A busca pela inovação nos mercados cada vez mais globalizados faz com que a procura por caminhos estratégicos torne-se relevante. Mas, ao se tratar da área de moda, observa-se que o surgimento e a expansão dos cursos de nível universitário acompanham essa tendência recente. Este estudo visa analisar o perfil dos professores dos cursos de bacharelado da área de moda na cidade de São Paulo, para tal foi realizado um estudo de caso, quanti-qualitativo com consulta a dez cursos de moda das FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP, FAAP da cidade de São Paulo, por possuírem maior número de trabalhos científicos publicados, bem como por serem as Universidades com maior reconhecimento. As consultas na Plataforma Lattes foram realizadas durante o desenvolvimento deste estudo. Pela análise comparativa realizada, os cursos subdividem-se em três pilares, com foco em Design, Gestão e Tecnologia. Os que possuem foco em Design propõe-se a habilitar o graduando em diversas atividades extracurriculares, os cursos com foco principal em Gestão propõem o desenvolvimento de estratégias mercadológicas inovadoras, capazes de atuar em negócios concorrenciais e propiciarem a formação profissional com repertório cultural ampliado e visão estratégica da moda, mercado e negócios e os cursos com a proposta em Tecnologia visam uma grade curricular diversificada com foco na produção de tecidos. Concluiu-se pela análise das oito Instituições FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP, FAAP, que o corpo docente dos cursos analisados apresenta uma formação acadêmica consolidada, que favorece a formação de profissionais completos e mais preparados para o mercado de trabalho e à própria atividade docente, conforme sugere a análise dos dados / The search for innovation in the globalized market makes the search for strategic ways more relevant. When discussing the Fashion area, it is observed that this trend is accompanied by the emergence and expansion of university-level courses. This study aims the analysis on the teachers profile in the fashion bachelor courses in the city of São Paulo. It is a case study, quantitative and qualitative, researching ten fashion courses from FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP and FAAP universities and faculties due to having a greater number of published scientific papers, as well as being the universities with greater recognition. Consultations on the Lattes Platform were held during the development of this study. For comparative analysis, the courses are divided into three pillars, focusing on Design, Management and Technology. Those with a focus on Design are proposed to enable majoring in various extracurricular activities, courses with main focus on Management propose the development of innovative marketing strategies, enabling the student to act in a competitive business and to develop an enlarged cultural repertoire and strategic vision of Fashion, market and business and courses with the proposal in Technology aim a diverse curriculum focused on the production of fabrics. The analysis of the eight institutions, FaSM, FPA, UAM, SENAC, FMU-FIAMFAAM, Belas Artes, USP, FAAP, concluded that the faculty of the analyzed courses presents a consolidated academic training, which favors the formation of complete professional and more prepared for the market and to the teaching activity, as suggested by the analyzed data

A partir dos pressupostos de que crenças exercem um papel importante na aquisição e aprendizagem de línguas e de que o ensino de línguas tem chegado a uma fase que pode ser caracterizada como pós-métodos, o presente trabalho investiga em que medida um curso interativo e intensivo de alemão atua sobre as crenças dos aprendizes. O curso é baseado nos conceitos da teoria de aquisição de línguas estrangeiras de Stephen Krashen que apresenta uma distinção entre aquisição e aprendizagem e também demonstra que fatores afetivos atuam como um filtro para o aprendizado. Ao mesmo tempo, esta teoria é ampliada com aspectos de outras teorias de aquisição e aprendizagem de línguas. Desta forma o curso oferecido é focalizado na oralidade, aquisição e interação. Dentro do âmbito deste curso são pesquisadas no presente trabalho especialmente as crenças dos participantes do curso a respeito de autonomia, nas aulas de língua alemã e de língua em geral. A investigação aconteceu mediante o critério temporal, verificando-se quais as crenças os participantes possuíam antes e depois do curso. Ao mesmo tempo, o trabalho propõe a identificação de relações entre motivação, expectativas específicas sobre o curso, decisões programáticas dentro do curso e sua percepção pelos participantes. Também foram observados fatores afetivos que influenciam mudanças nas crenças gerais sobre aulas de línguas. No trabalho, investigam-se os pontos indicados mediante questionários, diários de aprendizagem, entrevistas, testes de desempenho e gravações das aulas. Os resultados do trabalho indicaram mudanças nas crenças dos participantes do curso para algumas determinadas áreas. Destacam-se aqui as crenças sobre a língua alemã e, em parte, sobre aulas de línguas. As crenças sobre autonomia não foram alteradas significativamente. Porém as interdependências das várias crenças se demonstraram complexas e múltiplas. / Parting from the supposition that beliefs have a considerable impact on language learning and language acquisition and that language teaching has reached a point that can be characterized as a post-methods era, the present work investigates what impacts an intensive and interactive German language course has on the participants beliefs. The language course in question is based on the theory established by Stephen Krashen and concerns in particular the learningacquisition distinction and the affective filter. Furthermore, this basis is amplified through aspects of other language learning theories. Thus, the offered language course focuses on oral skills, provides language acquisition rather than learning and interaction in the classroom. In the framework of such a course the beliefs of the participants are investigated, especially concerning affective variables and beliefs about the German language, language classes in general and autonomy. The investigation was carried out using questionnaires, interviews, learning diaries, achievement tests and audiotapes of class interaction. The participants beliefs held before and after the course were compared. At the same time, possible relations between motivation, expectations about the course and how the participants perceived the course were investigated. Affective variables throughout the course and how these affect learning and the beliefs of the participants were also investigated. The results of the work indicate that the participants beliefs in certain areas change throughout the course. Especially the beliefs about learning German and the German language seem to have changed. Partial changes were noticed in the beliefs about language learning in general. The course seems not to have an impact on the students beliefs on autonomy. The links between alteration of beliefs, motivations and expectations were found to be complex and diverse.

Esta tese trata da análise das condições existentes nos cursos de licenciatura em Geografia com a mediação do território brasileiro. A existência destes cursos tem relação com os processos históricos, sociais, políticos e espaciais. Os eventos, sobretudo os relativos à educação superior, são fundamentais para o entendimento de algumas de suas principais características. Nesta pesquisa, constatou-se que algumas das problemáticas destes cursos, embora em novas condições políticas, educacionais e espaciais, permanecem ainda hoje, tais como: a relação dos perfis dos cursos de licenciatura e bacharelado, a dicotomia entre Geografia Física e Humana, bem como a falta de professores, entre outras. Para operacionalizar esta pesquisa, privilegiou-se a análise dos cursos no período pós 1996, devido à influência das políticas estabelecidas pela Lei de Diretrizes e Bases da Educação Nacional (1996), pela legislação própria das licenciaturas (2002), pelas Diretrizes Curriculares Nacionais para os cursos de Geografia (2002), pelo sistema de avaliação de cursos e pelo Plano de Expansão das IES Federais (2007). Os dados qualitativos e quantitativos nesta tese são, principalmente, provenientes de depoimentos de docentes, coordenadores e discentes das licenciaturas em Geografia no Brasil; do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep); do questionário socioeconômico dos estudantes de Geografia, que fizeram o Exame Nacional de Desempenho dos Estudantes (Enade), nas dimensões docente, discente e de elementos curriculares dos cursos, a partir dos quais foram produzidos gráficos, tabelas e mapas. Após uma apresentação geral dos cursos, realizou-se uma análise pormenorizada da situação das licenciaturas em Geografia na Amazônia, Maranhão, Piauí, Pernambuco e dos cursos de Geografia oferecidos a Distância, que se interiorizaram no território brasileiro. Decorre como resultado da pesquisa que o processo de interiorização criou algumas singularidades nas licenciaturas pesquisadas, que têm relação com a formação e dinâmica territorial do Brasil, com o tipo de IES no qual o curso está inserido e com a modalidade na qual a licenciatura em Geografia é oferecida. / This thesis analyses the existing conditions of the Geography Teaching Courses with the mediation of the Brazilian territories. These courses have a strict relation with the historical, social, political and spatial processes. The events, especially those related to Higher Education, are centrally for understanding some of their main characteristics. Although within new political, educational and spatial conditions, some problematic aspects of these courses - that remain even these days - were detected in this research, such as the relation of the profile of undergraduate Geography Teaching Courses and Bachelors Degree Courses, the dichotomy between Physical and Human Geography, as well as the lack of teachers, among others. For carrying this research out, courses created after 1996 were focused on in the analysis, especially due to the influence of the policies established by the Law of Guidelines and Bases of National Education (1996); by the specific legislation of Teaching Courses (2002); by the National Curricular Guidelines for the Geography Courses (2002); by the evaluation system of courses and by the Expansion Plan of Federal Institutions (2007). The qualitative and quantitative data of this thesis were, mainly, gathered from the testimony of teachers, coordinators and students of undergraduate Geography Teaching Courses in Brazil; from The Anísio Teixeira National Institute of Studies and Educational Research (Inep); from the social economical questionnaire answered by Geography students, who did the National Exam of Students Performance (Enade), on the dimensions related to teachers, students and curricular elements of the courses. With these data, graphics, tables and maps were produced. After a general overview of the courses, a detailed analysis of the current situation of the Geography Teaching Courses offered in Amazônia, Maranhão, Piauí, Pernambuco all regions/ cities in the North and Northeast of Brazil - was provided. Geography courses offered in the Distance Modality, which were implemented in an inner Brazilian territory, were also analysed. The research results highlighted that the implementation of courses in the inner territory of Brazil has created some singularities in the researched courses. These singularities are related to the formation and the territorial dynamics of Brazil and also to the kind of institution in which the course is offered, as well to the type of modality of the course.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-04T10:23:09Z No. of bitstreams: 1 fernandorobertoamorimsouza.pdf: 6328191 bytes, checksum: a067c0691137d10461bb9b1d610680dd (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T01:49:26Z (GMT) No. of bitstreams: 1 fernandorobertoamorimsouza.pdf: 6328191 bytes, checksum: a067c0691137d10461bb9b1d610680dd (MD5) / Made available in DSpace on 2016-04-24T01:49:26Z (GMT). No. of bitstreams: 1 fernandorobertoamorimsouza.pdf: 6328191 bytes, checksum: a067c0691137d10461bb9b1d610680dd (MD5) Previous issue date: 2013-08-14 / A temática em estudo explora a educação profissional no Brasil, considerada atualmente matéria principal das políticas públicas do Ministério da Educação – MEC, por ser uma iniciativa que vem ao encontro do apelo midiático sobre a existência de um apagão de mão de obra no âmbito do mercado de trabalho brasileiro. Trata da Rede e-Tec Brasil, como estratégia adotada pelo governo para a qualificação de trabalhadores, constituindo-se numa ação de incentivo e apoio à oferta e expansão de cursos técnicos na modalidade a distância, que envolve instituições públicas de educação profissional e tecnológica das esferas federal e estaduais. Reflete sobre o crescimento significativo de matrículas nos cursos técnicos e o aporte orçamentário que aumenta, anualmente, e, proporcionalmente, ao número de matrículas para financiar as instituições, apontando que apesar do volumoso recurso público aplicado, não há por parte do MEC nenhuma ação de avaliação para mensurar sua eficiência de modo a garantir a eficácia desse investimento. Apresenta a sistematização de dados e informações sobre a educação profissional no Brasil, notadamente a avaliação das condições da oferta dos cursos da Rede e-Tec Brasil, contextualizada na Secretaria de Estado de Pernambuco, possibilitando levantar as potencialidades e fragilidades dos cursos, notadamente dos aspectos referentes ao processo de ensino-aprendizagem, além de subsídios para corrigir as possíveis distorções detectadas. A pesquisa permitiu um exame da realidade concreta, com a aplicação de questionários envolvendo alunos, coordenadores, tutores e professores dos cursos. Os resultados trouxeram contribuições importantes, vez que as questões abordadas envolveram diferentes componentes: cursos, polo e disciplinas onde cada avaliador trouxe informações importantes para a compreensão dos problemas investigados. A expectativa é que este estudo possa trazer contribuições significativas para elevar as condições de oferta de todos os cursos promovidos por meio da Rede e-Tec Brasil. / This study presents the systematization of data and information on vocational education in Brazil currently considered as the main theme of the policies of the Ministry of Education – MEC, as an initiative that is in agreement with the media appeal about the existence of a manpower blackout in the Brazilian labor market. This is the Brazil e-Tec Network, a strategy adopted by the government for qualifying employees, constituting an act of encouragement and support to technical courses in the distance mode expansion, which involves public institutions of professional and technological on federal and intrastate sphere. It reflects on the significant growth of enrollments in technical courses and budgetary support that increases every year, proportionally to the number of enrollments for financing institutions, indicating that despite the massive public resource applied, there is no evaluation by MEC in order to measure the strategy efficiency to ensure the effectiveness of this investment. It presents the systematization of data and information on professional education in Brazil, especially the conditions evaluation of the courses offered from Brazil e-Tec Network, contextualized in the Secretary of the State of Pernambuco, enabling the strengths and weaknesses raisings of its courses, particularly referring to the teaching and learning process as well as subsidies to remedy possible distortions detected. The research allowed an examination of the concrete reality, with questionnaires involving students, coordinators, tutors and teachers from the courses. The results brought important contributions, since the issues discussed involved different components: courses, pole and disciplines where each evaluator provided important information for the understanding of problems studied. The expectation is that this study should provide significant contributions for raising the supply conditions of all courses offered by Brazil e-Tec Network.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-16T19:11:16Z No. of bitstreams: 1 julianaceliadossantos.pdf: 637622 bytes, checksum: 901d2a2705289a605f499ac6a64f2666 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: consertar ex-coordenadores on 2016-10-04T15:33:58Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-04T15:38:33Z No. of bitstreams: 1 julianaceliadossantos.pdf: 637622 bytes, checksum: 901d2a2705289a605f499ac6a64f2666 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T16:19:21Z (GMT) No. of bitstreams: 1 julianaceliadossantos.pdf: 637622 bytes, checksum: 901d2a2705289a605f499ac6a64f2666 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T16:19:33Z (GMT) No. of bitstreams: 1 julianaceliadossantos.pdf: 637622 bytes, checksum: 901d2a2705289a605f499ac6a64f2666 (MD5) / Made available in DSpace on 2016-10-04T16:19:33Z (GMT). No. of bitstreams: 1 julianaceliadossantos.pdf: 637622 bytes, checksum: 901d2a2705289a605f499ac6a64f2666 (MD5) Previous issue date: 2010-04-09 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação possui como finalidade analisar o Curso de Pedagogia e a influência das Diretrizes Curriculares Nacionais no que tange à sua definição, à formação do pedagogo e à atuação deste profissional. Para isto, esta pesquisa utilizou como principais instrumentos metodológicos a análise de documentos oficiais e das considerações e propostas apresentadas pelas entidades educacionais; as diretrizes curriculares aprovadas em 2006; os apreços feitos por educadores referentes ao documento final aprovado; além da análise das entrevistas realizadas com seis professores (atuais coordenadores e ex-coordenadores) atuantes nos Cursos de Pedagogia da Universidade Federal de Minas Gerais, Universidade Federal de Viçosa, Universidade Federal de São João Del Rey e Universidade Federal de Uberlândia. / This thesis aims to analyze the Pedagogy Course and the influence of the National Curriculum Guidelines in its definition, teacher’s training and performance of this professional. For this, this research used as main methodological tools: the analysis of official documents and considerations and proposals presented by educational entities; the curriculum guidelines approved in 2006, the appreciation made by educators regarding the final document adopted, and the analysis of interviews done with six teachers (former and current coordinators) in activity on Education Courses of Federal University of Minas Gerais, Federal University of Viçosa, Federal University of São João Del Rey and Federal University of Uberlândia.

The State of Texas requires the completion of all six semester hours of government for graduation from a public college, but does not provide detailed guidelines regarding content, and related objectives, for these courses. Thus instructors have considerable discretion in the setting of course objectives. The problem of this dissertation, therefore, is the determination of course objectives actually set and the general orientation within political education that the objectives may reflect.

This research is part of the research line Education and Arts of Postgraduate Program in Education of Federal University of Santa Maria and was developed along with FAPEM Formação, Ação e Pesquisa em Educação Musical research group. The research aimed, as main objective, to comprehend the meanings (VYGOTSKY, 2009) attributed by undergraduates in the Pedagogy Major at UFSM to the music education in their professional-academic formation. The investigation followed methodological paths of qualitative approach, consisting of a case study (YIN, 2010) which had as instrument of data production five direct participant observations in Early Child Music Education classrooms, in the referred major, as well as the realization of individual interviews with six undergraduates in this discipline, during the development of this research. The observations were written in a Field Diary (TRIVIÑOS, 1987; LIMA; MIOTO, DAL PRÁ, 2007). The study was analyzed in meaning nuclei (AGUIAR; OZELLA, 2006; 2013), aiming at apprehending the meanings produced by the subjects. The resulting analytical categories refer to some of the contexts lived by the undergraduates, which constitute needs, motifs (REY, 2003; RODRIGUES; LUSTOSA, 2010) and meanings about music education in its professional-academic formation: Higher Education and labor market; Pedagogy Major relation between theory and practice; Musical Education in the Pedagogy Major; and Music in the undergraduates‟ personal and professional life. The theoretical framework that founded this research was anchored in five themes: (1) Meanings, according to Vygotsky (2009) and authors who have studied him (COSTAS; FERREIRA, 2011; ZUIN, 2011; AGUIAR; OZELLA, 2013); (2) Higher Education and its relation to the labor market (NOGUEIRA, 2012; FÁVERO; SGUISSARDI, 2012) and adult formation (ZABALZA, 2004); (3) the Pedagogy Major as locus of professional-academic formation of Child and Early Child Basic Education teachers (BRASIL, 2006); (4) Music Education in Pedagogy Major in Brazil (FIGUEIREDO, 2001; 2003; 2004; FURQUIM, 2008; CISZEVSKI, 2010) specifically in the Pedagogy Major at UFSM (BELLOCHIO, 2000; SPANAVELLO, 2005; CORREA, 2008; WERLE, 2010, OESTERREICH, 2010; DALLABRIDA, 2013); and (5) Music social meanings (SOUZA, 2002; LOUREIRO, 2003; HUMMES, 2004; HENTSCHKE et al, 2009; FREIRE, 2011; AMATO, 2012). We have concluded that the meanings attributed to music education in the Pedagogy Major at UFSM are related to meanings of Music associated to affectivity: to entertainment, to the construction of interpersonal relations and identities, to the expression of thoughts, emotions and feelings. Collaborative work developed in the disciplines of Music and Drama has enriched the meanings of Early Child Music Education discipline, in the Pedagogy major, constituting meanings about music education in this formative moment, according to the undergraduates. / Esta pesquisa está vinculada à linha Educação e Artes, do PPGE/UFSM e foi desenvolvida junto ao grupo de pesquisa FAPEM Formação, Ação e Pesquisa em Educação Musical. Buscou, como objetivo geral, compreender os sentidos (VYGOTSKY, 2009) atribuídos por acadêmicas do curso de Pedagogia/Diurno/UFSM à educação musical em sua formação acadêmico-profissional. A investigação percorreu caminhos metodológicos da abordagem qualitativa, consistindo em um estudo de caso (YIN, 2010) que teve como instrumentos de produção de dados cinco observações diretas e duas observações participantes nas aulas de Educação Musical para a Infância, do curso de Pedagogia/Diurno/UFSM, bem como a realização de entrevistas individuais com seis acadêmicas que cursavam essa disciplina, no período de desenvolvimento da pesquisa. As observações realizadas foram redigidas em Diário de Campo (TRIVIÑOS, 1987; LIMA; MIOTO, DAL PRÁ, 2007) O estudo foi analisado em núcleos de significação (AGUIAR; OZELLA, 2006; 2013), que tem como objetivo a apreensão de sentidos atribuídos pelos sujeitos. As categorias de análise resultantes remetem a alguns dos contextos vividos pelas acadêmicas, os quais constituem necessidades, motivos (REY, 2003; RODRIGUES; LUSTOSA, 2010) e sentidos sobre a educação musical em sua formação acadêmico-profissional: Ensino Superior e mercado de trabalho; Curso de Pedagogia relação entre teoria e prática; educação musical no curso de Pedagogia; e Música na vida pessoal e profissional das acadêmicas. O referencial teórico que fundamentou a pesquisa esteve ancorado em cinco temas: (1) Os sentidos, segundo Vygotsky (2009) e seus estudiosos (COSTAS; FERREIRA, 2011; ZUIN, 2011; AGUIAR; OZELLA, 2013). (2) O Ensino Superior e sua relação com o mercado de trabalho (NOGUEIRA, 2012; FÁVERO; SGUISSARDI, 2012) e a formação de adultos (ZABALZA, 2004); (3) O curso de Pedagogia como locus de formação acadêmico-profissional do professor da Educação Infantil e dos anos iniciais do Ensino Fundamental (BRASIL, 2006) (4) A educação musical nos cursos de Pedagogia, no Brasil (FIGUEIREDO, 2001; 2003; 2004; FURQUIM, 2008; CISZEVSKI, 2010) e, especificamente, na Pedagogia/UFSM (BELLOCHIO, 2000; SPANAVELLO, 2005; CORREA, 2008; WERLE, 2010, OESTERREICH, 2010; DALLABRIDA, 2013); e (5) Os significados sociais da Música (SOUZA, 2002; LOUREIRO, 2003; HUMMES, 2004; HENTSCHKE et al, 2009; FREIRE, 2011; AMATO, 2012). Concluiu-se que os sentidos atribuídos à educação musical no curso de Pedagogia/Diurno/UFSM estão relacionados a significados da Música associados à afetividade: ao entretenimento, à construção de relações interpessoais e de identidades, à expressão de pensamentos, emoções e sentimentos e. Um trabalho compartilhado, realizado entre disciplinas de Música e de Teatro enriqueceu os significados da disciplina Educação Musical para a Infância, no curso de Pedagogia, constituindo sentidos acerca da educação musical nesse momento formativo, segundo as acadêmicas.

Diese wissenschaftliche Arbeit untersucht die Befähigung der Lehrkräfte des Orientierungskurses. Laut Integrationskursverordnung müssen die Lehrkräfte ausreichende fachliche Qualifikationen und Eignung nachweisen, um die Ziele des Orientierungskurses zu erreichen. Anders als bei der Qualifizierung für die Vermittlung der Sprache muss jedoch kein entsprechendes Studium oder Zusatzqualifizierung für den Erhalt der Integrationskurslizenz absolviert worden sein. Die Forschungsfrage wird anhand einer Fallanalyse realisiert, die eine multiperspektivische und qualitative Betrachtung der Situation erlaubt. Im Zentrum der Fallanalyse steht die Erhebung qualitativer Interviews, die mit Orientierungskurslehrkräften und Sprachkurslehrkräften in der Landeshauptstadt Sachsens geführt wurden. Die Interviews wurden aufgenommen, transkribiert und nach Vorgaben der qualitativen Inhaltsanalyse nach Mayring untersucht. Der Orientierungskurs folgt im Normalfall als siebtes Modul auf die sechsmonatige Phase des Sprachkurses und schließt mit dem Test Leben in Deutschland ab. Die Position als letztes Modul im Orientierungskurs wurde von einigen Orientierungskurslehrkräften als negativer Einfluss auf die Motivation der Teilnehmenden angeführt. Außerdem verstärkt die organisatorische Überschneidung des Orientierungskurses mit der DTZ-Prüfung, die am Ende des Sprachkursteils steht, diesen Effekt. Die statistischen Daten aus dem Jahr 2016 zeigen, dass in diesem Jahr die höchste Zahl an Asylanträgen seit Bestehen des Bundesamtes für Migration und Flüchtlinge gestellt wurde. Ebenfalls hat sich die Zusammensetzung der Teilnehmenden der Integrationskurse seit 2014 deutlich verändert. Kamen die Teilnehmenden 2014 am häufigsten aus EU-Staaten, stand 2016 mit 50 Prozent der Neukursteilnehmenden Syrien an erster Stelle. Darauf folgte der Irak und Eritrea. Somit besitzt die Mehrheit der Kursteilnehmenden einen ähnlichen kulturellen Hintergrund. Außerdem machten männliche Teilnehmende mit 66 Prozent im Jahr 2016 die Mehrheit im Integrationskurs aus. In Sachsen liegt die Quote mit 72 Prozent über dem bundesweiten Durchschnitt. Entsprechend der bundesweiten Entwicklung stieg auch in Sachsen die Anzahl der Neukursteilnehmenden von 2 auf 4 Prozent im Vergleich zum Vorjahr 2015 an. Somit begannen im Jahr 2016 mit 758 Kursen deutlich mehr Integrationskurse als im Vorjahr. Die Lehrkräfte bestätigen die statistische Analyse durch ihre Aussagen. Der hohe Männeranteil wird ebenso angeführt wie die Homogenität der Herkunft. Einige Sprachkurslehrkräfte merken an, dass durch den einheitlichen Hintergrund der Teilnehmenden ein sprachlicher Austausch und somit der Lernprozess gehemmt ist. Weiterhin führen alle Lehrkräfte die Heterogenität der Vorbildung und der Leistungsfähigkeit als die größte Herausforderung an, die sich auch in den Lernerfolgen niederschlagen würde. Die unter 3.3 und 7.1 ausgeführte hohe Varianz des Sprachniveaus wird von den Orientierungslehrkräften bestätigt und als größte Herausforderung im Kurs benannt. Infolge des variierenden Niveaus sind die Teilnehmenden weniger motiviert, können nicht aktiv am Kurs teilnehmen und verstehen komplexere Themen schlechter. Das Curriculum gibt an, dass der Orientierungskurs auf Sprachniveau A2 ausgerichtet ist. Die Betrachtung der Beschreibung dieser Niveaustufe unter Punkt 7.1 zeigt jedoch eine hohe Diskrepanz zwischen dem Sprachniveau und dem Anspruch des Wortschatzes im Orientierungskurs. Dies bestätigen auch die Aussagen der Lehrkräfte (Punkt. 9.1 Kategorie 8). Außerdem müssen die sprachlichen Fähigkeiten nicht als Voraussetzung für den Orientierungskurs nachgewiesen werden.

The theme of my thesis is focused on downhill skiing which together with cross country skiing is the most important activity of winter tourist season. The downhill skiing has got a long tradition in the Czech Republic and there are a large number of ski resorts. One of the most important regions of downhill skiing in the Czech Republic is Krušné Hory. The development of tourism in the Krušné hory is very specific compared to other Czech mountains. After 1948, some parts of the territory inaccessible, as it was a border zone and in the following years they were destroyed by coal mining. The thesis analyzes the changes that were caused over many years in the Krušné Hory. This thesis is focused on the last ten years. The second part of the questionnaire survey shows the potential of the Krušné hory which is used by the schools in Ústí nad Labem. The main aim of the questionnaire was to find out where the schools from Ústí nad Labem organize their ski courses and what are the main priorities for the selection of the locality.

Doctor of Philosophy / Department of Physics / Eleanor C. Sayre / In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I will lay out a new theoretical framework based in epistemic framing that separates the problem solving space into four frames divided along two axes. The first axis models students' framing in math and physics, expanded through the second axis of conceptual problem solving and algorithmic problem solving. I use this framework to show how students navigate problem solving. Lastly, I will use this developed framework to interpret existing difficulties in quantum mechanics.