Diante do reconhecimento do fato de que, sendo a língua uma atividade social desenvolvida através das relações interpessoais e em práticas sociais, a realização textual, oral ou escrita, apresenta marcas interacionais que estabelecem um envolvimento direto entre os interlocutores, é que se realizou esta pesquisa, a fim de se estudar a interação entre locutor/autor e alocutário/aluno no livro didático de Língua Portuguesa, marcada pela presença ou ausência de indícios de interatividade nos comandos das atividades de produção textual, numa perspectiva de análise qualitativa. Este estudo fundamentou-se na concepção dialógica proposta por Bakhtin (1992), (1999); Geraldi (2003); na abordagem teórica do interacionismo sócio-discursivo (BRONCKART, 2003) e nas pesquisas de Marcuschi (2001), (2008) que defendem a ação dialógica da linguagem. Como recurso para esta análise, foi utilizada a coleção de Língua Portuguesa do Ensino Fundamental de 5 a 8 série, intitulada Projeto Araribá (Org. Editora Moderna, 2006), por ter sido a mais adotada pelas escolas da rede pública de ensino no município de Escada - PE em 2008 e por apresentar como um dos princípios norteadores a concepção de língua que se apoia na interação do aluno com o outro e com a escrita. Como procedimento de análise, fez-se um levantamento das propostas e comandos de produção em cada livro a fim de perceber se estas apresentavam características de envolvimento entre o autor e seu interlocutor-aluno, marcada por possíveis formas lingüísticas interativas. Posteriormente fez-se uma análise em cada série para perceber se a coleção apresenta marcas de interatividade nos comandos de produção de forma mais ou menos equivalente em todas as séries ou se existem diferenças consideráveis entre elas. Os resultados da análise demonstraram, de imediato, que a relação comunicativa entre os interlocutores no livro didático de modo geral, apresenta característica unidirecional, ou seja, o locutor-autor ordena e o alocutário-aluno cumpre ordem, sinalizando um certo distanciamento entre os interlocutores. No entanto, ao analisar os comandos de produção de textual, percebeu-se a presença de elementos linguísticos com caráter interativo, apontando para uma relação de proximidade entre os interlocutores no processo comunicativo. Em suma, podemos dizer que as marcas de interatividade na escrita atuam como operadores de orientação cognitiva, sugerindo perspectivas de interpretação por parte do escrevente. Essas marcas, além de serem carregadas de valor estilístico, são formas de ação com a linguagem que podem fazer propostas, estabelecerem contratos e definirem posicionamentos para uma interação comunicativa mais precisa e eficaz entre o autor e o aluno/leitor na mediação das atividades de produção textual no livro didático / Before the recognition of the fact that, as a social activity, language developed through interpersonal relationships and social practices, conducting textual, oral or written, interactional features brands that establish a direct involvement between the interlocutors is that this work was conducted in order to study the interaction between speaker / author and alocutário / student textbook in the Portuguese Language, marked by the presence or absence of evidence of interactivity in commands the activities of writing from the perspective of qualitative analysis. This study was based on dialogical conception proposed by Bakhtin (1992), (1999); Geraldi (2003), the theoretical approach of socio-discursive interactionism (BRONCKART, 2003) and in research Marcuschi (2001), (2008) that advocate the dialogic action of language. As a resource for this analysis, we used a collection of Portuguese Language Elementary School 5th-8th grade, titled "Project Araribá - (Org Editora Moderna, 2006), for being the most widely adopted by schools of public schools in municipality of Escada - PE in 2008 and to show how one of the guiding principles of the design language that relies on interaction with other students and with writing. As a procedure of analysis, it was a survey of proposals and controls of production in each book to see if they had characteristics of engagement between the author and his interlocutor-student, checked for possible linguistic forms interactive. Later she did an analysis on each series to see if the collection bears marks of interactivity in commands to produce a more or less equivalent in all series or if there are considerable differences between them. The analysis results showed immediately that the relationship between the interlocutors in the communicative textbook generally unidirectional characteristic features, namely the speaker-author commands and alocutário-student fulfills the order, indicating a certain distance between the interlocutors. However, when analyzing the textual commands of production, it was noticed the presence of linguistic elements with interactive character, indicating a close relationship between the interlocutors in the communicative process. In short, we can say that the marks of interactivity in the writing act as operators of cognitive orientation, suggesting prospects for interpretation by the clerk. Those brands, and are loaded with stylistic value, are forms of action with language that can make proposals, establish contracts and placements to define a more precise and communicative interaction between the author and effective student / player in mediating the activity of writing the textbook

This study is an analysis of a three-phase study with twelve professional scientists and non-scientists (Phase One), one-hundred and twenty-three science and non-science university students (Phase Two) and thirty secondary school girls (Phase Three), to illustrate their ‘science lives’. I have used identity theories and transformational learning theory (TLT) to illustrate transformation or movement of learners towards, or away from, science. The understanding of these models and theories have led me to design a theoretical model of science identity (Sci-ID) that represents the global forces (GF) experienced by learners, the social agencies and agents (SA) that embody those forces, the transformational learning (TL) experiences (events, triggers and interventions) that shape personal meaning, and the inclinations and individual internal agency (IIA) that impact upon individuals’ subject and career choices. I have adopted semi-structured ‘narrative’ styled interviews, a descriptive questionnaire and science ‘intervention evaluation’ approaches from the three cohorts. The data generated has been analysed in several ways, including the use of synoptic analysis to construct individual stories about the participants, in third-person voice, from their responses. These stories and the broader, aggregated, thematic, outcomes have been used to examine the Sci-ID model. These outcomes stress three main themes related to the study (or not) of science, that include (i) progressive transformational learning and smooth transformation, (ii) progressive transformational learning and wavering transformation and (iii) reconstructive transformational learning and wavering transformation. These themes indicates that people in life accept and reject certain TL experiences that either ‘go with their IIA’ or ‘go against it’. The majority find their way, choose and select TL experiences exhibiting small or medium movement towards or away from science. However, very few people exhibit large movement accompanied by regressive TL experiences. This study also reveals the existence of two very broad kinds of people (i) people who demonstrate stable pro-science or anti science and (ii) ‘fluid’ people who populate the centre-ground between pro-science and anti-science people. The fluid group caught my attention because their IIA shows greater ambivalence and the impact of GF, SA, incorporating events, triggers and interventions appear to have more impact than on those with a more stable science identity. Therefore, through six science education-based interventions I was able to work with – and influence - more ‘fluid’ kinds of secondary school girls. I used a number of mini-transformative experiences that led them to gain appreciation of science-based education and possible future science careers.

Middle school program to promote student success and student self-awareness--Student advising.

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The general purpose of this study was to investigate the concept that the learning disabled group (LDG) students who are given extra attention will show improvement in their regular classes. Three methods selected: Group counseling, individual counseling, and individual tutoring.

This study explores the relationship between student satisfaction and faculty responsiveness to student concerns. "Action Research" was employed. Data analysis focused on group comparisons.

This study compared a task analytic versus a traditional approach to teaching a musical instrument to emotionally disturbed children. Students' musical performance and attitude toward the instruction were compared between conditions. Six severely emotionally disturbed boys, 8-11 years of age, participated in the study. Each student learned to play a one, two, and three chord song accompaniment on an omnichord under the two experimental conditions. At the end of each condition and two weeks following the termination of the study, each student was asked to perform the three-chord songs. Their performances were videotaped for future analyses by two independent observers. In addition to the performance ratings, the students completed a questionnaire concerning their attitudes toward the instruction. This questionnaire also served as a dependent measure. No statistically significant differences were found among the performance ratings and student attitudes between conditions. Implications for music therapy practice and future research are given.

Bibliography: pages 299-310. / This study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language for adults. The research was carried out with a group of workers attending a basic English course in an adult education programme on the East Rand. This study covers the entire sixteen month period from 1986 to 1987, and was carried out by the teacher-as-researcher. The research methodology was a form of illuminative evaluation, using syllabus accounts. These accounts provided a record of what took place in the classroom and were organised into three main themes. Subsequent analysis of the accounts focussed on learner and teacher roles in determining the learning experiences generated in the classroom. These findings were then re-examined in the light of the literature on process approaches. Conclusions were drawn about these roles and the implications for teacher development and learner training. Subsequently these conclusions were presented as illuminative data to reflect upon the curriculum framework underlying process approaches. The conclusions drawn in this study challenge the assumption that learners and the teacher jointly and equally negotiate learning in a process approach. Instead they suggest that the teacher is very much in control as the overall manager of curriculum development, and that learners are secondary agents in this endeavour. The roles of both parties are also more complex and more interlinked than the literature implies. Following this, conclusions were drawn about the roles that learners and the teacher played in curriculum development in this study. The research went on to examine the broader implications of these findings, by assessing the feasibility of a process approach for large-scale adult basic education work in South Africa. From this assessment, a new 'hybrid' approach was proposed which retains important features of a process approach while modifying it to make it more accessible and appropriate for South Africa's needs. Finally, the study identified future research directions.

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