This study reflects my own search to clarify the process of cultural change in an educational setting. In particular it clarifies for me the process through which State-wide science curriculum reform was enacted in the late 1950s and into the 1970s. This period is interesting because of a continuing perception amongst science teachers that the system-wide changes of the time were widely supported by teachers and influenced classroom practice. My aim in this study was to explore how the characteristics of this cultural change process may be applied in the current climate of school reform.The members of the local science teacher community of the 1950s, 1960s and 1970s engaged in similar activities and conversations as they attended the same University then continued to enter into similar school-based activities. As a group of people with shared experiences and values, who made decisions based on similar understandings and priorities, this group may be regarded as an identifiable culture.The day to day activities of this community of science teachers were underpinned by each teacher's beliefs about scientific knowledge and processes and school science, as well as understandings about the teaching and learning process. Many of these beliefs were so fundamental as to be unquestioned, and may be referred to as referents, or myths. For the members of a culture to change their practice then, new referents must be introduced, or existing referents modified.In searching for the process by which this culture was able to access new understandings, this study examined the comparative influence of two highly visible science educators who promoted science curriculum change in the State. As a result of data collection involving interviews with twenty-five key informants and the examination of private and public archival records; the crucial role of these unique personalities emerged ++ / consistently: Each of these men have been characterised as a Hero because each brought new understandings to their existing culture (Campbell, 1949).In reviewing the extended career of each Hero it was possible to draw strong parallels with mythical Greek heroes, Perseus and Theseus. This metaphorical representation not only effectively mirrored the life history of the modern-day heroes but also served to reconnect the logic of science along with that of the emotion of art - a balance well understood by the Greeks.The study found that the successful Heroes promoted significant long term change by instituting new rituals, ceremonies and artefacts throughout the science education community. Over time, these activities effectively modified older referents and created new ones, leading to new practice in the curriculum enacted by science teachers.In drawing together the stories of Perseus and Theseus, it was possible to recognise common elements in the processes by which these influential individuals were able to effect new practice in their community. Thus the study provides a template for the cultural change process in the future.In the final discussion, focus shifts to the relevance of this research to the everyday enterprise of schools and school systems. As a school practitioner z always read scholarly papers with the underpinning question; "See What?" The final chapter then, is largely hypothetical as it poses possibilities, makes predications and offers advice for readers seeking to improve the change process in their own context.

The study takes a qualitative approach to the study of lecturers’ practice in FE colleges. The meanings and ideas that individuals hold about their practice and their narratives about work experiences are captured through an exploratory methodology. The study is based in four FE colleges and offers a comparison of experienced lecturers, novice lecturers and managers to discuss dimensions of lecturers’ practice, namely their autonomy, responsibility and knowledge. Macro policies are introduced to FE colleges by external players and are driven top - down in FE colleges. Here, colleges are defined as the meso level of the Learning and Skills Sector. Within each college’s unique context lecturers have to negotiate their daily work routines and practices, that is, forming the micro arena. At the micro level, termed ‘the lecturer’s space’ the ongoing reconciliation by lecturers of the outside-in vectors (factors in the work environment that impinge on lecturers) with the insideout vectors (factors that emerge from their personal orientations and understandings) is examined to gain an understanding of practice. Degraded practice found in two of the three case-study colleges is compared with the third which emerged as having less degradation. Drawing on the evidence for nondegraded practice in this latter college, recommendations are made with regards to improving learning opportunities and the workplace, so that lecturers can realise their potential for flourishing in their teaching. In conclusion, the position of the colleges in the structured field of post compulsory education and training was explored in an attempt to explain the pattern of degraded practice amongst the case-study colleges. It was proposed that those colleges with weaker reserves of academic capital were more subject to the macro level discourses that advocated treating lecturers’ practice as a form of delivery. Moreover, the casestudy college with more extensive reserves of academic capital was less dependent on external stakeholders’ priorities and as a consequence was able to develop its own approach with regards to forming a community of practice.

As newly licensed registered nurses enter their first nursing role, their perceived preparation for practice may vary. This descriptive study addressed the education-practice gap that exists as nurses transition into nursing practice. The use of Benner's skill acquisition model offers a structure for connecting theory to practice. New graduate nurses responded to the Casey-Fink Graduate Nurse Experience Survey-© to identify gaps in preparedness for novice practice. A convenience sample of nurses within the first 12 months of hire (n = 35) was sent the survey link by educators from the chosen sites. Anonymity was maintained with 18 total responses and 5 respondents completing the entire 25-question survey. Responses were analyzed via descriptive statistics. New graduate nurses either strongly agreed or agreed that they were prepared for their new role and received positive support from preceptors and staff. However, nurses disagreed or strongly disagreed that they were prepared for transition from student to nurse in the areas of workload, unit integration, system, and interpersonal concerns. Thirty percent also felt uncomfortable with independent performance of some technical skills, such as emergency management and blood administration. None of the new graduate nurses felt unprepared in professional skills related to leadership, communication, and decision making, a finding which contrasts with the literature, which indicates that these are areas of difficulty for new graduates. These findings can be used to structure curriculum and educational strategies to address the perceptions of preparedness and transition-to-practice concerns discovered in this project. This project may lead to social change in its attempt to close the education-practice gap with a stronger population of new graduate nurses.

There is no abstract available for this dissertation. / Department of Elementary Education

In 2005, the Ministry of Education in New Zealand released 'The Schooling Strategy, Making a Bigger Difference for all Students' (Ministry of Education, 2005). This is intended as a framework for ongoing effort and improvement in education for the five years from 2005 to 2010. One of the strategic priorities in this document, is to promote evidence-based practice. With evidence-based practice, teachers combine evidence from a number of sources to inform their professional judgements and practice. This includes research evidence about effective pedagogy. Teachers, it states, need to be supported to 'base their practice on principles of what works from research evidence and adapting it to their classroom context' (p.39). In looking at the practices of schools in catering for gifted and talented students, therefore, it is appropriate, to look at the findings of research. This research is useful in underpinning 'best practice'. This study reviews the literature concerning the education of gifted and talented children from both national and international perspectives. It then looks at current New Zealand practice, based on four case-study primary schools. There are very encouraging signs that these schools are well into the journey of catering for their gifted and talented students. Each school in this study has responded to the challenge of provision as best it can, within constraints of individual school situations. Each school also sees the development of this provision as an ongoing process. From Term 1, 2005, all state and state integrated schools must be able to show how they are meeting the needs of their gifted and talented learners. The main findings of this study suggest that even before the amendment to this National Administration Guideline (NAG) 1(iii)c, there were some promising and effective provisions for gifted and talented children within schools. These included school-wide and withdrawal provisions. However, since the change to the NAG and the involvement of schools in gifted and talented professional development courses, there has been increased awareness of the need for classroom teachers to differentiate their programmes in order to more effectively cater for this group of learners. New Zealand primary school classrooms with a learner centred philosophy appear to be well suited to programme differentiation. There is increasingly an emphasis within general teaching practice on individualizing programmes based on assessment data which clearly shows where the child is at, and what the next learning step will be. Current professional development contracts promoting practices such as inquiry learning, curriculum integration and thinking skills seem to have particular promise for this group of learners. It is very evident, however, that a lack of time and energy is a significant barrier for classroom teachers wishing to provide for the specific needs of gifted and talented learners. It is also suggested that some schools, in particular low decile and small rural schools, may be unfairly disadvantaged in their ability to provide for gifted and talented learners. The challenge for schools now, it is suggested, is to continue the journey towards a school-wide commitment to best practice in providing for this group of learners. Special consideration for this group of learners should be integrated into the context of all pre-service training and in-service professional development, as part of a differentiated programme for all learners. A vital component of this is ongoing practical support for teachers based on their expressed need, to enable them to effectively translate theory into practice, and thus implement and embed any appropriate approach, based on research findings, effectively.

In this thesis I explain how Western art music gained a political, social and cultural role in Colombia during the decades that spanned from 1848 to 1910. This analysis engages the different attributes that Colombian political and cultural leaders of the time ascribed to art music in order to integrate it as part of their projects of Nation and confronts them with what is known about traditional music practices. In doing so, I explain discourses and social practices that developed around and because of the integration of art music to urban life in Colombia during the period of research. The purpose of this analysis is to elucidate the processes and contradictions that characterized the social practice of art music in Colombia as well as the limitations of the implementation of art music as an inclusive practice during the second half of the nineteenth century. This last notion underlies cultural policies implemented during present times and highlights the contradiction between art music as an exclusive social practice and the political discourse about art music as a space for learning democratic republican values.

No description available.

Der Beitrag klärt die Verwendung und Bedeutung des Begriffs der Praxis in der musikdidaktischen Literatur. Zunächst werden hierfür die Praxisbegriffe der deutschsprachigen Autoren H. J. Kaiser, J. Vogt, Ch. Wallbaum und Ch. Rolle sowie der englischsprachigen Autoren Th. A. Regelski, D. J. Elliott und Ch. Small anhand relevanter Primärliteratur herausgearbeitet und dargestellt. In einem zweiten Schritt werden die Theorien und Modelle jeweils auf ihre didaktischen Implikationen hin untersucht und ihre Eignung für die Umsetzung im Hinblick auf eine reale Lehr-Lern-Situation eingeschätzt. Schließlich werden die Praxisbegriffe der sieben behandelten Autoren in Relation zueinander gebracht, Gemeinsamkeiten und Unterschiede aufgezeigt. Entsprechungen bezüglich des Verständnisses von Praxis werden konstatiert insbesondere zwischen Regelski, Kaiser und Vogt einerseits, sowie zwischen Small, Elliott, Wallbaum und Rolle andererseits. Erstere rekurrieren auf aristotelische Begrifflichkeiten und fokussieren den ethischen Aspekt einer praxis, das „richtige“ Handeln bzw. „gute“ Leben; Letztere stellen die durch musikalische Praxis mögliche (positive) Erfahrung des „flow“ (Elliott), des Ästhetischen (Rolle; Wallbaum) bzw. idealer Beziehungen (Small) in den Mittelpunkt ihrer Betrachtungen. / This work discusses the use and meaning of “praxis” (practice) as a technical term in music education literature. Relevant texts of the German-speaking authors H. J. Kaiser, J. Vogt, Ch. Wallbaum, and Ch. Rolle as well as of the English-speaking authors Th. A. Regelski, D. J. Elliott, and Ch. Small are analyzed and compared in terms of the authors’ understanding of “praxis”. Similarities are identified among (1) the work of Regelski, Kaiser, and Vogt and among (2) the work of Small, Elliott, Wallbaum, and Rolle. While the former group of authors refers to Aristotelian concepts and focuses on the ethical aspect of praxis, the latter group reflects the (positive) experience of “flow” (Elliott), the experience of the aesthetic (Rolle, Wallbaum), or the experience of ideal relationships (Small) – each possible through musical practice (or rather “praxis”).

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-23T13:51:12Z No. of bitstreams: 1 Olga Rosa Koti.pdf: 6841070 bytes, checksum: 1be3fb587421a6b4a2770df63d2c0569 (MD5) / Made available in DSpace on 2015-04-23T13:51:13Z (GMT). No. of bitstreams: 1 Olga Rosa Koti.pdf: 6841070 bytes, checksum: 1be3fb587421a6b4a2770df63d2c0569 (MD5) Previous issue date: 2013-10-17 / Universidade Católica de Santos - Católica de Santos / This research is in the Research Line I: Teacher Education and Professionalization of the Post - graduate programs - Master of Education at the Catholic University of Santos (UNISANTOS), which investigates teacher training, focusing on the practical knowledge and in research as constituting the formative process. Thus, this research is through the field research in rural schools of the municipality of Cajati, in the state of São Paulo and discusses the construction of the teaching practice of teachers working in rural schools in this municipality, considering the limits and opportunities faced to meet the specificities of Field Education. The research problem begs the question: how teachers in rural schools of Cajati/SP build their practice? The study is qualitative in nature, the data was collected through participant observation, questionnaires, interviews and documentary data were analyzed according to Bardin (2011) and interpreted according to the triangulation proposed by Minayo (2012). The theoretical researchers involve treating rural education and teaching practice, either from the proposed pedagogy itself the Movement of Landless Rural Workers - MST, as well as in the sense of teaching for the political and social transformation of human formation of subject to which it is intended. As a result, the survey found that still there are many limits faced by the subjects to build a practice teacher who identifies with the proposal from the education field. The results indicated that there is a need for the implementation of a policy proposal pedagogical system local educational searched for an adjustment to the current legislation on the guidelines related to the organization and infrastructure of schools in rural communities. The survey also found that the teaching practice of the subjects studied is wheteher the knowledge of the initial training, the common sense knowledge and effort to meet affective needs and tailor the few features that are not always offered on equal terms with the reality of urban schools their students. This indicates the need to invest in continuing education with a focus on fundamental knowledge to the practice of rural education: autonomy and ethical-political awareness, aiming at political and social transformation of rural subjects from the perspective of a society increasingly fair, dignified and inclusive. / A presente pesquisa situa-se na Linha de Pesquisa I: Formação e Profissionalização Docente do Programa de Pós-Graduação Stricto Sensu ¿ Mestrado em Educação da Universidade Católica de Santos (UNISANTOS), que tem como eixo temático a formação de professores, com foco nos saberes da prática e nas pesquisas como constitutivos do processo formativo. Nesse sentido, esta investigação se dá por meio da pesquisa de campo nas escolas rurais do município de Cajati, no interior do estado de São Paulo e problematiza a construção da prática docente dos professores que atuam nas escolas rurais desse município, considerando os limites e possibilidades enfrentadas para atender às especificidades da Educação do Campo. A problemática da pesquisa traz o seguinte questionamento: como os professores das escolas rurais de Cajati/SP constroem sua prática? O estudo é de natureza qualitativa, teve os dados coletados por meio da observação participante, questionários, entrevistas e dados documentais que foram analisados segundo Bardin (2011) e interpretados segundo a triangulação proposta por Minayo (2012). A fundamentação teórica envolve pesquisadores que tratam a educação do campo e a prática docente, seja a partir da proposta da pedagogia própria do Movimento dos Trabalhadores Rurais Sem Terra ¿ MST, bem como no sentido da pedagogia voltada para a transformação política e social de formação humana dos sujeitos a qual se destina. Como resultado a pesquisa constatou que muitos ainda são os limites enfrentados pelos sujeitos da pesquisa para a construção de uma prática docente que se identifique com a proposta da educação do campo. Os resultados indicaram que existe a necessidade da implantação de uma proposta política pedagógica do sistema de ensino do município pesquisado para uma adequação à legislação vigente sobre as diretrizes correspondentes à organização e infraestrutura das escolas do meio rural. A pesquisa também constatou que a prática docente dos sujeitos pesquisados se constitui nos saberes da formação inicial, nos saberes do senso comum e no esforço de suprir carências afetivas e adequar os poucos recursos que nem sempre são oferecidos em igualdade com as escolas urbana à realidade dos seus educandos. O que indica a necessidade de se investir na formação continuada com foco nos saberes fundamentais à prática da educação do campo: autonomia e consciência ético-política, com vistas à transformação política e social dos sujeitos do meio rural na perspectiva de uma sociedade cada vez mais justa, digna e includente.

Cette recherche de doctorat interroge le coaching scolaire en tant que pratique émergente d'accompagnement de la scolarité non disciplinaire. Venu du monde de l'entreprise, le coaching scolaire semble faire écho à de nouvelles injonctions de l'école (élaboration d'un projet, choix d'orientation, autonomie, recherche de performance et d'épanouissement de soi). Celles-ci émergent avec la loi d'orientation de 1989 qui place l'élève au centre du système et sont renforcées par la mise en œuvre de l'éducation à l'orientation au collège et au lycée. Ces injonctions s'inscrivent dans un ensemble de discours qui ressortissent à la "cité par projet" et à la construction de l'élève en tant qu'individu. Ce travail met en évidence en quoi recourir au coaching scolaire peut être considéré comme une stratégie éducative soutenue par une volonté de reproduction sociale, d'ascension sociale, ou du moins de maintien social. Le coaching scolaire participe également à la construction de l'élève en tant qu'individu, qui en cherchant à faire face aux situations scolaires auxquelles il est confronté, vise à être autonome, à se réaliser et par là-même à s'inscrire dans diverses formes de performance. Convoquant les dispositions familiales des coachés, le coaching scolaire entend leur permettre de pouvoir mieux vivre leur scolarité et de développer un certain nombre de compétences attendues dans l'école et dans le monde du travail. Différentes méthodes ont été mobilisées pour réaliser le travail de terrain : entretiens semi-directifs, observations participantes et dépouillement de dossiers de coachés à visée statistique. Afin de comprendre le contexte dans lequel le coaching scolaire émerge, toute une investigation a été menée dans des établissements scolaires pour mettre en évidence les nouvelles injonctions scolaires et la manière dont elles se déclinent selon les caractéristiques scolaires et sociales des élèves. / This thesis examines educational coaching as an emerging educational practice. This form of coaching was imported from the corporate world and seems to echo the new agenda of the educational system: project development, career choices, autonomy, the quest for performance and self-fulfilment. The Law of 1989 required the education system to place the student at its centre, partly by integrating career education into middle and high schools. This in turn resulted in the spread of educational coaching. These injunctions are part of a wider discourse pertaining to the French concept of "cité-par-projet" (Boltanski & Chiappello, 1999) and the construction of the student as an individual. This research shows how the use of such coaching can be considered an educational strategy which is supported by a commitment to social reproduction, social advancement, or at least social stability. Educational coaching is also involved in the construction of the pupil as an individual who seeks to deal with situations which arise at school, to be autonomous, to become a fulfilled individual and, thereby, to feel successful in other terms, rather than merely in relation to academic achievement. Above all, such coaching is meant to build upon the family background, in order to enable pupils to have a better educational experience and to develop those skills necessary both at school and in the workplace. Different methods were used to carry out the fieldwork: semi-structured interviews, participant observation and the statistical analysis of coached pupils' records. To understand the broader context in which educational coaching emerges, schools were also visited; the impact of the new injunctions was studied, especially in relation to the academic and social characteristics of pupils.