Curricula throughout the country, specifically in the School District of Hillsborough County (SDHC), do not encompass diverse subject matter as it relates to Latino/a students. The primary argument posed in this thesis is that consistent engagement to Latino/a writings in the English language arts classroom can be a positive force that contributes to an increased rate of retention of Latino/a youths in high school and a higher percentage of Latino/a high school graduates. This Latino/a literature can be in the form of supplementary reading material that teachers will have access to that will include Latino/a literature from various authors that represent the full spectrum of what the Latino/a experience is and how it is an integral part of the American kaleidoscope of literature. This thesis examines how culture-based education, currently used with American Indians, Alaskan Natives and Native Hawaiians, directly correlates to Latinos/as in regards to culture, learning methodology and academic achievement. Included is a full unit plan and a literature guide for teachers to use that includes a plethora of Latino/a literature divided by specific country of origin of author(s) as well as genre.

Czech school's curriculum often omits Jewish music. Based on the proposal of concrete music classes, this thesis aims at evolving and enriching this topic. The thesis is divided into two parts. Theoretical part (chapters one and two) begins with description of Jewish culture, history, religion, habits and holidays, including Jewish languages and specifics between Ashkenazi and Sephardic Jews, and follows with description of Jewish music, comprising particular modes and religious and secular music. The objective of this part is to present necessary broader information about Jewish culture for proposed concrete classes. Practical part (third chapter) proposes five thematically divided music classes based on three-phase model. Each music class includes staves extracts and texts; sheet music is annexed. The objective of music classes, which are based on music activities and methods of critical thinking and emphasise creativity of students and cooperation among them, is to build key competences and evolve multicultural behaviour. Nonetheless, this thesis is not a dogmatic proposal of plan of music classes, but primary serves as a source of inspiration for use and further development of concrete musical activities at school. KEY WORDS Jewish culture, Jewish music, music education, three-phase model,...

A presente pesquisa se propõe a registrar o contexto da criação e as experiências de onze anos de atuação do Programa de Cidadania artística Viva arte viva, com o objetivo de assinalar aproximações entre cultura e educação, a partir das interseções entre os campos da Gestão Cultural e da Pedagogia do Teatro. Ao final, almeja-se refletir, na perspectiva da experiência relatada, sobre o papel da Gestão Cultural na ampliação da dimensão educativa presente na prática artística e na formação do cidadão-artista. Palavras-chave: Viva arte viva, Pedagogia do Teatro, Gestão Cultural / This research\'s purpose is to register the context of creation and experience in eleven years of operation of the Citizenship Program Viva arte viva with the goal of pointing out similarities between Culture and Education from intersections between the areas of Theatre Pedagogy and Cultural Management. In the end, it aims to consider, from the reported experience, the role of Cultural Management in the expansion of the educational dimension present in art practice and development of the citizen-artist.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Este trabalho busca expressar a sistematizaÃÃo da experiÃncia de pesquisa desenvolvida no Assentamento Santana com seus educador@s do campo atravÃs do projeto Centros Rurais de InclusÃo Digital (CRID). O pressuposto fundamental era de que essas pessoas tinham uma cultura digital em construÃÃo e que se podia aprofundar essa questÃo a partir de uma metodologia onde o objeto de estudo se configurou com as vivÃncias, percepÃÃes e reflexÃes que ess@s educadores tecem a partir de suas prÃprias realidades. Para tanto, foi realizado um estudo teÃrico geral sobre sociedade da informaÃÃo educaÃÃo e depois aprofundada na anÃlise de dados com as falas dos sujeitos. O percurso de pesquisa foi qualitativo, numa abordagem etnogrÃfica que fez uso de diÃrio de campo como instrumento de organizaÃÃo dos eventos que contemplassem a cultura digital d@s educador@s do Assentamento Santana num campo presencial e virtual. As categorias consideradas nos aspectos de cultura digital d@s educadores caminham na direÃÃo para: construÃÃo de prÃticas contextualizadas à realidade em que vivem; planejamento para a utilizaÃÃo pedagÃgica do CRID e necessidade de formaÃÃo continuada, que pode ser feita entre el@s mesm@s e contando com apoio do grupo de gestÃo do CRID e a perspectiva coletiva de se viver o CRID como instrumento pedagÃgico para âalÃm da boa vontadeâ. à salutar a experiÃncia do CRID e sugerimos a criaÃÃo de novos espaÃos para a socializaÃÃo das prÃticas educativas nos CRID por parte d@s educador@s e que seja dada continuidade nos estudos nessa Ãrea que entrelaÃa cultura digital e educaÃÃo. As consideraÃÃes finais apontam para @s educador@s de Santana tÃm no CRID uma possibilidade de expressar sua autonomia tÃo desejada ainda no espaÃo escolar. Outro aspecto evidente foi a coletividade, vivida no assentamento, bastante expressiva na âluta de crescer e transformarâ atravÃs do CRID. / This study attempts to express the systematization of experience in research developed in the Rural Community Santana with its educators in a project Centros Rurais de InclusÃo Digital (CRID). The basic assumption was that these people had a digital culture in construction and that it could deepen this issue from a methodology where the object of study is configured with the experiences, thoughts and perceptions that educators draw from their own realities. For this reason, a general theoretical study has been realized about information society in education and after that depth in data analysis with talk of people. The roadmap has been a qualitative research, with an ethnographic approach that used a daily camp as tool for organizing events would contemplate the digital culture of educators in the rural Community Santana in a presence and virtual enviroment. The categories to be considered in aspects of digital culture of the educators to go toward: building practices contextualized to the reality in which they live; planning for CRID educational use and the need for continuing education, which can be made between the same and counting on management group support of CRID and collective perspective to live the CRID as a pedagogical tool for "beyond good will." The experience of CRID is good and we suggest the creation of new socialization spaces for educational practices in CRID by your educator is to give continuity to studies in this area that relation with digital culture and education. The final considerations point to Santanasâs educators that in CRID have a chance to express their autonomy so desired still at school. Another evident aspect was the community, living in the settlement, very expressive in the "struggle to grow and transform" from the CRID.

No description available.

The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population. / Ph. D.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T13:06:20Z No. of bitstreams: 1 Ricardo Alves Taveira.pdf: 1151021 bytes, checksum: c5d09ee17fb521dd9ae01f24204b8fd0 (MD5) / Made available in DSpace on 2016-05-10T13:06:20Z (GMT). No. of bitstreams: 1 Ricardo Alves Taveira.pdf: 1151021 bytes, checksum: c5d09ee17fb521dd9ae01f24204b8fd0 (MD5) Previous issue date: 2015-12-17 / This work addresses the initial training of Educators teachers and physical education teachers, with an emphasis on children movement body culture of early childhood education, aged between three and five years what the design on this body manifestation that such teachers They have and how they work with their students. It is a qualitative research, based on the cultural-historical theory of Vygotsky and authors linked to the culture of body movement and training of teachers (Children's Education and Physical Education). Used as instruments to build the empirical material research, participant observation and semi-structured interviews in two schools that have early childhood education in the city Espirito Santo do Pinhal/ SP. The choice of body culture movement is justified by the understanding that human movement is not restricted to a mechanical and insulation displacement, but in a form of body language we express and embed feelings, emotions, cultural influences, among others, contributing to overall development of children. The analysis of the material found in search field understand the investigated problems, which refers to the understanding of human movement as a necessary element and a member of the educational practice in early childhood education as a component that is linked in a timely manner in the relationship between teachers working in this cycle and the relationship between the students themselves, considering the historical and social context and promoting the use of the different aspects that interfere in Early Childhood Education (social, emotional, motor, cognitive) and also contributing in the areas of teacher training . These results indicate the need to structure the interdisciplinary work in this school stage in understanding the meanings that the body carries as a living collection of historical, social, cultural factors contributing to the development of children and the preparation of these professionals from their initial training. / Este trabalho aborda a forma??o inicial dos professores Pedagogos e dos professores de Educa??o F?sica, com ?nfase na cultura corporal de movimento de crian?as da Educa??o Infantil, com idades entre tr?s e cinco anos, ou seja, qual a concep??o sobre essa manifesta??o corporal que tais professores possuem e como trabalham com seus alunos. ? uma pesquisa qualitativa, fundamentada na teoria hist?rico-cultural de Vygotsky e em autores ligados ? cultura corporal de movimento e ? forma??o de professores (Educa??o Infantil e Educa??o F?sica). Utilizamos como procedimentos metodol?gicos para constru??o do material emp?rico da pesquisa, a observa??o participante e a entrevista semiestruturada em duas escolas que possuem a Educa??o Infantil na cidade Esp?rito Santo do Pinhal/ SP. A escolha pela cultura corporal de movimento se justifica pelo entendimento de que o movimento humano n?o se restringe apenas a um deslocamento mec?nico e isolado, mas numa forma de linguagem corporal em que expressamos e embutimos sentimentos, emo??es, influ?ncias culturais, dentre outros, contribuindo ao desenvolvimento global das crian?as. A an?lise do material encontrado em campo busca compreender a problem?tica investigada, que se refere ? compreens?o do movimento humano enquanto elemento imprescind?vel e integrante da pr?tica educativa na Educa??o Infantil, como um componente que se articula de forma pontual na rela??o entre os professores que atuam nesse ciclo, al?m das rela??es entre os pr?prios alunos, considerando-se o contexto hist?rico-social e favorecendo o aproveitamento dos diferentes aspectos que interferem na Educa??o Infantil (social, afetivo, motor, cognitivo) e, ainda, contribuindo nas ?reas de forma??o de professores. Os resultados desta pesquisa indicam a necessidade de se estruturar o trabalho interdisciplinar nesta etapa escolar, no entendimento dos significados que o corpo traz consigo, enquanto um acervo vivo de fatores hist?ricos, sociais, culturais, contribuindo com o desenvolvimento das crian?as e o preparo desses profissionais, desde suas forma??es iniciais.

This study explored the state of art education in Turkey as revealed by pre-service art education university instructors, and the potential of incorporating visual culture studies in pre-service art education in Turkey. The instructors' ideas about visual culture, and popular culture, the impact it might have, the content (objects), and the practices within the context of Turkey were examined. Visual culture was examined from an art education perspective that focuses on a pedagogical approach that emphasizes the perception and critique of popular culture and everyday cultural experiences, and the analysis of media including television programs, computer games, Internet sites, and advertisements. A phenomenological human science approach was employed in order to develop a description of the perception of visual culture in pre-service art education in Turkey as lived by the participants. In-person interviews were used to collect the data from a purposive sample of 8 faculty members who offered undergraduate and graduate art education pedagogy, art history, and studio courses within four-year public universities. This empirical approach sought to obtain comprehensive descriptions of an experience through semi-structural interviews. These interviews employed open-ended questions to gather information about the following: their educational and professional background; their definitions of art education and art teacher education and what it means for them to teach pre-service art education; critical reflections on the educational system of Turkey; perceptions of visual and popular culture; and finally individual approaches to teaching art education. This study was conducted for the purpose of benefiting pre-service art teacher education in general and specifically in Turkey. It provided the rationale, the nature, and pedagogy of visual culture as well as the why and how of visual culture art education in the context of Turkey. Furthermore, it provided insights into the potential contribution of the concept of visual culture to the understanding of art and improvement of art teacher training in the context of Turkey.

Master’s thesis includes building documentation of new building of city center of culture and education. Ground plan is in „L“ shape and it is placed in a hillside. There will be a library, multipurpose class, exhibition area, reading room and café. Building has three floor in one part and in second part two floor with partially imbedded basement. The roof is flat. It’s a detached building in the centre of town Dvůr Králové nad Labem.

No description available.