Low student achievement and decreasing student engagement have provoked a call for pedagogical change in the UAE. In an attempt to address these challenges an intervention was introduced that consisted of an alternate pedagogical approach in the form of standards-focused project-based learning which is an active-learning approach where students drive their own learning through the completion of a project(s) that promotes inquiry, standards alignment, and collaborative research. This action research study sought to analyse the effectiveness of this alternate approach by answering two research questions using by collecting and analysing both quantitative and qualitative data. The first research question was: what kind of change can be brought about by engaging students in a student-focused and active learning environment by the design and implementation of a standards-focused project-based learning model? The second research question was: what is the difference in exam scores between students in a lecture-based class and students in an active-learning class that utilizes a standards-focused project-based learning curriculum? In response to these research questions, statistical significance was found in the difference between the mean examination scores of the Foundation course experimental section and the Foundation course control section. No significance was found when comparing the mean examination scores of the First year education experimental section with the first year education control section. Four primary themes were identified through thematic content analysis of the feedback shared by the participants during the focus groups. The four themes were (a) connection between teaching style and performance, (b) students’ preparedness for exam, (c) positive influence of peer pressure and (d) students driven by an external locus of control.

This paper represents an attempt to account for two projects completed during the course of the fall semester of 2009. It will ground and illuminate the projects, my experiences while completing them, and the program-space in which they were completed. Relying heavily on the narrativizing and working through of intimate personal experiences, the paper will conclude by suggesting that we rethink the value of silence in communication. / text

This dissertation looks at online and offline car culture in Central Texas. The online car culture observed is on Internet car forums and other Internet sources for car enthusiasts. Offline car culture deals with various types of car events around the central Texas area. These events include, but are not limited to, car shows, street races, and street meets. Cultural practices were observed in both types of environments and are analyzed by using hybridity theory, gender analysis and race analysis. / text

1 Abstract A theoretical part of the thesis is focused on current changes in the basic concept of Education. An attention is paid mainly to the change of the concept of educational goals and new didactic concept of teaching. In the context of changes with regard to student's evaluation in terms of its function, content and its form, it appears that so far the normal way of evaluation (classification) does not cover all the aspects of educational processes of pupils. For these reasons, there is introduced a verbal evaluation, however, it is not entirely accepted by the general public. This thesis summarizes the two types of evaluations. It also informs about the concept of evaluation in alternative ways and approaches to other pedagogies (Montessori pedagogy, "Step by Step", "Respect and be respected") and their benefits and inspiration for the evaluation of pupils from mainstream schools. The research of the thesis presents factors influencing the manner and form of student's Evaluation in Montessori elementary school. An integral part of the research is a survey results from the parents and teachers, in which the main objective is to obtain the question, what type and form of evaluation best captures the level achieved education of a particular student, or what is the most objective evaluation. For this...

Cette recherche de thèse questionne la dimension matérielle des pratiques, et plus particulièrement celle concernant les outils d’enseignement et d’apprentissages que constituent les affiches. Mon objet de recherche se construit dans l’analyse du discours des enseignants et de celui des élèves. Je tente d’identifier leurs représentations et leurs conceptions de l’affiche, telles qu’ils disent la pratiquer, telles qu’ils s’y investissent selon les pédagogies qu’ils mettent en place. La caractérisation des pratiques d’affichage selon les disciplines scolaires contribue à des modélisations dans les espaces didactique et institutionnel, dans celui des manuels scolaires, des pratiques enseignantes et des pratiques des élèves. / This thesis research questions the material dimension of practices, especially that concerning the teaching and learning tools that are posters. The topic of my research is built into the analysis of the speech of teachers and the pupils. I try to identify their representations and views of the poster, as they say the practice, as they invest themselves according to the teaching methods they implement. The characterization of the poster practices according to the practical school subjects contribute to modeling in teaching and institutional spaces, in one of textbooks, teaching practices and pupils practices.

The work deals with the work of the German theorist of education Schoenebeck. At first examines how his theory evolved and what principles reached. Then look into the history of theories of education from Comenius to the present. It examines the bases of various theories and compares them with the bases of Schoenebeck, to reveal what causes disagreements in the debate about them. Finally, is looking for basis, which can now stand against those of Schoenebeck.

The diploma thesis deals with the issue of an autonomy in the environment of Célestin Freinet's pedagogy. As the principal aim of the thesis the author has chosen to demonstrate the potential of this pedagogy in the sphere of the pupils' autonomy development. The theoretical part is divided into two thematic areas. The first area deals with the concept of autonomy. At first, it seeks to define the concept at a general level and then in the context of education. This part also includes a description of the self-determination theory and its bases for a self-regulation. The second area focuses on C. Freinet's pedagogy. There are characterized both his personality and the basic pedagogical principles. In the conclusion there are presented the opportunities for the autonomy development in the environment of Freinet's schools. The practical part contains three chapters, each focused on a different research method. The first chapter consists of a case study of the École des Bruyères, which applies the C. Freinet's pedagogical concept, and of the observation that the author has made in the 3rd and 4th grade of this school. The second one consists of three interviews - two with teachers from this school and one with an expert in the field of education and Freinet's pedagogy. The third chapter includes a...

This diploma thesis deals with the methodology of ELT in Waldorf lower secondary schools. The theoretical part focuses on the historical background and the philosophical premises of Waldorf pedagogy, as well as a general outline of this alternative educational approach. The subsequent chapters are dedicated to the anthroposophical concept of language and the Waldorf methodology of teaching both native and foreign languages. The goal of the practical part is to examine the distinctive features of ELT in this type of schools. The research study is based on the evaluation of the data obtained with the qualitative methods of lesson observation, namely in the 6th and the 8th forms, and interviews with the teachers. The thesis contains a survey of the Waldorf pupils' attitude towards English and the sources of their learning motivation.

My work deals with the alternative pedagogy and its principles, which can be used at the free-time pedagogy. The work intents on the montessori pedagogy and waldorf pedagogy, because these two pedagogy systems are the most common in Czech Republic. It introduces the founders of both systems and the origin of the systems together with the characteristics needed for the understanding of the theme. Main goals of my work are the basic principles of both trends and their usage for free-time pedagogy, especially for the upbringing outside education. It rises up the relation between the teacher and the learner, stressing out the respect for the child.

El proyecto nace ante la necesidad de mejorar la Educación Básica Regular con una Pedagogía Alternativa, debido a la ausencia de locales preparados para brindar este tipo de servicio educativos, los mismos mantienen una alta demanda en la sociedad peruana. Por ello, se plantea construir un centro de educación básica regular con Pedagogía Alternativa Montessori a cargo de la inversión privada, para desarrollar una infraestructura con espacios públicos de calidad, en donde se integrarán los servicios educativos con un aporte a la comunidad mediante una sinergia entre el sector público y privado, en donde se ofrecerán áreas de recreación, talleres, deporte, entre otras actividades, ampliando la cobertura de servicios a cargo de la municipalidad del distrito de Ancón, debido a que no cuenta con el equipamiento y existe una demanda por la cantidad de estudiantes que se quedan fuera de ser atendidos ante la necesidad básica de educación. Los usuarios que atiende la tipología serán estudiantes de pre kínder, kínder, primero, segundo tercer, cuarto y quinto y sexto grado de educación primaria que contarán con el equipamiento educativo para sus estudiantes. Es importante mencionar que la concepción de estos colegios está orientada a potenciar en los alumnos la noción de factores bióticos y abióticos, el respeto a la sociedad y a la naturaleza por lo que el énfasis ¨in-between¨ aborda no solo la relación del usuario con su medio directo, sino también aporta un mayor vínculo con su comunidad logrando potenciar ambas en un mismo proyecto. / The project arises from the need to improve Regular Basic Education with an Alternative Pedagogy, due to the absence of premises prepared to provide this type of educational service, which are in high demand in Peruvian society. Therefore, it is proposed to build a regular basic education center with Montessori Alternative Pedagogy in charge of private investment, to develop an infrastructure with quality public spaces, where educational services will be integrated with a contribution to the community through a synergy between the public and private sectors, where recreation areas, workshops, sports, among other activities will be offered, expanding the coverage of services provided by the municipality of the district of Ancon, because it does not have the equipment and there is a demand for the number of students who are left out of being attended to the basic need for education. The users served by the typology will be students of pre-kindergarten, kindergarten, first, second, third, fourth, fifth and sixth grade of primary education who will have the educational equipment for their students. It is important to mention that the conception of these schools is oriented to promote in the students the notion of biotic and abiotic factors, respect for society and nature, so that the emphasis ¨in-between¨ addresses not only the relationship of the user with his direct environment, but also provides a greater link with his community, achieving to enhance both in the same project. / Tesis