This work focuses on youth ministry, which implements youth leaders working in selected diocesan centers of youth life (DCŽM). The author defines the basic terms and on the basis of church documents and literature sets pastoral theological and pedagogical principles and criteria youth ministry after the 2nd Vatican Council. These criteria apply and compares with educational and pastoral objectives youth leaders who operate in selected DCŽM. The aim of the employees of each DCŽM is to pass the values of Lived Gospel to match the current changing desires and needs of youth.

Com o significativo crescimento da Educação a Distância (EaD), surge a preocupação e a necessidade de um olhar qualitativo diferenciado para todas as atividades que estão, direta ou indiretamente, relacionadas à área. Esse olhar qualitativo deve ser embasado em pressupostos científicos e não em empirismo, como se vê no encaminhamento dado por diversas instituições. Considerando que a qualidade do todo é conseguida pela qualidade das partes que o compõem, a da educação a distância é conseguida por meio da somatória da qualidade da execução de diversas atividades - como tutoria, gestão e coordenação de processo, dentre outras - e dos instrumentos utilizados - como material instrucional (MI) e sistemas gestores de aprendizagem -, que devem estar integrados não apenas ao contexto educacional ao qual pertencem, mas também a uma realidade flexível e dinâmica, imposta pela própria modalidade. O foco desse trabalho está na qualidade do processo de planejamento de um MI, considerado como o instrumento que integra agentes, atividades, tecnologias e estratégias de ensino e aprendizagem. A partir de uma profunda atividade de pesquisa bibliográfica relacionada à EaD, aos estilos de ensino e aprendizagem, à taxonomia de objetivos cognitivos e às mídias, de caráter exploratório e prático, propõe-se a utilização de uma diretriz para planejar materiais instrucionais, tendo como objetivo o efetivo desenvolvimento cognitivo, realizado por meio da estimulação e motivação para aquisição de novos conhecimentos, de competências, de habilidades, e direcionando para uma mudança de atitude em relação ao saber adquirido. / With the significant increase in Distance Education (DE) there is a significant and different concern about the quality related to all activities that are directly or indirectly related to it. Whereas the quality of the whole is achieved by the quality of its parts; at distance education this is achieved through the summation of the quality of different activities such as mentoring, tutoring, educational management, among others, as well as the instruments used as instructional subject matter (ISM), learning manager systems (LMS), which should be integrated not only to the educational context to which they belong, but also to a flexible and dynamic reality imposed by the modality. The focus of this work is at the quality of the process of planning ISM as it has been considered the instrument that integrates staffs, technology and learning/teaching strategies. Based on the bibliographical revision about distance education, learning and teaching styles, medias and taxonomy of educational objectives a framework for planning ISB was designed and it was submitted to specialists\' critiques, suggestions and considerations to verify its consistency and applicability toward the effectiveness cognitive development achieved by means of stimulation and motivation for new knowledge, skills, ability the acquisition and consequently to a change of attitude towards the of what has been perceived, discovered, or learned.

The thesis Feedback in the proces of education, discusses formative feedback whose goal is to convey information to the student, which positively influences the students progress. Therefore it is an ongoing action of the teacher, who is monitoring the progress and results of the students, so that the teacher can help the students reach their goals and help form their overall personality. The first part of the thesis concentrates on the definition of feedback in the context of educational communication. Here the functions, goals of feedback and various typologies, with which we can meet, are summed up. Attention is further given to the problematics of working with students mistakes, educational goals, feedback in relation to evaluation and the role of formative evaluation in the educational process, the key of which is feedback. Part of the text further gives attention to how to work with feedback, and what to look out for so that it is most effective. The empirical second part concentrates on a research of methods of ten public school elementary teacher which they use to provide their students feedback. In the form of a case study it looks at how teachers approach feedback, and what forms and procedures they use, and what they want to achieve through it.

This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.

Undergraduate psychology examinations from 48 schools were analyzed to determine the proportion of items at each level of Bloom's Taxonomy, item format, and test length. Analyses indicated significant relationships between item complexity and test length even when taking format into account. Use of higher items may be related to shorter tests, jeopardizing reliability. (SLD)

The Teaching and learning computer-programming process as been the target of scientific research since the early days of computing. Although several strategies have been and are still being tested, its application in computer-based courses has been difficult, since it requires some commitment from educators to search, study and evaluate them. Although not looking for a miraculous cure for all problems in this area (reported in the literature), and believing in the pedagogical potential of the socio-cognitive conflict theory, it has been decided to develop a teaching method of programming based on Bloom's taxonomy of educational objectives to be applied using the pair-programming technique. This method is being used to produce a book of Algorithms and Programming Techniques intending to be acknowledged by the Academy. Experiments with such method has been carried out at a private University and there has been a significant increase of motivation by the students that underwent the experiments. / O ensino-aprendizagem de programação de computadores tem sido alvo de investigações cientificas desde os primórdios da computação. Embora diversas estratégias foram e ainda têm sido experimentadas, sua aplicação em cursos de computação e afins se mostra difícil, uma vez que exige algum empenho de educadores em buscá-las, estudá-las e avaliá-las. Não procurando a cura milagrosa para todos os problemas nessa área (relatados na literatura), e acreditando no potencial pedagógico da teoria do conflito sócio-cognitivo, decidiu-se construir um método de ensino de programação baseado na taxionomia de objetivos educacionais de Bloom a ser aplicado através da técnica de Programação em Duplas. O método está sendo utilizado na produção de um livro de Algoritmos e Técnicas de Programação no intuito de difundi-lo na Academia. Foram realizados experimentos com o método em uma Universidade da iniciativa privada e constatou-se um expressivo aumento de motivação dos aprendizes que a ele foram submetidos. / Doutor em Ciências

My thesis deal with topic: "Work activities as a subject of motivation for an apprenticeship selection". The basic idea is an opportunity of cooperation between primary and secondary vocational schools in field of work activities. They do not take place in primary school facilities but in professional workshops of vocational school. I handle in detail making test tasks and didactic test, which will objectively judge (in a set group of pupils) whether doing work activities in vocational school´s workshop have some influence on choosing their next field of study.

DEd (Curriculum Studies) / Department of Curriculum Studies / Although on its introduction the focus of the National School Nutrition Programme (NSNP) was to improve health and nutritional status of South African school children, it was put in place to improve school attendance, curb absenteeism and drop-out by children of school going age as a result of hunger and poverty. It was also meant to improve the learning capacity of children since access to nutritious meals has the potential to improve their concentration levels during instructional discourses, which can enhance the quality of educational outcomes. This study explored the views of education stakeholders on the challenges they encountered in implementing the NSNP in achieving its educational goals at two schools in the Vhembe District in South Africa. Specifically, the study investigated how the NSNP influences school access, attendance and participation at schools that are benefiting from the NSNP in an endeavour to establish strategies for improving the quality of schooling. Abraham Maslow’s theory of hierarchy of needs was applied to explain how children’s basic needs can be a foundation to their educational needs and aspirations. A case study design involving two schools was adopted for the study and the qualitative research approach was employed. Purposive sampling method was employed to select two secondary school principals, ten secondary school class teachers per school, ten learners who were beneficiaries of the NSNP and ten of their counterparts who were not on NSNP per school, and two circuit NSNP officers. Individual and focus group interviews, documentary study and observations were used to collect data, which were analysed thematically. The findings of the study revealed that: the National School Nutrition Programme is a credible strategy for learners from poor backgrounds to access schooling and reduce their school drop-out; there was no clear difference in academic performance between leaners who participated and those who opted out of the Programme; educators felt overwhelmed by administrative work for the feeding programme, which compromised on their co-responsibilities; there were inadequate workshops to equip service providers of the Programme; food was provided under poor hygiene conditions which made some learners to opt out of the Programme; Programme records had inaccurate information. Based on the main study findings, the study recommended that the programme should continue as the majority of learners were benefiting; the Programme should have its own v administrative personnel; there should be regular staff development workshops on the Programme; schools should erect proper infrastructure for food storage and service; a multi- ministerial team of experts from health, education Programme; and all schools that have the Programme should maintain nutrition gardens for provision of fresh food. Finally, for the effective role-taking by duty-bearers for the Programme, the study concluded by recommending a model called the Increasing Achievement Mode for the National School Nutrition Programme.

La prise en charge du diabète est un défi important et a un impact sur la vie des patients. Il existe plusieurs médicaments et les études cliniques sont publiées à une vitesse ahurissante. Les patients diabétiques également atteints de maladie cardiovasculaire comme l’insuffisance cardiaque ou l’athérosclérose sont une population très vulnérable. Certains médicaments peuvent réduire les complications de ces pathologies, alors que d’autres peuvent aggraver le fardeau de la maladie. Le traitement du diabète doit donc être adapté pour ces patients. Une communauté de pratique, composée de médecins, d’infirmières et de pharmaciens qui travaillent quotidiennement à la gestion du diabète, voudrait créer et valider des outils de formation. Nous vous proposons notre démarche de recherche qui est centrée sur un modèle de recherche-développement avec un rajout de la méthode de Delphi. Dans cette approche, nous allons faire plusieurs consultations pour déterminer les objectifs pédagogiques et la vision de l’outil de formation. Par la suite, nous allons construire les outils de formation et vignettes cliniques. Après, nous allons valider les outils de formation avec la méthode Delphi sur un groupe de clinicien de médecines, infirmiers, et pharmaciens. Le projet de recherche a permis d’élaborer des objectifs pédagogiques et la création d’un outil de formation. Le Delphi a permis de valider l’outil de formation avec l’indice alpha de Cronbach de 0,707 avec un intervalle de confiance à 95 % [0,256; 0,940] avec une valeur P de 0,004. Ce qui représente une valeur de consensus acceptable et significative. / The management of diabetes is a major challenge and has an impact on the lives of patients. There are several drugs and clinical studies that are published at an astonishing speed. Diabetic patients also suffering from cardiovascular disease such as heart failure or atherosclerosis are a very vulnerable group of people. Some drugs can reduce the complications of these conditions, while others can increase the disease burden. The treatment of diabetes must therefore be adapted for these patients. A community of practice, made up of doctors, nurses and pharmacists who work daily to manage diabetes, would like to create, and validate a diabetes training tool. We propose the following research approach which is centered on a research-development model with an addition of the Delphi method. In this approach, we will make several consultations to determine the educational objectives and the outline of the training tool. Thereafter, we will build the training tools and clinical vignettes. Afterwards, we will validate the training tools with the Delphi method on a group of medical clinicians, nurses, and pharmacists. The research project led to the development of educational objectives and the creation of a training tool. The Delphi validated the training tool with the Cronbach's alpha index of 0.707 with a 95% confidence interval [0.256; 0.940] with a P value of 0.004. This represents an acceptable and significant consensus value.

The theoretical part of the thesis deals with the teaching profession in primary schools of art in the 21st century in the context of curricular reform. It addresses not only the readiness of teachers to changes that the curriculum documents bring, but at the same time solves position management (role of directors) in this process. Concretizes the development of the teaching profession from the perspective of management in art schools. The research part of the thesis analyzes the selected documents school curricula, defines the content development for teachers through the training of teachers and emerging approaches of directors in this process. Dissertation will complete the topic by the recommendations of advanced training teachers for the management of teachers in art schools. KEYWORDS teaching profession, competency model, basic art education, curriculum reform, school educational program, the strategy of educational objectives, training of teachers, role and attitudes of directors