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<p>Rural communities across the United States are experiencing a rapid increase in the number of immigrant students. While the number of culturally and linguistically diverse students continues to grow within midwestern states, the demographics of teachers remain white, female, and monolingual. Often teachers have little to no training working with students and their families whose backgrounds differ from their own. Thus, there is a greater urgency for teachers to develop culturally competent teaching practices that address the needs of all students. The purpose of this year-long, school-based narrative inquiry was to examine the beliefs, attitudes, and practices of rural educators as they described their work with Latinx immigrant, elementary students, negotiated the “space” between a professional and personal identity and demonstrated an ethic of care. This inquiry is arranged into “livings, tellings, retellings, and relivings” (Clandinin & Connelly, 2000, p. 70) and serves to shed light on the entwined lived experiences of myself, my participants, and the community in which we reside. Swanson’s Middle Range Theory of Care (1991, 1993) served as the conceptual framework that illuminated how my participants discussed working with and caring for their Latinx immigrant students. Findings from this study support teacher education by providing practical recommendations for promoting culturally responsive practices, grounded in care, for preservice (PST) and in-service teachers. </p>

TITLE: The importance of caring for the soul in the life of the contemporary man AUTHOR: Vladislava Tesárková DEPARTMENT: Department of civics and philosophy SUPERVISOR: prof. PhDr. Anna Hogenová, CSc. ABSTRACT: The aim of this work is a reminder of the value of the soul along with the possibilities of taking care of it. This thesis deals with the importance of taking care of the soul in the life of the contemporary man. At the beginning of the text are laid these source questions: What is the care for the soul about and what does it include? The paper is divided into three parts which deal with comparing the perception of the soul in the ancient times, in the modern era and Patočka's conception of history, questioning and life movements, leading the dialogue which aims to discovering its own origin. These requirements for pursuing the mental growth appear to be necessary . The care for the soul is inextricably linked with the phenomenon of freedom as the freedom to something. The fundamental human task is to nurture the soul. The precondition for upbringing and education is the care for the soul . An important place has the care of the soul in the context of psychotherapy of which aim in the framework of a therapeutic relationship is orientating man's critical thinking to things themselves and revealing...

TITLE: The importance of caring for the soul in the life of the contemporary man AUTHOR: Vladislava Tesárková DEPARTMENT: Department of civics and philosophy SUPERVISOR: prof. PhDr. Anna Hogenová, CSc. ABSTRACT: The aim of this work is a reminder of the value of the soul along with the possibilities of taking care of it. This thesis deals with the importance of taking care of the soul in the life of the contemporary man. At the beginning of the text are laid these source questions: What is the care for the soul about and what does it include? The paper is divided into three parts which deal with comparing the perception of the soul in the ancient times, in the modern era and Patočka's conception of history, questioning and life movements, leading the dialogue which aims to discovering its own origin. These requirements for pursuing the mental growth appear to be necessary . The care for the soul is inextricably linked with the phenomenon of freedom as the freedom to something. The fundamental human task is to nurture the soul. The precondition for upbringing and education is the care for the soul . The contemporary view of the care for the soul is quite different from the above mentioned concepts, it is somehow distorted. At present the care for the soul is quite neglected and in its place are getting other...

Made available in DSpace on 2016-04-27T14:32:51Z (GMT). No. of bitstreams: 1 Monica Ulson Brandao Teixeira.pdf: 913479 bytes, checksum: 153ab9b05870f1d4be990d3204d5d3ab (MD5) Previous issue date: 2010-06-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Education and care were placed side by side in Early Childhood Education. There are many conceptions which have been built in the area of Education since then. This dissertation focus a selected group strongly involved in this process: early childhood education teachers. Without the pretension to define care, since it is a complex and ambiguous theme, allowing for different interpretations, the main objective of this study is to understand how early childhood teachers, pupils at a special teachers education program in the state of São Paulo (PEC Municípios 2nd edition), perceive Care, both as teachers and as students. The qualitative research is based on 63 questionnaires and five semi-structured interviews made with a group of students/teachers enrolled in this program. The questionnaires answers were analyzed using both quantitative and qualitative methods, while the interviews were analyzed by means of a qualitative content analysis, using categories. The education/care connection was the most frequent category in the student-teachers answers, referring to the way care is perceived by them. When mentioning everyday practices, the focus is more related to children s development and education processes. As students, the teachers experienced care mainly as the social interactions between them / Educação e cuidado foram colocados lado a lado na Educação Infantil e disso decorrem reflexões sobre as compreensões que vem sendo construídas a esse respeito. Nesta dissertação, buscamos olhar mais detidamente para um grupo fortemente envolvido nesta questão: os profissionais de Educação Infantil. Sem ter a intenção de buscar uma definição para o termo cuidado, tema bastante complexo e que abriga inúmeras ambigüidades, este trabalho tem como objetivo principal compreender como professores de Educação Infantil que, estando também na posição de alunos de um curso de formação continuada no estado de São Paulo (PEC-Municípios 2ª edição), percebem o cuidado, tanto na perspectiva de alunos, quanto na de professores. A pesquisa, de natureza qualitativa, colheu concepções de 63 alunas/professoras, por meio de questionários, complementados por cinco entrevistas semi-estruturadas com componentes do grupo maior. Os resultados dos questionários foram analisados tanto quantitativa como qualitativamente, enquanto as entrevistas obedeceram unicamente à análise qualitativa de conteúdo, com uso de categorias. A relação entre cuidar e educar foi a categoria mais presente nos discursos das alunas-professoras, no tocante à maneira como o cuidado é percebido. No cotidiano, a prática das pesquisadas é vista como mais focada no desenvolvimento e na formação das crianças. Estando na posição de alunas, as pesquisadas vivenciaram o cuidado principalmente como estabelecimento de vínculos

Context: The purpose of this research was to examine if the educational approach (the Approach) adopted at Kilnbarn Residential Special School (the School) secured the developmental learning pathways for its pupils. All pupils were diagnosed with Autistic Spectrum Disorder (ASD), Severe Learning Difficulties (SLD) and many had single or multiple comorbid conditions. The research sought to understand how their parents could be substantive partners and co-creators in the design, modification, and implementation of the Approach. It was a unique feature of Kilnbarn’s Approach to fulfil the potential of parents to be co-creators and co-therapists in their child’s progress. Objective: The case study became one of the instruments in which to test the School’s effectiveness in meeting the needs of its pupils. It enabled a review of the School’s methodology, curriculum and organisational practices. The Approach was designed to provide secure developmental learning pathways for its pupils, improving their quality of life and independence. Method: The case study design, was chosen as it was considered the most appropriate research model. A Parents’ Questionnaire, distributed annually over 3 consecutive years (2004-6) was the evidential basis for this study. Interviews and collected data were used to analyse and evaluate the progress of the School through parents’ eyes. Results: The combination of parents working with professionals to maximise the culture of “technical eclecticism” seems to be, in the light of this case study, best suited to the needs of children diagnosed with autism, SLD and comorbid conditions. The child should be immersed in a consistent approach across all areas of their life. Improvements in well-being, communication and joint action routines, sleep balance, a healthy diet, physical exercise, incontinence and behaviours was observed. Conclusion The study identified that parents could be substantive partners and influencers in the design and modification of the Kilnbarn Approach. The Approach secured developmental learning pathways for its pupils and appeared to improve their quality of life. Parents as co-creators and co-therapists had regained ownership of their child’s quality of life, learning outcomes and personal development. From the experience and unique evidence of this case study schools should utilise and profit from the mass resource of their parents. It has been shown that the Kilnbarn Approach was, during the research, an effective and suitable intervention for the many children it served. It is hoped that further studies in this field will explore the concept of a “technical eclectic” approach that further validates and brings together interventions that are conceptually grounded and incorporates evidence-based focused intervention practices.

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