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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O Brasil vivencia um perÃodo de imersÃo tecnolÃgica em todas as Ãreas da sociedade, e a cada dia sÃo criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanÃas advindas dos avanÃos tecnolÃgicos e ficar atenta Ãs novas possibilidades educacionais para desenvolver prÃticas contemporÃneas, a partir da inserÃÃo de computadores em atividades curriculares. Estes recursos possibilitam a interaÃÃo nas atividades em grupo, na troca de ideias e opiniÃes; ou para a pesquisa de outras realidades. Dessa forma, este estudo tem por objetivo analisar como o computador, por meio de recursos digitais, utilizados em atividades realizadas colaborativamente, pode fazer emergir Zonas de Desenvolvimento Proximal (ZDP). Esta pesquisa foi desenvolvida em uma escola pÃblica municipal de Aquiraz/CE, em grupos de dois ou mais aprendentes. Foi utilizada a metodologia qualitativa, com carÃter interpretativo. A tÃcnica de pesquisa envolveu a observaÃÃo participante, com anÃlise microgenÃtica, e, como instrumentos de coleta de dados, vÃdeos e diÃrios de campo. As atividades planejadas envolveram as disciplinas curriculares, o uso do computador e alguns recursos da Internet. Os procedimentos metodolÃgicos foram considerados a partir de uma abordagem microgenÃtica, e definidos com a fundamentaÃÃo de pesquisadores contemporÃneos, como ColaÃo et al. (2007) e Meira e Lerman (2009), que ampliaram e interpretaram novos conceitos da ZDP de Vygotsky (1994). Os resultados foram analisados de acordo com categorias, no momento da anÃlise dos dados. A primeira categoria â InteraÃÃo entre pares â foi detalhada como as atividades em grupo, e a participaÃÃo dos pares contribuiu no desenvolvimento de ZDP. A segunda categoria â InteraÃÃo com alguÃm mais experiente â envolveu contribuiÃÃes e assistÃncia de alguÃm mais experiente, contribuindo para facilitaÃÃo da aprendizagem. Na categoria seguinte â Suporte da tecnologia â foram detalhados o uso da tecnologia pelos alunos e as contribuiÃÃes desse recurso para os processos de ensino e aprendizagem. Na Ãltima categoria â Protagonismo estudantil â foi discutida a maneira como os alunos conseguiram ultrapassar seu nÃvel de desenvolvimento, podendo atuar como autores do prÃprio conhecimento, sendo observadas duas caracterÃsticas: Ativismo e Autonomia. Os resultados destacaram momentos em que os recursos, aliados à interaÃÃo entre pares, promovem e facilitam a emergÃncia de ZDP, acarretando aprendizagem e promovendo atuaÃÃes e posturas de autoria desses aprendentes em seu processo. / Brazil is experiencing a period of technological immersion in all areas of society and every day, technologies are created that power the various human activities. The school should monitor the resulting changes of technological resources and be open to new educational possibilities to develop contemporary practices, from the inclusion of computers in school activities. Computers are features that enable interaction in group activities, the exchange of ideas and opinions; or the research of other realities. Thus, this study aims to analyze how the computer through digital resources used in activities collaboratively, can emerge Proximal Development Zone (ZDP). This research was developed in a municipal school in Aquiraz / CE, in groups of two or more learners. Qualitative methodology with interpretative character was used. The research technique involved participant observation, with micro genetic analysis and as tools for collecting videos and daily data field. Planned activities included the curriculum subjects, the use of computer and some Internet resources. The methodological procedures were considered from a micro genetic approach, and defined with the statement of contemporary researchers, as Meira and Lerman (2009) and Colaco et al. (2007) which expanded and interpreted new concepts of the ZDP Vygotsky (1994). The results were analyzed according to categories at the time of data analysis. In the first category, interaction among peers, was detailed as group activities, and peer contribution contributed to the development of the zone. In the second category, interaction with someone more experienced, involved contributions and assistance from someone more experienced, contributing to facilitating learning. The next third, technology support, has detailed the use of technology by students and contributions of this resource for teaching and learning processes. In the last category, student Protagonism discussed how students managed to overcome their level of development and can act as author of knowledge itself, and observed two characteristics: Activism and autonomy. The results highlighted times when resources combined with peer interaction promote and facilitate the emergence of ZPD, resulting in learning, promoting performances and authoring postures of these learners in the process.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-04T15:54:27Z No. of bitstreams: 1 Leandro Tenorio do Nascimento.pdf: 17113710 bytes, checksum: 80f9aadb50d595b2c2a750da3a03529d (MD5) / Made available in DSpace on 2017-04-04T15:54:27Z (GMT). No. of bitstreams: 1 Leandro Tenorio do Nascimento.pdf: 17113710 bytes, checksum: 80f9aadb50d595b2c2a750da3a03529d (MD5) Previous issue date: 2016-12-07 / This research aims to evaluate the proficiency levels in math, students of the 6th year of primary school to the 3rd year of high school, with reference to the proposed content in the curriculum of the first four years of elementary education I. starts from assumption that these early mathematical concepts are very important in the mathematical logical reasoning construction process, being necessary therefore a follow-up arrest of this knowledge by students in later grades to key I, through polls and pedagogical interventions. With the quantitative and qualitative nature, characterized as case studies, carried out in two schools in the public school system, taking care to select one of those in peripheral region, which serve children from disadvantaged communities and other school in more centralized region in city center for pupils from different social classes of Franco da Rocha, city of São Paulo. The investigative research aims to identify the predisposition of dyscalculia among the evaluated students and the degree of difficulty that is presented in the subject, since the assessment that was applied consisted of questions with proposals abilities by the São State Education Paul, the mathematics curriculum and their technologies for students of 1st to 4th grade of elementary school, students in the 6th grade of elementary school II the 3rd year of high school. The research methodology was based according to the descriptive comments Robert Bogdan and Sari Biklen (1994). / A presente pesquisa tem como objetivo avaliar os níveis de proficiência em matemática, de alunos do 6º ano do ensino fundamental ao 3º ano do ensino médio. Teve como referência os conteúdos propostos no currículo oficial da Secretaria a Educação dos primeiros 4 anos do ensino fundamental I. Parte-se do pressuposto de que esses conceitos matemáticos são muito importantes no processo de construção do raciocínio lógico matemático, sendo necessário, assim, acompanhar a apreensão desses conhecimentos pelos alunos das séries posteriores ao fundamental I. Foram realizadas intervenções pedagógicas caracterizando-se como estudo de casos, realizado em duas escolas da rede pública, escolhendo uma região periférica e outra escola em região mais centralizada da cidade de Franco da Rocha, na Grande São Paulo. A pesquisa tem como finalidade identificar a pré-disposição á discalculia entre os alunos avaliados e seu grau de dificuldade. A pesquisa constava de questões com habilidades propostas pela Secretaria da Educação do Estado de São Paulo, no currículo de Matemática e suas Tecnologias para alunos de 1ª a 4ª série do ensino fundamental I, em alunos do 6º ano do ensino fundamental II ao 3º ano do ensino médio. A metodologia de pesquisa foi construída segundo as observações descritivas de Robert Bogdan e Sari Biklen (1994).

In 2005, the city of Port Elizabeth, in the Nelson Mandela Bay Municipality (NMBM) of the Eastern Cape Province of South Africa, initiated an urban renewal project of its derelict city centre areas and the southern part of the old Port Elizabeth port. This, after the newly constructed Port of Ngqura, 34-kilometres north of Nelson Mandela Bay, was designed to serve as a state-of-the-art industrial port within a specially established Industrial Development Zone (IDZ). This has freed the existing southern part of the old Port Elizabeth port – strategically centred on the doorstep of the city – up for re-development for nonindustrial purposes, effectively opening it up to retail, residential, office and tourism/leisure/entertainment development; and causing it to become an extension of the inner city. The Urban Renewal Plan and the implementation thereof, address specific local economic growth-related factors, integrated with urban development challenges applicable to the city. Since the process began in 2005, significant progress has been made, embracing a long-term approach incrementally implemented on the basis of a well-researched overall plan. This plan is hinged on the strong foundation of in-depth, extensive market research in the retail, residential, office and tourism/leisure/entertainment sectors and aims at the creation of a strong cluster around these areas of development. The term cluster describes the concept of groups of inter-connected and related firms, suppliers, related industries, and specialized institutions in particular fields, uniting in particular a location to - amongst other reasons - maximise their reach, lower their costs and enhance their business (Porter: 1990: 71). In this study, the cluster concept is broadened to encompass a constellation of urban developments around and complementing retail, residential, office and tourism/leisure/entertainment business. As such, the urban renewal project becomes an important element in the Local Economic Development (LED) planning of Port Elizabeth. The practical experience of traditional, rational and urban planning methodology, often conflicts with the reality of market demand - particularly in the South African case. Therefore, this study explores an alternative method for approaching urban planning, by focussing on the bottom-up approach, which essentially takes into account the needs of the customer – or local community – through a special purpose vehicle: a fresh, alternative approach to urban renewal that still makes a positive contribution to local economic development. The Mandela Bay Development Agency (MBDA) – a separate company formed by the NMBM to manage the redevelopment of the city – strategy embraced an interventionist approach to urban renewal as an alternative framework for encouraging overall development in a particular urban node. The cornerstone of the MBDA’s urban renewal approach is an overarching philosophy of “private sector investment following public sector infrastructure investment” (MBDA: 2010: 2). This research is the result of a long-standing interaction between theory, praxis and reflection. Experiences of practical implementation have been framed by the MBDA project over a five year period and build the case-study presented. viii Urban planning and urban renewal are used in a pro-active, action-orientated manner, to achieve sustainable, competitive LED through the development of a viable multi-purpose, non-industrial retail and leisure cluster in Port Elizabeth. Port Elizabeth is still known as the Friendly City. This epithet originated from an effective tourism marketing campaign in the eighties, but as a true description, has become somewhat diminished by the urban decay of the past twenty years. The Friendly City concept refers to a city that presents a healthy mix of work, housing and leisure – a combination of lifestyle offerings that no longer really exist in Port Elizabeth. However, through interventionary initiatives such as the MBDA’s Urban Renewal Plan, this situation is likely to change as a result of catalytic urban developments. Port Elizabeth was built on an internationally competitive motor manufacturing and industrial cluster, but had few other major industries. As such, the creation of an innovative urban renewal cluster was critical for the diversification of its economy – not only from a local economic perspective, but also from a national and international competitiveness point of view. It is the general feeling amongst city planners, economists and industrialists that the current industrial base of Port Elizabeth is not sufficient and that a more diversified economy would have the potential to improve the domestic and global competitiveness of the city. This interaction between the dual goals of economic and urban development, produces farreaching effects on the discourses of urban management and planning, as the two compete and converge to push development forward. Diversification is, however, not an easy endeavour. Considerations around growth-related objectives on planning demands – a shift from the rational, linear and government-based structure of urban management, to an interactive governance of planning and development – where integrated urban and economic strategies inter-play with planning and implementation, has become important in the creation of a more diversified economy. In Port Elizabeth, this approach is referred to as an “alternative method” of urban planning: An approach that involves a process of guided development through a collaborative bottom-up engagement, involving local government, public participation and the private sector. The alternative method of urban planning is further reinforced by the current economic recession, which is, and will continue to, change property development and its response to the needs of the market for the foreseeable future. The solution to urban renewal does not only lie in well-targeted, well-researched public-sector infrastructure investment (that responds strongly to the market and customer needs), but in a joint participatory process that ensures that the final design of infrastructure projects is the outcome of what the market requires, as a means to ensure sustainability and the biggest possible response in private sector investment. Because of global economic forces, the functional and developmental structure of the neighbourhood – where the epicentre of the growth system is situated – has become of paramount significance. This thesis attempts to demonstrate how urban renewal and the redevelopment of designated, formally idle city buildings and public spaces may serve as a site for the creation of an urban growth node or urban cluster. A key focus of this study is how new economic and social growth based structures can be induced to integrate with the process of urban redevelopment. Further demonstrated is that the agenda for urban management, illuminated in the light of the described practices, conducts a fundamental re-appraisal in its local economic development context. Local economic development has been lauded as the saviour of development at a local level in South Africa. LED, however, has by no means utilized the required level of property development pragmatism and has thus, throughout the duration of its approach, not culminated in specific sustainable, capital-driven projects – which is probably one of the reasons for its overall market failure in South Africa and Port Elizabeth. LED has therefore become an outdated economic approach that leaves in its wake, the necessity and opportunity for a fundamental change. Urban renewal and the city’s economic contribution to LED, requires a completely new conceptualisation of urban renewal in its narrow sense, and urban design and planning in its broader sense. Concepts such as redevelopment and urban renewal are frequently used in planning discourse. Redevelopment is understood to encompass actions of clearing (such as slum clearance), reorganising or reconstruction. Renewal signifies rebirth, breaking new ground or innovatively refashioning; a form of re-growing or bringing new and more prolific life. In this thesis, reference is made to urban renewal as an attempt to influence social and economic forces in a desired direction, integrated with planning and development. It re-conceptualises redevelopment as more than a matter of reconstructing an urban arrangement. These concepts are often used in line with the new governance-based style of urban planning, such as guided development, development planning and efforts for enabling the feasibility thereof. This thesis attempts to clarify under what conditions redevelopment is unified with social and economic regeneration. Its approach intends to scrutinise regional strategies, urban management and urban planning to generate an understanding of the urban environment as it relates to growth issues. Many growth-related discourses are discussed in terms of development and innovation. The grammar of this process, when unified with urban development, is referred to as a Dynamic Place Initiative (DPI). In the DPI, issues of feasibility (enablement) are unified in formal government, planning and implementation, restricted to a specific bounded area. The core focus of interest in this thesis is not primarily concerned with architecture and urban design, but rather with the principles of how the process may be implemented as a leverage tool to encourage a range of factors to interact with government agents in an LED-orientated field of action. This field includes not only the built infrastructure, but also the inherent economic and social targets that come with such infrastructure. This thesis discusses economic and innovation theory, as a method of understanding urban development, yet should be understood as an analysis of urban renewal and urban planning. The MBDA case study is a brownfield (redeveloped/renovated) development within an economic cluster of retail, residential, office and tourism/leisure/entertainment. The MBDA uses greenfield (new) development to complement urban renewal and systems of innovation x that endeavour to meet customer needs. The development case aims to focus on its customer (or local community) needs in an all-encompassing approach. Specifically, this includes guided development - a process using well-defined urban design briefs that ensures urban designs are complementary in their overall impact and culminate in a dynamic place initiative. The situation in Port Elizabeth is not unique. On account of global forces of industrial transformation, many countries have, and continue to, find themselves struggling with the renewal of large and redundant inner urban areas that were formerly used for industry and logistics. A typical challenge in this type of context for renewal is to design development schemes that will encourage economic growth and revitalisation within these areas. Although planning, construction and development are systematically methodical activities, economic and social regeneration are more complex. Due to the on-going transformation of the economy in South Africa, the urban context is under constant pressure to change in tandem with pressurised demand for change. The driving forces in the economy are progressing from a nation-orientated and raw-materialbased production origin, which formed the industrial society, to a global, regional and information-orientated urban growth-based structure. The condition of cities has become one of the qualities – or a prominent part of the overall quality – of this so-called knowledge economy. The urban environment, the territorially bounded areas which comprise it and the conditions of the environment within which it exists, are important factors for competitiveness, at both a city and regional level. Observed in reverse, competitiveness has also become a critical factor in achieving complex urban change from a new perspective of economic growth. Cities are the engines of regional and national growth. The economic success of cities and CBDs in South Africa is vital and will effectively ensure the much-needed upgrading of CBD and township infrastructure, using the revenue streams generated during city-centred economic revival. In South Africa (and likely elsewhere in the world), urban renewal is not only about aesthetics, but also about providing a foundation for urban planning, functional architecture and LED. In situations where cities undertake the urban renewal of redundant areas and buildings, economic competitiveness is foremost on the agenda. In order to understand how the forces of production and growth are linked with urban development, it is important to consider the new growth-orientated context for planning. An awareness of these changes and their trends, expressed as a paradigm shift, is reflected in the current discussions concerning the revision of urban planning in South Africa. This specifically targets integration between the previously disadvantaged communities and the advantaged communities. The Strategic Spatial Implementation Framework (SSIF) (2005), often referred to as the “Master Plan” of the MBDA, is an interventionist plan to ensure that the urban renewal infrastructure programme has well-researched projects with a strong catalytic impact leading xi to private sector investment and that thus secure the highest possible economic multiplier impact. Over the past four years, extensive capital has been deployed in Port Elizabeth’s urban infrastructure to lay the foundation for an enabling environment for private sector investment that will culminate in mobilising people to live, work and play in the city again. Public participation and market research have shown that the demand for residential, office, retail and tourism/leisure/entertainment will be directed largely by the black population; more specifically, the “black diamond” middle class anticipated to dominate the future Port Elizabeth economy (MBDA: 2010). It was the initial infrastructure programme in the CBD – which included projects that codepended or linked up with one another, to form a collective whole – which lifted the inner city to another level. It is these urban projects that culminated in renewed interest in the city, inter-linking this interest with the retail, residential, office and tourism/leisure/entertainment customer needs of the city. In most European countries, as in the case of South Africa, urban planning is in the process of transformation, from being a method for regulation and control into becoming a channel for possibilities and enabling development at local level. It is common cause that society needs to be more involved in a city’s planning processes. Tax payers now increasingly demand the use of government funds for infrastructure and the improvement of public areas and open spaces. In the 1980s, the liberal alternative to meet the shortage of tax money was to rely on private investment for urban development. The society used its organisational and planning capacity to encourage market investment through public-private partnerships (PPPs). This strategy is viable in situations where the level of financial risk is low or where conditions are reasonably predictable. Private actors refrain from investment in complex settings where the returns are projected to be far ahead in the future. In South Africa, this is often perceived as a degree of business fatigue; particularly in respect of public-private partnerships. Urban development through private sector investment requires leadership. This can come in the form of the precreation of an enabling environment, i.e. extensive publicly funded basic urban infrastructure investment. Consequently, the urban context requires development to a level where investment can be motivated by core business economic reasoning. In short, other than making social and political sense, urban planning must adhere to financial and economic sense. The society is an important actor and one that has far-sighted motives. In Port Elizabeth, as in the case of many other municipalities, the revenue pool drawn from rates and taxes is simply insufficient to meet the demands of society. The Dynamic Place Initiative represents an alternative that unifies the advantages of the two previous planning discourses. Through a limited agency – such as the MBDA – positioned to guide urban development, the city is enabled to form advanced, politically-set strategies and at the same time, isolate the financial risk through the response of private sector investment. It should be emphasised that the private sector enters the realm of urban development through property actions guided by the planning system. Planning questions ought to be based around the there and then rather than the here and now. The MBDA has become a conduit for dealing with these systems gaps, ensuring that urban and port planning is not limited in focus but speaks to customer needs and makes financial and economic sense. / Thesis (DPhil)--University of Pretoria, 2013. / gm2013 / Town and Regional Planning / unrestricted

M.A. (Public Management and Governance) / This study focuses on the policy programme feasibility of the proposed OR Tambo Industrial Development Zone (ORTIAIDZ) programme to determine the viability of its implementation. This introductory chapter highlights the background and rationale in order to provide context to the problem statement and the chosen research approach. The research questions and research objectives are provided and the research investigation methodology (research approach, design, data collection and analysis methods) used in this study are clarified. The chapter also clarifies the explicit terminology used in the text. Finally, a synopsis of the chapters comprising the dissertation is provided.

This thesis focus on the change in goal within the revised curriculum where digital techniques are included and the preschool teachers’ perception of pedagogical work with aesthetic learning processes. The study has a phenomenographic approach. Semi-structured interviews were conducted to collect data. The analysis points out differences and similarities in the preschool teacher’s perceptions of image creation. The result of the study show that the preschool teachers’ perceptions show similarities and differences in children´s free image creation and the controlled image creation initiated by the adults. The preschool teacher’s perceptions of the controlled image creation show that it is often used as an aesthetic learning process to learn another subject or to process an experience while the perceptions of free image creation are that it happens more often spontaneously. It is used in the different theme areas of the preschool, because they perceive themselves lacking in knowledge and/-or interest. The preschool teacher’s perceptions of digital tools in relation to the preschool’s revised curriculum are that it is seen as a complement to analogue tools, but that the environment believes that the digital will replace analogue tools. The preschool teachers perceive that they lack knowledge about digital tools and that makes it difficult to implement it in teaching so that it will become a natural part of the teaching. The conclusion is that the preschool teachers are perceived to have a basic knowledge in the field of image creation and the digital tools. In order for the image creation and the preschool’s revised curriculum to be implemented, preschool teachers need more knowledge. Through knowledge is interest born and with more interest and knowledge, more aesthetic learning processes are created. / Med utgångspunkt i hur förskollärare uppfattar hur förskolans reviderade läroplan med digitala tekniker och förändrad målbeskrivning så är syftet för studien att fördjupa förståelsen kring hur förskollärare uppfattar det pedagogiska arbetet med estetiska lärprocesser med fokus på bildskapande. Undersökningen genomfördes med en fenomenografisk metodansats och halvstrukturerade intervjuer. Analysen genomfördes för att synliggöra skillnader och likheter i förskollärarnas uppfattningar om bildskapandet. Resultatet visar att förskollärarnas uppfattningar om det fria bildskapandet är barninitierat och sker spontant. Detta ses som det” riktiga” bildskapandet och barnen skapar tillsammans med kompisar. Förskollärarnas uppfattningar om det styrda bildskapandet visar att det ofta används som estetisk lärprocess till att lära ett annat ämne eller för att bearbeta en upplevelse. Det används inom förskolans olika temaområden, detta för att de uppfattar sig själva sakna kunskap och/- eller intresse. Förskollärarnas uppfattningar om digitala verktyg i relation till förskolans reviderade läroplan är att det ses som ett komplement till analoga verktyg, men att omgivningen tror att det digitala ska ersätta analoga verktyg. Förskollärarna uppfattar att de saknar kunskaper kring digitala verktyg och det gör det svårt att implementera det i undervisningen så att det ska bli en naturlig del i undervisningen. Slutsatsen är att förskollärarna uppfattas ha en grundkunskap inom bildskapandet samt de digitala verktygen. För att bildskapandet och förskolans reviderade läroplan ska kunna genomföras så behöver förskollärarna få mer kunskap. Genom kunskap föds intresse och med mer intresse och kunskap skapas fler estetiska lärprocesser.

The purpose of this study is to examine whether pupils ' understanding of spoken factual texts is different if you teach using digital tools compared to analogue teaching material. The background to the survey is that Digitalisation has gained an increasingly large place in the Swedish school after changes in the curriculum. The survey's collected material has been received after a survey where 48 students in Grade 1 have been asked to answer questions for two spoken texts, one with digital tools and one using analog teaching material. The answers have since been compiled and analysed from a socio perspective with Vygotskijs thoughts as a basis. The results of my study show that students ' listening comprehension of spoken factual texts is proving to be a little better when teaching is done using digital tools. The reasons for this result I discuss from the idea that digital tools in themselves are not the reason in itself but are an aid and need to interact with several other components to achieve positive results. / Syftet med denna undersökning är att undersöka om elevers förståelse av upplästa faktatexter skiljer sig åt om man undervisar med hjälp av digitala verktyg jämfört med analogt undervisningsmaterial. Bakgrunden till undersökningen är att digitaliseringen har fått en allt större plats i den svenska skolan efter förändringar i läroplanen. Undersökningens insamlade material har inkommit efter en enkätstudie där 48 elever i årskurs 1 har fått svara på frågor till två upplästa texter, en med digitala verktyg och en med hjälp av analogt undervisningsmaterial. Svaren har sedan sammanställts och analyserats utifrån ett sociokulturellt perspektiv med Vygotskijs tankar som grund. Resultatet i min undersökning visar att elevernas hörförståelse för upplästa faktatexter visar sig vara aningen bättre när undervisningen sker med hjälp av digitala verktyg. Orsakerna till detta resultat diskuterar jag utifrån tanken att digitala verktyg i sig inte är anledningen i sig utan är ett hjälpmedel och behöver samverka med flera andra komponenter för att uppnå positiva resultat.

I studien undersöks sambandet mellan elevers upplevelser av lärarnas formativa bedömningar och effekten av lärandet i ett yrkessammanhang. Tidigare forskning visar att kommunikation kring lärandet är viktigt för att en vidare utveckling ska ske. Framförallt måste de kunskaper som saknas i förhållande till målen definieras av både lärare och elever, samt att målens kvalité är tydlig för båda parter. Avsikten är att öka förståelsen av hur yrkeslärare kan ge eleverna ett yrkeskunnande i linje med nationella målbeskrivningar via sin formativa bedömning. Undersökningen är gjord med kvalitativa forskningsintervjuer i en yrkesförberedande utbildning på två Hotell- och restaurangprogram. Den sociokulturella teorin om lärandet och den proximala utvecklingszonen har använts för att analysera resultatet. Resultatet visar att eleverna upplever att lärarna värderar specifika yrkeskvalitéer som speglar den yrkeskulturella förståelsen högst i samband med bedömningen. Dessa är enligt eleverna handlingskraft, arbetstempo, samarbetsförmåga, självständighet och att kunna prestera ett gott resultat. Lärandet i yrkessammanhanget saknar formativa bedömningar i den mening att lärarna inte kommunicerar kursmålen eller ger återkoppling på elevernas prestationer och utveckling. Lärarna förmedlar att yrkeskvalitéer bedöms genom kroppsspråk, kritisk återkoppling och det krav som ställs på eleverna att arbeta utan handledning. Resultatet visar också att eleverna redaninnanlärandetillfället måste ha ett tekniskt kunnande för att nå upp till lärarnas krav på yrkeskvalitéer. Yrkessammanhanget utgör en problematik kring det individuella lärandet eftersom undervisningen inte utgår från den enskilde elevens förutsättningar och behov. Vidare diskuteras den motsättning som utgör en yrkeslärares profession, att kunna förena kursmål och programmål med den egna synen på relevant kunskap inom ett yrkesområde, samt hur detta ska förmedlas och läras ut till eleverna.

This study will discuss with the transition of China¡¦s technology innovation system before and after ¡§Open door policy¡¨. Because I want to know how many characters between those two phases? Why China chose transition before ¡§Open door policy¡¨? When China upgrades their innovative capabilities, do any factors affect outcomes? This study will use more macroscopic to face transition of China¡¦s technology innovation system since established PRC. To survey the institution and interaction between governments, research institutes, universities, native companies and foreign-invested companies. Finally, this study consider that China¡¦s achievement is not clearly because the shortage of talent, basic research capability between research institute is weak, government have ¡§strong control¡¨ in this system, the market mechanism is not maturity so that Chinese native companies do not have skilful in innovation. Consequently, China¡¦s technology innovation system seems to have long way to go.

Syftet med denna studie är att undersöka nyanlända barns användande av icke-verbal kommunikation när de leker fritt, samt om det är någon skillnad när en pedagog är närvarande. Det studeras också i vilka karaktäristiska lekar de nyanlända barnen använder sin icke-verbala kommunikation mest. Studien är kvalitativ och undersökningen är utförd genom observationer, som utfördes under två dagars tid. Observationerna har utförts på en mångkulturell förskola där fokus har varit på fri lek, den proximala utvecklingszonen, pedagogiska atmosfärer och icke-verbal kommunikation. Resultaten visar att de nyanlända barnen använder sig av icke-verbala kommunikationsformer när de leker med varandra, detta tydliggörs i fyra karaktäristiska lekar som beskrivs i resultatdelen. Vidare framgår det av studien att det finns skillnader i barnens kommunikationsstrategier när det finns pedagogiskt stöd i leken gentemot när barnen leker utan pedagogers stöd. / The purpose of this study is to examine the newly arrived children's use of non -verbal communication when they are playing freely, and if there is any difference when a preschool teacher is present. It is also being studied in which characteristic games the newly arrived children use their non - verbal communication the most. The study is qualitative and the study is performed through observations. The observations have been conducted in a multicultural preschool where the focus has been at free play, the proximal development zone, educational atmospheres and non-verbal communication . The results show that the newly arrived children use non-verbal forms of communication when playing with each other , this is made clear in the four characteristic games described in the results section of this study. Furthermore , it appears from the study that there are differences in the children's communication strategies when there are educational support in children’s play compared to when they play and do not have educator’s support.