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Λαμβάνοντας υπόψη τις υπηρεσίες (βασικές και ειδικές) που πρέπει να διαθέτει ένας πρότυπος ιστότοπος πολιτιστικού περιεχομένου και με βάση τα κριτήρια ποιότητας τα οποία αναλύθηκαν στο αντίστοιχο παραδοτέο η παρούσα αναφορά αξιολογεί ενδεικτικά ένα τυχαία επιλεγμένο σύνολο ιστοτόπων πολιτισμού από την Ελλάδα και το εξωτερικό. Επίσης, εξειδικεύει την αξιολόγηση και στις εκπαιδευτικές εφαρμογές και υπηρεσίες που παρέχουν οι συγκεκριμένοι ιστότοποι στον τελικό χρήστη. Τέλος, παραθέτει έναν συνοπτικό πίνακα αποτελεσμάτων. / Taking into consideration the services (basic and special) that a model internet gate with educational content should contains and having in mind the quality criteria which were analyzed in corresponding deliverable, the present report evaluates indicatively an accidentally selected total of cultural internet gates from Greece and the abroad. Also, it specialises the evaluation in the educational applications and services that the specific internet gates provide in the final user. Finally, it mentions a concise table of results.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-20T11:31:29Z No. of bitstreams: 1 ISABEL BORGES CARVALHO.pdf: 2706219 bytes, checksum: 7f9770ff60c22029f06465e81366d032 (MD5) / Made available in DSpace on 2017-10-20T11:31:29Z (GMT). No. of bitstreams: 1 ISABEL BORGES CARVALHO.pdf: 2706219 bytes, checksum: 7f9770ff60c22029f06465e81366d032 (MD5) Previous issue date: 2015-09-03 / This research, part of the research line Education, Society and Culture asked how manifest institutional relations FAMILY SCHOOL in promoting basic education from 1st to 5th grade in public schools, aiming to learn the reasons why these social institutions are in conflict, explicit or covertly. The hypothesis is that these relationships are marked by power and control, so discipline and coercion. This is a relevant issue in investigative terms, however, looks to the conflictual relations have not been their focus. This study was characterized as exploratory, qualitative and dialectical inspiration because we believe that this theoretical-methodological perspective would allow (un) cortinar and explain the contradictions that pervade relations of power and control between School Family. The theoretical corpus was based on the concepts of social institution Berger & Berger (1978), for power and control of Foucault (1995) habitus and cultural capital of Bourdieu (1989) studies Nogueira Family School (2005) and Szymanski (2007), among others. Were relevant bibliographic contributions coming from the access to the Brazilian Digital Library Database of Theses and Dissertations - BDTD, Periodical In Open / MEC-INEP, Magazine NEW SCHOOL Observatory and Family School / UFMG, the last five years (2010-2014) . The empirical corpus consisted of non-participant observation; normative documents as the Federal Brazilian Constitutions (1824 to 1988), the Child and Adolescent (1990), the Law of Directives and Bases of National Education (1961 and 1996), National Curriculum Guidelines for Basic Education (2013) National Education Plan (2014-2024), Municipal Education Plan of the Municipality of Aparecida de Goiânia, Goiás (2001), Pedagogical Policy Project, School and Procedure; Minutes of Meetings of the Board of books Class and Parents Meeting. The survey was conducted in four (04) Primary Education Schools (1st to 5th year) of Aparecida de Goiânia, Goiás city of randomly chosen and approved its implementation by management. The survey brought some pictures of these relationships present in the socialization process and education of children in these first years of school life, marked by paradoxes between political and legal determinations and effectiveness kidnapped in everyday school life. Relationships are tensioned explicit or covertly, Family and School are represented by voltages and non-cooperation. / Esta pesquisa, inserida na Linha de Pesquisa Educação, Sociedade e Cultura, indagou como se manifestam as relações institucionais Família Escola na promoção da educação fundamental do 1º ao 5º ano em escolas públicas municipais, objetivando apreender as razões pelas quais essas instituições socializadoras se conflituam explicita ou veladamente. A hipótese é que essas relações são marcadas por poder e controle, portanto, por disciplina e coerção. Trata-se de uma temática relevante em termos investigativos. No entanto, os olhares para as relações conflituosas não são foco deste estudo que se caracterizou como exploratório, de natureza qualitativa e de inspiração dialética, por entendermos que essa perspectiva teórico-metodológica possibilitaria (des)cortinar e explicar as contradições que permeiam as relações de poder e controle entre Família Escola. O corpus teórico fundamentou-se nos conceitos de instituição social de Berger e Berger (1978), de poder e controle de Foucault (1995), de habitus e capital cultural de Bourdieu (1989), nos estudos da relação entre Família Escola de Nogueira (2005) e Szymanski (2007) dentre outros. Relevantes foram as contribuições bibliográficas advindas do acesso ao Banco de Dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), do periódico Em Aberto/MEC-INEP, da revista Nova Escola e do Observatório Família Escola/UFMG nos últimos cinco anos (2010-2014). O corpus empírico constituiu-se de observação não participante, de análise de documentos normativos como as Constituições Federais Brasileiras (1824 a 1988), o Estatuto da Criança e do Adolescente – ECA (1990), a Lei de Diretrizes e Bases da Educação Nacional (1961 e 1996), as Diretrizes Curriculares Nacionais da Educação Básica (2013), o Plano Nacional de Educação (2014-2024), o Plano Municipal de Educação do Município de Aparecida de Goiânia-Goiás (2001), o Projeto Político Pedagógico, o Regimento Escolar e os Livros de Atas das Reuniões do Conselho de Classe e de Reuniões de Pais. A pesquisa foi realizada em quatro (04) escolas de ensino fundamental (1º ao 5º ano) do município de Aparecida de Goiânia-Goiás, que foram escolhidas aleatoriamente e aprovada sua realização pela direção. A pesquisa trouxe alguns retratos das relações presentes no processo de socialização e escolarização das crianças nos primeiros anos de vida escolar, marcados por paradoxos entre as determinações político-normativas e a efetividade sequestrada no cotidiano escolar. As relações são tencionadas explícitas ou dissimuladamente, Família Escola são representadas por tensões e não por cooperação.

The multicultural classroom is a phenomenon now found in most countries. As a result of globalisation and the burgeoning transnational education market, university classrooms that span national borders are now commonplace. Within these classrooms the cultures of both the delivering and receiving countries converge, resulting in the creation of a new and complex cultural territory that is often unfamiliar to educators and students alike. Australia has been a key provider of transnational education in the South East Asian region, however little research has investigated the interplay of culture and pedagogy within Australian transnational programs, despite the cultural distance which exists between Australia and its Asian neighbours. This is surprising given the importance of transnational provision to both the Australian economy and the internationalisation agenda of Australian universities. / The unfamiliar cultural territory found within these transnational programs places high demands on educators and students, yet the impact of exposure to cultural difference and culture learning seems rarely considered in the development and delivery of such programs. This thesis examines one transnational program that was delivered in Singapore by an Australian university. An ethnographic methodology is employed, applying a ‘cultural lens’ to an analysis of the program. The author provides background information on the Australian and Singaporean education systems and reviews a range of previous research which focuses on culture and pedagogy in the region. Interviews and classroom observations reveal educator and student experiences of the program. The author concludes that cultural phenomena have a profound impact on participants’ experiences of transnational education programs and that this is substantially unrecognised by key actors in the process. Recommendations are made for changes in practice that could be incorporated in transnational programs in order to ameliorate negative impacts of cultural difference.

This thesis aims to explore how Korean middle school students exercise agency in the Free Semester policy setting. The Free Semester is an education reform policy in Korea which has been implemented to change traditional East Asian learning environment to be more student-centered and creative one since 2013. This qualitative research is motivated by what kinds of difference the Free Semester policy have brought in regards to Korean young adolescents’ perception on schooling, learning and autonomy. Data for this study was mainly consisted of semi-structured interviews with seven Korean public middle school students; three second-grade girls (age of 13), one second-grade boy (age of 13), one third-grade girl (age of 14) and two third-grade boys (age of 14) who experienced the Free Semester one or two years ago. To analyze the interview data, thematic analysis was used and, as a result, three main themes were found as follows: Theme 1. Experiencing autonomy, Theme 2. Hope for more autonomous actions 3. Appreciation of social and cultural values. Korean middle school students experienced a widened range of agency in a newly given school setting under the Free Semester policy. However, their agency was still far limited by East Asian education culture. The students were stuck in ambivalent situations; while the students are encouraged for student-centered and creative learning by the Free Semester policy, they were still pressured to value traditional passive learning attitude since it is regarded as a winning strategy to earn a higher test score.

The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.

abstract: This study sought to create a holistic picture of Ethnic Studies as it relates to education through the voices and experiences of scholars who bridge Ethnic Studies and education. It examines Ethnic Studies through the conceptual lens of Safety Zone Theory (Lomawaima & McCarty, 2006). At the heart of Safety Zone Theory (SZT) is the concept that historically the U.S. federal government (and to an extent society as a result of this governmental framing) has designated certain elements of minority cultures as “safe” and other elements as “divisive.” SZT was originally applied to examine federal Indian education policy in the U.S. In this study, I expand that application to other minority and immigrant cultures within the United States. This research is significant because despite the minority population growth in the United States public school curricula typically only make reference to such groups and their histories a minimal side note (Loewen, 2007; U.S. Census, 2013; Zinn, 2003). For example, in 2010 the Arizona state legislature declared Ethnic Studies illegal on the grounds that it allegedly promotes “anti-American sentiments" (A.R.S. §15–112). Using Seidman’s (2013) three-part interview protocol, leading figures in the field of Ethnic Studies as it relates to education were interviewed to gain their perspectives on the “life story” of this field. Again following Seidman’s (2013) protocol, narrative profiles were crafted for each participant. The profiles were analyzed individually for emerging themes; this was followed by a cross-case analysis. This multilevel qualitative analysis yielded a larger narrative of Ethnic Studies that helps us to understand its past and envision its future. My hope is that this research impacts future policy on Ethnic Studies and current curricula, particularly in states and school districts making decisions on the importance and need of Ethnic Studies as a part of the curriculum. Also, the research can aid preservice teachers and principals in learning to see the fullness of their students, the places they come from, and the value and funds of knowledge that they bring to the classroom. I also hope that this is the beginning of more studies on the impact of individual stories and the stories as a collective in regards to race and ethnicity. Demographics within the United States are changing at a rapid pace, and school is children’s introduction to society. As a mini-society/community, there is a responsibility to model what they are going step into in real life. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2016

Made available in DSpace on 2015-05-14T12:23:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 579806 bytes, checksum: ea336b77b7ce2c01cacf06d9e7ec673e (MD5) Previous issue date: 2008-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work has as purpose to analyse the condition of the children and their childhood in the context of the economic and social crisis, experienced by the Província da Parahyba do Norte . As reference we present the period of working of Collégio de Educandos Artíficies from 1865 to 1874. This institution was created by Lei Provincial in 1859 and had as objective to teach elementary studies of letters, giving education to the work of the abandoned childhood. To write this story represented a challenge, mainly, because we had to realize how it was formed a historical education culture especially a professional education, focusing in children of a determined class at the same time constituted for an economic social and cultural experience, advised by Thompson (1997). Studying this mentioned institution, we tried to answer the following questions: Who were the children that became members in school? Where did the resources to the maintence of the institution come from? What were the interest of the provincial government when created it? Which did economic social and cultural demands motivated it? This way we produced our analysis from theoretical references and methods defended for the social and cultural history in the perspective conceived by Burke (2005). Elementary sources were used, in other words, manuscripts regarding Collégio de Educandos Artífices , such as: reports, written and formal communication, contractual terms and trial balance which belong to collection of the historical archives of state of Paraíba FUNESC. Besides we utilized the regiment, regulations and norms considering the public instruction, in particular produced in Parahyba do Norte . Secondary sources including books and articles related to the theme, were very important to realize the communication with other similar institution, located in other provinces of Brazilian Impire. Finally we conclude our studies indicating the importance which had this institution to the development of trades intended to formation of the abandoned childhood in Parahyba do Norte in eight hundreds, constituting therefore an important forerunner of the professional education in Brazil, mainly, in republican Paraíba. / Este trabalho tem como objetivo analisar a condição da criança e da infância no contexto de crise econômica e social pela qual passou a Província da Parahyba do Norte, tomando como referência o período de funcionamento do Collégio de Educandos Artífices de 1865 a 1874. A referida instituição foi criada por Lei Provincial no ano de 1859 e tinha por objetivo prestar instrução de primeiras letras e dar formação voltada para o trabalho à infância desvalida. Escrever essa história se constituiu um desafio no sentido de percebermos como foi elaborada uma cultura histórico educacional, no que concerne especialmente, a educação profissional voltada para as crianças de uma determinada classe que foi constituída a partir das vivências econômicas, sociais e, particularmente, culturais, conforme nos orientou Thompson (1987). Ao estudarmos a referida instituição buscamos responder aos seguintes questionamentos: Quem eram as crianças que ingressavam no Collégio? De onde advinham os recursos para a manutenção da instituição? Quais os interesses do governo provincial ao criá-la? Que demandas econômicas sociais e culturais motivaram a sua criação? Assim, elaboramos nossa análise a partir dos referenciais teóricos e metodológicos propugnados pela história social e cultural na perspectiva concebida por Burke (2005). Foram utilizadas fontes primárias, isto é, manuscritos referentes ao Collégio de Educandos Artífices, tais como: relatórios, ofícios, termos de contratos, balancetes, pertencentes ao acervo do Arquivo Histórico do Estado da Paraíba FUNESC. Também foram utilizados os regimentos, regulamentos e normatizações referentes à instrução pública e particular produzidos na Parahyba do Norte. Fontes secundárias tais como: livros e artigos que tratam sobre a temática, foram de grande valia para realizarmos as interlocuções com outras instituições do mesmo gênero localizadas em outras províncias do Império brasileiro. Concluímos nosso estudo indicando a importância que teve essa instituição para o desenvolvimento de ofícios destinados à formação da infância desvalida na Parahyba do Norte, no oitocentos, constituindo-se, portanto, um importante exemplo acerca da educação profissional no Brasil e, mais particularmente, na Paraíba republicana.

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Based on the narratives of young people this research explores the rise in youth violence in Kenya's secondary school system and wider society and the potential for peacebuilding to address youth violence. Of particular concern is the gradual change in the profiles, patterns and intensity of the conflict, as evidenced by the increase in the number of youth militias. This increase is often attributed to unemployment and poverty - yet, to date, no systematic research has been produced on the extent to which the youth participation in violence occurs through choice or coercion, or indeed both. Worryingly, a significant number of young people involved in this violence are secondary school students. The findings of this research indicate that despite responses to youth violence in the school and wider Kenyan society, the violence is unabated. Notably, approaches continue to be top-down, generic, superficial and ineffectual. By marginalising the narratives of the youth who participate in and/or observe the violence, current institutional policies and approaches are decontextualised - from both the particular and the wider Kenyan context. This leaves intact the root causes of the violence. This research raises important questions concerning generic, top-down, quick-fix, outmoded cultural paradigms, hierarchical and questionable homogeneous pedagogical approaches to peacebuilding in both the schools and wider Kenyan context. In attempt to address these deficiencies the research seeks to find out approaches to peacebuilding and the Kenyan education systems that can respond to youth violence. This research proffers three key dimensions that can be incorporated in order to ensure effective and sustainable peace: experiences, worldviews and attitudes of the actors. The research, which utilises a constructivist grounded theory approach (Charmaz, 2006), was conducted in fourteen secondary schools in Nairobi and the Rift Valley provinces - two provinces that have been at the centre of youth violence and militia activities. These provinces were also selected in order to reflect the multi-cultural and multi-ethnic character, and the different types of schools in Kenya.