Photocopy of typescript. / Digitized by Kansas Correctional Industries

[pt] Este trabalho procurou conhecer a proposta para a educação formal da Fundação Fé e Alegria, a partir de um estabelecimento estadual de ensino: o Colégio Frei Antônio, em Tocantínia - TO. Inicialmente, este percurso foi instigado por uma pesquisa realizada com escolas católicas estadunidenses. Houve o estudo de documentos sobre a educação católica no Brasil, sobre a trajetória e ideário da Fundação Fé e Alegria e sobre a história da escola estadual em foco. Para uma aproximação da realidade da escola escolhida foram realizadas observações de campo, entrevistas semi-estruturadas e aplicação de questionários na escola, junto à direção e os corpos docente e discente e também entrevista junto a uma liderança indígena local. Como o Colégio Frei Antônio é perpassado pela riqueza da cultura indígena xerente, a análise dos dados coletados procurou discutir a aquisição da língua portuguesa como um instrumental na luta pelos direitos indígenas. Considerou- se, ainda, o conjunto de relações existentes na escola como um modo de vivência de valores comunitários. / [en] In this study we tried to understand the formal educational proposition of the Fé e Alegria Foundation from the standpoint of the School of Father Antonio, a public school of the State of Tocantins (TO), in Brazil. The choice for the approach used in this study was largely motivated by a research conducted by North American Catholic schools. We studied documents about Catholic education in Brazil, about the philosophy and aims of Fé e Alegria Foundation and about the history of the public school in focus. In order to get the closest possible to the reality of the school object of our study, several field observation were taken such as the use of semi-structured interviews and questionnaires. This work was done with the direction of the school, the teachers, students and the local area Indian leadership. Since the School of Father Antonio in its history reflects the richness of the Xerente culture, the analyses of the data collected in the field tried to discuss the acquisition of the Portuguese language as an instrument in the Indians quest for their rights. For the sake of this study the community values experienced in the school were also considered.

This PhD research explored how neoliberal governmentality influenced the UK charity SportHelp and its youth sport programmes. Despite charities being significant providers of non-formal education for young people in the UK, there has been limited work exploring how the neoliberal landscape shapes these organisations and their programmes in practice. Therefore, this thesis addresses this gap in knowledge by a) furthering the limited literature on charities and their operation, b) providing an empirical illustration of how neoliberal governmentality functions, and c) contributing to the ongoing debate about the purpose of non-formal education in the neoliberal marketplace. This case study research focused on a single charity – SportHelp – whose remit is to improve socio-economically disadvantaged young people’s lives through the provision of sport. Over a 9-month period, data were collected through semi-structured interviews with a selection of SportHelp’s managers, coaches, and young people. Furthermore, participant observations of three coaching sessions (featuring previously interviewed coaches and young people) were undertaken to complement the interviews. The data were subsequently analysed using thematic analysis. Findings suggest the neoliberal landscape shaped SportHelp and its youth sport programmes profoundly. To maximise its chances of economic survival, SportHelp re-configured itself into a ‘quasi-market’. In doing so, it adopted a deficit-reduction approach towards improving young people’s lives: the charity assumed socio-economically disadvantaged young people were inherently ‘deficient’ (because of their lower socio-economic status) and required ‘fixing’. Using sport, SportHelp coaches ‘fixed’ young people’s personhood by instilling the neoliberal values of individual responsibility, discipline, and life skills. These values were readily internalised by young people because SportHelp operates in the realm of non-formal education; a space where coaches could foster passion, relationships, and a sense of belonging.

Thesis (D. Miss.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 291-302).

No description available.

This study was designed to discover, using an interview technique, patterns in perceptions of self, teaching context, and relationships between the two, of selected teachers in alternative secondary education programs. A theoretical framework derived from perceptual psychology was used as the basis of the interview schedule and the analyses of responses. An interview schedule was developed and field-tested prior to use in the study. Teachers from three metropolitan school districts in 10 alternative programs were contacted by letter asking for volunteers. Most of the programs were designed for disaffected students. Twenty-three teachers were interviewed by the investigator. Tape-recorded responses to the questions were analyzed in two ways according to selected concepts from perceptual psychology. In the first analysis, questions analyzed for perceptions of self, context, and the relationships between the two generated responses from which patterns seemed to emerge. Patterns in perceptions of self indicated that teachers focused on the importance of satisfying needs, of total life experiences, and of personal freedom in their work. Patterns in perceptions of context, i.e., alternative secondary education programs, showed that teachers focused on the importance of education as process and of dealing with students as individual persons. They advocated changes in traditional programs in these directions. Patterns in perceptions of relationship between self and context suggested that teachers focused on a personal and positive interaction between themselves and their work while being aware of inherent limitations and hindrances. In the second analysis, patterns analyzed for characteristics of perceptual field and the adequate self yielded the following findings ranked in order of expressed importance. First, perceptual field characteristics which emerged were: direction (87% of responses), and fluidity (58% of responses). Stability, resistance to change, did not seem to emerge. Teachers demonstrated prominently their awareness of satisfying needs, their own and their students', indicating the direction of their perceptual field. This awareness was followed by a less prevalent but still noteworthy readiness to change their methods and behaviors, fluidity of field, in order to accomplish their goals. Perhaps the prevalence of these two characteristics explains the absence of the characteristic of stability. Second, characteristics of the adequate self which emerged were: possession of rich and available perceptual field (94% of responses), openness to experience (90% of responses), positive self-perceptions (68% of responses), and capacity to identify with others (47% of responses). The teachers' responses indicated that they drew on past experiences and were open to new ones in order to function in their work. Their view of themselves was positive. Capacity to identify with others was the least evident. Four teachers emerged as having some atypical perceptions. They worked in two programs, one designed for academically able students and the other for senior students seriously interested in pursuing professional careers. This group perceived content as having more prominence than process and considered their role to be more similar to that of traditional teacher and academic counselor. Conclusions based on perceptions of these teachers were as follows: First, teachers tended to be person-oriented, aware of their own and students' needs. Second, teachers appeared to be process-oriented, favoring educational alternatives so that more students be educated. Third, teachers seemed aware of the total context of their work, the gratifying dimensions as well as the limitations. Fourth, teachers accented person and process in responses indicating the characteristics of direction and fluidity in their perceptual field. Fifth, teachers appeared to demonstrate two characteristics of the adequate person, openness to experience and possession of a rich perceptual field, lightly more than others.

No description available.

Darbe aptariama neformaliojo ugdymo situacija Lietuvoje ir užsienyje, analizuojama neformaliojo meninio ugdymo Skuodo rajono Ylakių seniūnijoje specifika. Baigiamojo darbo tikslas – išsiaiškinti meninio ugdymo aspektus, kurie nurodo Ylakių seniūnijos neformalaus meninio ugdymo specifiką. Darbo tikslui pasiekti iškelti šie uždaviniai: apžvelgti neformaliojo meninio ugdymo situaciją Lietuvoje ir užsienyje; išanalizuoti neformaliojo meninio ugdymo kokybę reglamentuojančius švietimo politikos dokumentus; ištirti ir įvardyti Lietuvos ir nedidelio miestelio (Ylakių) neformaliojo meninio ugdymo skirtumus ir panašumus. Tyrimo objektas – Ylakių neformaliojo meninio ugdymo specifika Lietuvos kontekste. Tyrimas atliktas Skuodo meno mokyklos Ylakių skyriuje, naudojant anketinės apklausos metodą (apklausti 55 mokiniai). / The aim of this work: to clarify aspects of art education that shows particularity of the non-formal art education in Skuodas district Ylakiai town. Research objectives: review situation of non-formal art education in Lithuania and abroad; analyze documents affecting the quality of non-formal art education policy; explore and identify the differences and similarities between all of Lithuania and small-town (Ylakiai) non-formal art education. The research object: particularity of Ylakiai non-formal art education in the context of Lithuania. Research was accomplished in Skuodas Art School in department of Ylakiai. 55 pupils were interviewed by using questionnaire survey method.

Neformalusis dailės ir technologinis ugdymas – aktuali tema šiandien. Neformaliojo dailės ir technologinio ugdymo galimybės aspektai nėra plačiau analizuoti. Siekiant aptarti ugdymą, kuris patenkintų mokinių ir mokytojų keliamus reikalavimus, kyla probleminis klausimas, kokios yra neformaliojo dailės ir technologinio ugdymo galimybės pradinėse klasėse? Objektas. Neformalusis dailės ir technologinis ugdymas pradinėse klasėse. Tikslas. Išsiaiškinti neformaliojo dailės ir technologinio ugdymo galimybes III-IV klasėse. Tyrimo struktūra. Bakalauro darbą sudaro įvadas, du skyriai – teorinė ir praktinė dalis, išvados, rekomendacijos, literatūros sąrašas ir priedai. Darbo apimtis 46 puslapiai, tyrimo duomenys pateikti 22 paveiksluose ir 6 lentelėse. Išvados. Mokslinės, metodinės literatūros analizė atskleidė, jog neformalusis ugdymas yra svarbus tuo, kad kompetencijų ugdymu formuoja asmenį, kuris gebėtų tapti aktyvus visuomenės narys, galintis sėkmingai joje veikti. Gerai organizuotoje veikloje vaikas turi galimybę pažinti save, savo vidinius poreikius, jaučia dvasinį pasitenkinimą. Čia vyksta sėkminga jo, kaip jauno žmogaus socializacija. Todėl bet koks neformaliojo ugdymo proceso organizavimas pirmiausia turi prasidėti nuo mokinių poreikių suvokimo. Tinkamai organizuotas neformalusis dailės ir technologinis ugdymas kelia reikmę ugdyti vizualinę, bendrąją meninę kultūrą, formuoti estetinį skonį, harmonijos pojūtį, skatinti meninę išraišką bei kūrybiškumą. Organizuojant... [toliau žr. visą tekstą] / Non-formal education in art and technology is up-to-date topic. The aspects of this type of education is not widely analyzed. In order to discuss the organization of education, therefore has arisen a problematical question: what are the opportunities of organizing non-formal art and technology education in primary grades, which would fulfill requirements of students and teachers? Subject. Non-formal education of art and technology in primary forms. Objective. Elucidation of possibilities of non-formal art and technological education in III-IV forms. Structure of survey. Pedagogical Studies thesis consists of an introduction, theoretical, analytical – reflex parts, conclusions, references and appendices. Scope of Thesis – 46 pages, investigation data are provided in 22 figures and 6 tables. Conclusion. Scientific and methodological analysis of the literature revealed that the non-formal education is important in the development of competencies that form a person who would be able to become an active member of society and successfully operate in it. What is more, children in well organized activities have the possibility to get to know oneself, perceive own needs and feel spiritual fulfillment. Due to that, youth succeed to become sociable. So, the process of organizing non-formal education must first begin with the understanding of student‘s needs. Properly organized non-formal education in art and technology promotes the necessity to develop visual and general artistic... [to full text]

Many U.S. corporations have begun investing in the education and training of their personnel in order to implement and maintain the changes necessary to remain competitive in a global market place. Employees have been required to learn and utilize new and/or different competencies.The purpose of this study was to identify formal training and informal learning experiences that were judged as valuable as the learners began the on-the-job utilization of their formal training and/or informal learning activities. Three adult education learning theories (andragogy, proficiency theory, and situated cognition) were examined to determine what formal and informal learning experiences of the respondents, were reflected or contradicted, by these theories.It was determined that interviews with employees to ascertain their perceptions might yield insights as to how they think they have learned new skills. Therefore, 15 employees with various job descriptions and who were employed by three separate and diverse organizations wereinterviewed. This diversity was necessary in order to achieve maximum variation sampling. All of the interviews for this study were audio tape recorded to ensure accurate data collection. The interviews were transcribed verbatim and reviewed item-by-item and line-by-line for emerging trends and important concepts.The findings suggested that the majority of workplace skills or competencies were learned and utilized through informal learning. Formal training was used to initiate, maintain, or validate the informal learning. Content learned during the formal training was more likely to be used if participants were given an opportunity to practice the skills or competencies during the training. Handouts or booklets were used after the training to replicate the skill or competency.The findings suggested that the theoretical description of needs assessment and of the evaluation process were not valid in the current workplace training setting. Respondents suggested improvements for both areas.This study has implications for trainers, training directors, and human resource personnel. Further study is recommended on needs assessment, evaluation, and informal learning within the workplace. / Department of Educational Leadership