Projet professionnel personnel de bibliothécaire : dossier d'aide à la décision : Villeurbanne, ENSSIB : 2002.

Thèse doctorat : Informatique : Villeurbanne, INSA : 2006. / Titre provenant de l'écran-titre. Bibliogr. p. [138]-145.

Reproduction de : Thèse de doctorat : informatique : Grenoble 1 : 1987. / Titre provenant de l'écran-titre. Bibliogr. p. 247-260.

Projet professionnel personnel de bibliothécaire : gestion de projet : bibliothéconomie : Villeurbanne, ENSSIB : 2008. / Texte intégral. Résumé en français et en anglais. Bibliogr. f. 53-57. Lexique de la GED.

Mémoire de master en sciences de l'information et des bibliothèques : services documentaires numériques : Villeurbanne, ENSSIB : 2007. / Texte intégral. Résumé en français et en anglais. Bibliogr. f. 81-83. Sitographie f. 83. Glossaire.

Projet professionnel personnel de bibliothécaire : gestion de projet : bibliothéconomie : Villeurbanne, ENSSIB : 2008. / Texte intégral. Résumé en français et en anglais. Bibliogr. f. 55-62. Index.

Thesis--München. / Bibliography: p. l, 3-5.

Recent reports on the media saturation experienced by the twenty-first century student have brought about an increased interest in focusing attention on the issue of visual literacy in today's schools. Concepts such as instructional personalization, where approaches to curriculum design and instruction are created to concentrate on the individual strengths of the learner, have been promoted by some as a path to improving overall student performance. Many believe that the content of the Social Studies classroom easily lends itself to a visually stimulating approach and as such is an ideal laboratory to test hypotheses on such an approach. This study examines the use of one such visual tool in the Social Studies content arena, the political cartoon. Political cartoons are believed to be ideally suited to appeal to the visually oriented characteristics of the millennial student in the form of a potentially content rich primary source document. Described within the pages of this paper are the unique experiences with using political cartoons from the perspective of both middle school American History students and their teacher. The qualitative data uncovered through the collection of these experiences clearly illustrates a noticeable disparity between teacher and student experiences with cartoons from the present and their counterparts from the past. While present day cartoons covering various recent events in the news elicited an impressive level of informational recall and personal connections to the topics covered, the results were considerably less spectacular when political cartoons from the distant past were utilized. Those older images were more difficult for the students to grasp the artist's intent and failed as an opportunity for the students to demonstrate their mastery of content knowledge. It was concluded through an examination of interviews from both teacher and student that the differences observed between the older and newer images may be a function of several factors. Chief among these possible explanations from the point of view of the student was the lifelong collection of experiences that each child brought with them to the process of analyzing a political cartoon. The unique cultural capital possessed by each student as a result of their daily, almost nonstop exposure to all forms of media created a personal connection to the modern material that could not be matched by the content from the past. It was also revealed to be possible that a portion of the blame for the difficulties experienced with the materials from the past could be the result of the day to day decisions made by this one particular classroom teacher. The time and dedication to the mastery of the content knowledge and procedural skills necessary to decipher political cartoons from the past may have been insufficient to the task at hand. Conclusions drawn from the information collected in these interviews focus on decreasing the discrepancy between the two forms of visual material by taking steps that include considerable work on the part of the teacher and student to improve upon the background content knowledge and processing skills necessary to consistently decipher the information contained within the political cartoons. Such steps may prove to be impractical given the nature of the already jam-packed curriculums and time-strapped teachers that populate today's Social Studies classrooms. Additional studies would be necessary to determine if the experiences viewed here are common to those encountered in other parts of the nation or if they are indeed uniquely characteristic of this one situation. Accordingly, the results of those additional studies would possibly initiate a reevaluation of the conclusions drawn here.

This bachelor thesis examines how three decades of textbooks in the subject religion for middle-school inform students about Jesus' life and to what level they conform to their decade's specific regulatory documents. The results are analyzed through an analysis schedule, showing if the texts are stating, explaining, analyzing, or normative in character and with the help of a secularisation theory determine if this is something that changes over time. The outcome of the analysis shows that textbooks written in the 1950s are both explaining and normative to their character and correspond well to the regulatory documents. This is also the conclusion for textbooks in the 1980s but these textbooks show an increasing amount of analyzing texts with just a few normative elements. Comparing textbooks from these decades to today's textbooks, the result shows that today's textbooks don't match the regulatory documents' requirements of emphasizing that students analyze and find their identity. Instead, these textbooks are to a wider range stating to their character but at the same time having no normative elements at all. An interesting result is also the fact that the textbooks from the three decades more or less include the same information about Jesus' life but, as written earlier, there are bigger differences over time in how the textbooks describe this information. The results support one interpretation of the secularisation theory, according to which a country's textbooks tend to be less normative the more secular the country is.

According to Swedish school policy documents, every teacher’s assignment is to individually adapt the education to meet every student’s needs. There are no exact guidelines about how to make these adaptations. The purpose of this study is to investigate how six teachers interpret the policy documents and how they, according to themselves, work to achieve this. This study is built on six interviews with teachers who work with children in the ages from seven to ten. The theoretical perspectives of this study are based on John Dewey’s thoughts regarding every human being having different needs and the importance of meeting those needs. The other perspective is Lev Vygotskij’s zone of proximal development which means that learning is done by being helped by someone who has greater knowledge. The conclusions of this study are that the teachers all think that it is important to adapt the education to every individual. Some of the teachers give their students the same assignments, but give them different amounts of time to finish them. Other teachers expect different results depending on the student’s prerequisites. All of the teachers find it difficult to adapt the education to every student since there are no guidelines about how to do it.