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Teacher' perceptions of constraints on improving student thinking in high schoolsAkan, Şule Özkan. January 2003 (has links) (PDF)
Thesis (M.S.)--Middle East Technical University, 2003. / Keywords: Improving student thinking, Constraints on improving student thinking, Teachers' perceptions.
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Rethinking thinking schools, learning nation : teachers and students' perspectives of critical thinking in Singaporean education /Ab Kadir, Mohammad Akshir. January 2009 (has links)
Thesis (Ph.D.)--University of Melbourne, Melbourne Graduate School of Education, 2010. / Typescript. Includes bibliographical references (p. 323-349)
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Ambiguity within early childhood education pre-service teachers' beliefsThornton, Candra Dianne. January 2002 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.
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"Easier said than done" pre-service teachers and multicultural education /Braud, Hillary Nicole, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
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Begreppsbildning i ämnesövergripande och undersökande arbetssätt : studier av elevers arbete med miljöfrågor /Österlind, Karolina, Halldén, Ola. January 2006 (has links)
Disputats. Stockholm : Stockholms universitet, 2006. / I publikationen: ISSN 1104-1625-138. Med litteraturhenvisninger.
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O pensamento educacional de Inezil Penna Marinho : análise histórica dos escritos da década de 1940 / The educacional thought of Inezil Penna Marinho : historical analysis of the writings of the 1940sAndrade, Ricardo Adriano de, 1985- 27 August 2018 (has links)
Orientador: José Claudinei Lombardi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:23:26Z (GMT). No. of bitstreams: 1
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Previous issue date: 2015 / Resumo: A presente pesquisa analisou o pensamento educacional de Inezil Penna Marinho e sua relação com as ideias educacionais no Brasil durante a década de 1940. Para tanto, elencaram-se três objetivos: (a) apresentar o contexto histórico que baliza o ideário educacional em disputa no período da década de 1940; (b) expor e esclarecer as principais contradições do pensamento educacional do autor por meio do confronto de seus textos; (c) demonstrar os limites de suas propostas de ensino da educação física em face do debate educacional ocorrido no período. O itinerário de Marinho, professor de Educação Física, que atuou como técnico em educação no Ministério de Educação e Saúde Pública, durante a década de 1940, e sua profícua obra sobre a Educação, justificam a escolha de suas ideias educacionais como objeto deste estudo. Foram utilizadas, como fontes primárias, as obras de Marinho, produzidas durante a década de 1940 e relacionadas à temática educacional, além da bibliografia de autores que tratam do contexto histórico brasileiro, tanto na forma de registro de acontecimentos como nas análises sobre a historiografia da educação. É possível apontar que o pensamento educacional de Marinho aproximou-se tanto da teoria social arquitetada por Émile Durkheim, como das pesquisas sobre psicologia e educação desenvolvidas por Édouard Claparède e dos estudos acerca da relação entre filosofia e educação realizados por John Dewey, cuja educação é considerada como um meio social para atingir fins exigidos pela sociedade. Assim, também, aproximou-se das ideias educacionais do movimento da escola nova, uma expressão da ideologia da burguesia industrial no Brasil, cuja proposta tem por perspectiva a formação diferenciada entre classes dirigentes e dirigidas na sociedade de classes capitalista no Brasil / Abstract: This study aims to analyse the educational thought of Inezil Penna Marinho and his relationship with the educational ideas in Brazil during the 1940s. Therefore, were followed three objectives: ( a) to present the historical context which guides the educational ideas in dispute in 1940s; ( b ) to expose and to clarify the main contradictions of educational thought of the author, collating his texts; ( c ) to demonstrate the limits of their teaching approach of physical education related to educational debate occurred in that historical period. Marinho's journey life - a physical education teacher who worked as technical education in the Ministry of Education and Public Healthy, during the 1940s -, and his meaningful work on education, justify the choice of their educational ideas as object of this study. As primary sources, were used Marinho's works, produced during the 1940s and related to educational themes. Furthermore, were analysed the publications of researches related to Brazilian historical context, both in recording events and to analyse the educational historiography. It is possible to point that Marinho's educational thought approaches both social theory, devised by Emilie Durkheim, research on psychology and education, developed by Édouard Claparède, studies on relationship between philosophy and education, conducted by John Dewey, whose education is considered medium to achieve social purposes demanded by society, such as the New School educational ideas, an expression of the industrial bourgeoisie ideology in Brazil - an educational ideological trends prevailing in 1940s - , for which proposal have the perspective differentiated training between leaders and led in capitalist class society in Brazil / Mestrado / Filosofia e História da Educação / Mestre em Educação
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