This master’s thesis main objective is to find out how the adoption of e-learning among Ghanaian universities could be assessed. To reach this objective, we seek to assess and examine the adoption of e-learning in four (4) universities across Ghana. A structured questionnaire has been developed, pre-tested and administered to a sample of 103 persons comprising students, university lecturers and management authorities of the four selected universities which use e-learning in their educational curriculum.Based on an objective analysis of the obtained data, the major findings show that university managements and lecturers have not established broader e-learning facilities that would trigger students to adopt e-learning course. Also, the current facilities being used are very few and insufficient. Although, some of the universities have made provision for several e-learning delivery modes, yet students and lecturers are not all that familiar with them. Hence, most of those delivery modes are not being used at all. Students’ level of access to computers, internet connectivity, and the lack of regular electric power supply on campus, appear to be the major factors which are most likely to impact negatively on students to hinder them from attending e-learning courses. It was also found out that the most important barriers likely to affect the implementation of e-learning include poor internet connectivity, fear of failure in internet/e-learning services, fear of internet fraud, and the low speed of internet. / <p>Validerat; 20111212 (anonymous)</p>

The purpose of the present study aimed to develop a comprehensive model that measures the autoethnographic/biographic relevance of dreams, memories, and reflections as they relate to understanding the self and others. A dream, memory, and reflection (DMR) ten item questionnaire was constructed using aspects of Freudian, Jungian, and Lacanian Theory of Dream Interpretation. Fifteen dreams, five memories, and five reflections were collected from the participant at the waking episode or during a moment of deep thought. The DMR analysis was used as the prime matter for creating a narrative document that uses autoethnography and autobiography to deliver a philosophical story about the unconscious reality of the participant. The results of the dissertation study produced a ten section narrative document titled The Shadow of Joaquin that portrayed the benchmarks of the life of the participant that led him to the completion of a doctoral degree in curriculum and instruction. At the final section of the narrative document the postmodern philosophical theory of Labor Percolation is proposed by the researcher as a direct result of the DMR analysis.

This diploma thesis focuses on creation and realization of educational curriculum about the community of trees for the pupils of the first stage of elementary schools. The theoretical part deals with the pedagogical-psychological aspects of the direct studying of the nature and describes suitable methods and forms of teaching with connection to the active teaching. It defines legislative frame for the first stage nature education and the range of curriculum about forests. The thesis describes conditions in which the curriculum is created, its designing, its realization in practice and reflection on the practice. In conclusion it debates usage of this educational curriculum in other elementary schools. This diploma thesis is elaborated within project GAJU 118/2016/S.

The purpose of this study is to compare and contrast the motivations for reading in the subject syllabi for English in England and Sweden in the hopes of discovering how the English steering documents can inspire Swedish teachers to adopt new perspectives and approaches to reading. The aspects explored are epistemological approaches, reading content, general aims and aims within the subject, skills, requirements, discourses, and language usage. The study analyzes each of the subject syllabi from both countries and the final phase involves a comparison, which demonstrates the profitable and non-profitable similarities and dissimilarities. The study provides valuable perspectives on how teachers can broaden their interpretation of Swedish steering documents for the subject of English by departing from critical reading concepts and using a more encouraging discourse than that found in steering documents.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2019-02-07T15:29:48Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Lucimar Araujo.pdf: 4539019 bytes, checksum: 717d5aa88f8ad9e51a328113d658397d (MD5) / Made available in DSpace on 2019-02-07T15:29:48Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Lucimar Araujo.pdf: 4539019 bytes, checksum: 717d5aa88f8ad9e51a328113d658397d (MD5) Previous issue date: 2018-12-03 / Esta pesquisa tem como temática o currículo educacional e como objetivo geral identificar as concepções sobre currículo e estabelecer relações desta com as concepções de ensinar, de aprender e de ser um bom professor para licenciandos do curso de Letras em uma universidade pública do interior do Paraná. Parte-se do entendimento e da prática de um currículo crítico como eixo promotor do entendimento de sociedade e de história em processo constante do sujeito. Para isso, utilizou-se Sacristán (2000) e Goodson (2013, a, b), autores respectivos que fundamentam a teoria crítica de currículo. O curso de Letras, por ser de licenciatura, está diretamente relacionado ao ensino e à aprendizagem de futuros professores, assim acredita-se que estes cursos precisam convergir suas crenças para um currículo crítico que abranja a formação educacional humana e autônoma do sujeito (ADORNO, 1985). A pesquisa é de natureza quantiqualitativa e os dados foram coletados por meio de questionário e entrevista. Os dados foram tratados e analisados com o auxílio da Análise Textual Discursiva e algumas técnicas de pesquisa quantitativa, como Análise de Grafos. Percebeu-se neste trajeto que as construções epistemológicas dos licenciandos estão associadas ao campo político, histórico e social e que as temáticas trazidas para as discussões e análises dos dados revelaram concepções de currículo e de educação fundamentadas por uma teoria mista de currículo tradicional e crítico. / The main theme of this research is the educational curriculum and the general objective it is to identify the conceptions about curriculum and establish the relations with the conceptions of teaching, to get familiar with how to be a good teacher for students of Letters at a public University in Paraná. Starting from the knowledge and the enforcement of a critical curriculum as the base to understand the society and the history in an on growing process of the bloke. For this, Sacristán (2000) and Goodson (2013, a, b) were used, respective authors that base the critical theory of curriculum. The Letters Course it is directly related to teaching and learning how to be a teacher, this way, this Course need to converge all the beliefs to a critical curriculum that embrace the autonomy of the bloke. (ADORNO, 1985). The research it is qualiquantitativa and the data were collected thru questionnaires and interviews. The data were treated and analyzed with the help of Discursive Textual Analysis and some technique of quantitative research as Graf’s analysis. It was noticed along this path that the epistemological constructions of the students were incorporate with the political, historical and social field, and the themes that were brought to the discussion combine with the data analyzes revealed some conceptions about fundamental education in a mixed theory of critical and traditional curriculum.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / nÃo hà / O presente estudo investigou a integraÃÃo do laboratÃrio de informÃtica ao currÃculo em unidades escolares do sistema municipal de Fortaleza, CearÃ, analisando suas formas de uso e sua relaÃÃo com planejamento pedagÃgico implementado. A metodologia, com Ãnfase qualitativa e carÃter etnogrÃfico, foi realizada de forma mista, a partir de aplicaÃÃo de questionÃrios e pesquisa de campo. Utilizamos as tÃcnicas da observaÃÃo participante e entrevista semi-estruturada com um professor do LIE e um professor da sala de aula. Os sujeitos foram selecionados a partir de critÃrios previamente definidos, como realizaÃÃo de atividades desenvolvidas na sala de aula articuladas com o laboratÃrio de informÃtica, participaÃÃo em planejamentos na escola e disponibilizaÃÃo e interesse em participar da pesquisa. Os resultados da pesquisa apontaram que o laboratÃrio de informÃtica vem sendo utilizado sistematicamente na escola, a partir de diferentes modalidades. Entretanto, ainda, sÃo muitas as dificuldades encontradas que impedem prÃticas mais interacionistas e integradas ao currÃculo escolar. As prÃticas, muitas vezes, estÃo impregnadas de uma abordagem instrucionista, limitando o uso pedagÃgico, resultado de um planejamento funcional, reflexo de currÃculo tradicional preso a tempos e espaÃos, mostrando a necessidade de aprofundar o carÃter interdisciplinar e transversal do uso do laboratÃrio de informÃtica na escola, a partir de discussÃes mais epistemolÃgicas. / The present study investigated the integration of the computer lab in the curriculum of the municipal school units of Fortaleza, CearÃ, analyzing its forms of use and its relationship to educational planning implemented. The methodology, with emphasis on qualitative and ethnographic, was performed in mixed form, from questionnaires and field research. We use the techniques of participant observation and semi-structured interview with a professor at the LEI and a classroom teacher. The subjects were selected based on predefined criteria such as execution of activities developed in the classroom, articulated with the computer lab, participation in school planning and, provision and interest to participate of study. The survey results indicated that the lab have been used systematically in school, from different modalities. However, there are still many difficulties which prevent practices most interactional and integrated into the school curriculum. The practices, often, are impregnated of an instructional approach, limiting the pedagogical use, result of a functional planning, reflecting an traditional curriculum arrested to time and space, showing the need to deepen the interdisciplinary and transversal character of use of the computer lab in school, from epistemological discussions.

Cette thèse cible les dispositifs hors classe dans l’établissement et, plus précisément, leur contribution aux apprentissages des élèves, qu’ils soient scolaires ou psychosociaux. Elle vise à rendre compte de l’organisation hors classe des établissements et à connaître les appropriations spatiales et temporelles des jeunes dans les temps non scolaires et dans les moments informels. Le cadre théorique s’appuie sur le concept de dispositif pour explorer l’apprentissage, dans sa dimension "processus" et dans sa dimension "produit". La modélisation proposée permet de catégoriser et de caractériser les dispositifs hors classe et les dispositifs scolaires dans leur distance au formel. Le travail empirique a été conduit dans le contexte spécifique de l’enseignement agricole, et sur le public particulier des élèves de 4e et 3e, ayant modifié leurs trajectoires éducatives. Une méthode mixte, quantitative et qualitative, a été mobilisée. Elle permet de recueillir à la fois la parole des acteurs éducatifs et des enseignants intervenant hors de la classe et, surtout, celle des apprenants en utilisant des questionnaires, des interviews, des observations, des photographies et des agendas. Elle fait émerger des résultats significatifs dans la contribution différenciée des dispositifs hors classe aux apprentissages, tant au niveau des résultats scolaires que des scores psychosociaux. En prolongeant la remise en cause de la séparation du « dans la classe/hors la classe », par celle du "dans l’établissement/hors de l’établissement", elle pose l’hypothèse d’un curriculum éducatif qui interroge le rôle de l’école dans la société et la place de chaque acteur, notamment du jeune. / This thesis target the out of class device in the institution and, to be more exact, call for the pupil’s learning, school or psychosocial learning. It gives an account of the organization out of class and knowing spacio-temporal encroaching for young in the out of class time and in the informal moment. The theoretical framework leans on learning exploration’s concept, in its process-sized and it product-sized.The modeling proposed enable to categorize and characterize the out of class time and the school time in the formal’s distance. The empiric work had been done in farming’s institution and in a public middle school, with 4ème and 3ème’s pupils, who are changed their learning’s ways. A join method, quantitative and qualitative research, was done. It enables to take the feeling of the educational player and the teachers who operate out of class and, what’s more important, the learner. This survey use quiz, interviews, observations, pictures and schedule. It shows us significant results in the differential contribution of the out of class learning device, as much as the school results than the psychosocial hit. In challenging the separation of “in class” and “out of class” by “in school” and “out of school”, it hypothesizes an educational curriculum which ask about the part of school in the society and the part of each player, especially younger, in the new education call the global education.

ALBUQUERQUE, Aparecida Maria Costa de. Integração do laboratório de informática ao currículo: práticas numa escola municipal de Fortaleza. 2011. 151 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-04T14:41:09Z No. of bitstreams: 1 2011_Dis_AMCAlbuquerque.pdf: 1664971 bytes, checksum: 5040bd0d2db39494f86e9c6414f23b38 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-05T14:52:46Z (GMT) No. of bitstreams: 1 2011_Dis_AMCAlbuquerque.pdf: 1664971 bytes, checksum: 5040bd0d2db39494f86e9c6414f23b38 (MD5) / Made available in DSpace on 2012-07-05T14:52:46Z (GMT). No. of bitstreams: 1 2011_Dis_AMCAlbuquerque.pdf: 1664971 bytes, checksum: 5040bd0d2db39494f86e9c6414f23b38 (MD5) Previous issue date: 2011 / The present study investigated the integration of the computer lab in the curriculum of the municipal school units of Fortaleza, Ceará, analyzing its forms of use and its relationship to educational planning implemented. The methodology, with emphasis on qualitative and ethnographic, was performed in mixed form, from questionnaires and field research. We use the techniques of participant observation and semi-structured interview with a professor at the LEI and a classroom teacher. The subjects were selected based on predefined criteria such as execution of activities developed in the classroom, articulated with the computer lab, participation in school planning and, provision and interest to participate of study. The survey results indicated that the lab have been used systematically in school, from different modalities. However, there are still many difficulties which prevent practices most interactional and integrated into the school curriculum. The practices, often, are impregnated of an instructional approach, limiting the pedagogical use, result of a functional planning, reflecting an traditional curriculum arrested to time and space, showing the need to deepen the interdisciplinary and transversal character of use of the computer lab in school, from epistemological discussions. / O presente estudo investigou a integração do laboratório de informática ao currículo em unidades escolares do sistema municipal de Fortaleza, Ceará, analisando suas formas de uso e sua relação com planejamento pedagógico implementado. A metodologia, com ênfase qualitativa e caráter etnográfico, foi realizada de forma mista, a partir de aplicação de questionários e pesquisa de campo. Utilizamos as técnicas da observação participante e entrevista semi-estruturada com um professor do LIE e um professor da sala de aula. Os sujeitos foram selecionados a partir de critérios previamente definidos, como realização de atividades desenvolvidas na sala de aula articuladas com o laboratório de informática, participação em planejamentos na escola e disponibilização e interesse em participar da pesquisa. Os resultados da pesquisa apontaram que o laboratório de informática vem sendo utilizado sistematicamente na escola, a partir de diferentes modalidades. Entretanto, ainda, são muitas as dificuldades encontradas que impedem práticas mais interacionistas e integradas ao currículo escolar. As práticas, muitas vezes, estão impregnadas de uma abordagem instrucionista, limitando o uso pedagógico, resultado de um planejamento funcional, reflexo de currículo tradicional preso a tempos e espaços, mostrando a necessidade de aprofundar o caráter interdisciplinar e transversal do uso do laboratório de informática na escola, a partir de discussões mais epistemológicas.

The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.

Title: Výtvarná výchova ve školním vzdělávacím programu pro 2. stupeň základní školy Author: Bc. Kateřina Círová Department: Katedra výtvarné výchovy Supervisor: PhDr. Leonora Kitzbergerová, Ph.D. ABSTRACT The subject of my thesis is the creation of an art education curriculum for the sixth year at the second level of primary school. In the theoretical part of the thesis, I first analyze the concept of art education in terms of its development and changes over time. Then I analyze the concept of the visual field in relation to the structure of the curriculum within the characteristics of Art and Culture for the second level of basic education. I look deeper at creating educational content in relation to specified educational goals. In the last chapter of the theoretical portion, I define the concept of specific teaching methods for teachers of art education. In the practical part of my thesis, I apply the educational content of the field of art education to the program of teaching art education at the second level of primary school with regard to the teacher's conception of art education. In the empirical part, I focus on the reflexive practices of the teacher in the framework of action research. I emphasize the factors that influence the teacher's approach to teaching. I present the...