'resources' (including communication resources) that participants bring to project interactions. The thesis explores how participants used these resources and what consequences resulted (for them and for others) from such use. -- This study takes a critical and ideological stance, underpinned by a belief in the value and possibility of social action. While not primarily a call to action, the thesis presents its interpretations in the context of larger ethical and political challenges, with a view to informing change, specifically what deliberate action might be taken to improve processes and practices in future projects. The project is explored as a 'soft' system of social interactions and processes; and as a 'Third Space' (Bhabha 1990, 1994) where traditional boundaries of sociocultural organisation, or of professions, are destabilised and where newlyconstructed practices, orders of discourse, identities and representations are required. -- The study is evaluation and policy oriented. It explicitly addresses the implications of knowledge gained from the research for future project design and implementation. In making recommendations for project change, the study argues for the inclusion of local research as a legitimate project task, to inform evaluative processes and create a framework for ongoing modification to project design and implementation. The recommendations for change made in this study are concerned with determining principles and codes of practice for: - identifying and developing intercultural competence in project situations ; - project training (for intercultural project work, including ongoing participant research) ; - improving project systems ; - using relevant approaches/techniques in organisational change management. / Mode of access: World Wide Web. / 397 p

Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Anna Simons. Includes bibliographical references (p. 55-58). Also available online.

Made available in DSpace on 2014-06-11T19:32:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-05-16Bitstream added on 2014-06-13T18:44:09Z : No. of bitstreams: 1 ribas_fc_dr_sjrp.pdf: 7286792 bytes, checksum: 575e1e3a76c2c01074ae22fb1f2f9d5e (MD5) / Baseando-se no conceito de Okada, Oxford e Abo (1996) de que o ensino de aspectos culturais pode proporcionar um aumento da motivação para aprender uma língua, a presente pesquisa teve por objetivo analisar de que maneira o desenvolvimento da conscientização cultural, por meio de um trabalho de intervenção pedagógica, pode influenciar na motivação. Este estudo contou com a participação de uma professora e alunos de ensino médio de uma escola pública, e foi desenvolvido em duas fases: fase de diagnóstico, em que se observou as aulas de língua inglesa da professora/participante e fase de intervenção pedagógica, em que aspectos culturais foram introduzidos pela professora/pesquisadora. Dada à impossibilidade de medir a motivação, pretendeu-se oferecer uma caracterização da motivação dos alunos, verificar os fatores que podem influenciá-la tanto positiva quanto negativamente e perceber a interação desses fatores na geração, sustentação e inibição da motivação. A análise dos dados foi baseada em diversas pesquisas sobre motivação, estudos sobre cultura, usados no projeto de intervenção pedagógica e trabalhos da sociolingüística interacional, importantes para a análise da participação dos alunos durante as aulas e, conseqüentemente, da motivação. Além disso, teorias psicológicas da década de 80 e 90 (HIGGINS, 1987; MARKUS E NURIUS, 1986; NORTON, 1995, 2000, 2001) foram incorporadas para entender o papel dos fatores pessoais no grau de interesse e esforço dos aprendizes. Os resultados obtidos mostraram que: 1) a motivação dos alunos é variável, ou seja, pode oscilar entre níveis altos e baixos em decorrência de diferentes tipos de fatores, principalmente aqueles relacionados à postura e forma de trabalhar dos professores e 2) a motivação dos alunos é caracterizada por uma relação de interdependência entre três tipos de fatores... / Based on the idea that the teaching of cultural aspects can increase the motivation to learn a language (OKADA, OXFORD and ABO, 1996), the aim of this work is to analyze the way the development of cultural awareness, by means of an intervention work, can influence motivation. This study was developed with a second year high school teacher and her students in a public school, and was divided in two phases: diagnosis, in which observation of the participant teacher s classes was held and pedagogical intervention, in which cultural aspects were introduced in the language classes. Given the impossibility of measuring motivation, it was intended to offer a characterization of the students’ motivation, to verify the factors that might influence the increase and decrease of motivation and to analyse the interaction between these factors in the generation, maintenance and inhibition of motivation. Data analysis was based on a variety of research studies on motivation, as well as cultural studies, which were important in the organization of the intervention project. Interactional Sociolinguistic concepts were also used to understand students engagement in the learning activities and, thus their motivation. To analyze the role of personal factors on students motivation, psychological theories from the 80s and 90s were considered. The results obtained show that: 1) students motivation can vary, that is, it can increase or decrease due to the influence of different types of factors, especially those related to the teacher s attitude and practice and 2) it is the result of the interdependence relationship of three types of factors - personal factors (perceptions, beliefs, goals and expectations), teachers methodological choices (content and activities developed) and physical affordances of school (frequency of classes, number of students per group, materials and resources available), with a focus on the role of the teacher.

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