The goal of this essay is to share the project proposal about the use of the action research approach in the degree completion award process for students in thePre-school and Primary Education specialization in a private higher education institution of Lima. This is done within the framework of the implementationprocess for the new curriculum plan initiated in 2013. In that sense, we highlightthe characteristics of this type of research that have been embodied in practice, theprocess followed for its application, as well as achievements, difficulties and theaspects that we still need to work out. Lastly, some thoughts are proposed to consolidate this type of research in the academic and organizational structure of thisinstitution, which could prove useful for higher education institutions interestedin the implementation of this research approach. / El presente ensayo busca socializar la propuesta de trabajo en torno al desarrollode la investigación-acción en el proceso de titulación de las carreras de EducaciónInicial y Primaria de una institución de educación superior privada de Lima, en elmarco del proceso de implementación del nuevo plan curricular iniciado el 2013.En ese sentido, se resaltan las características de este tipo de investigación que sehan encarnado en la práctica, el proceso que se ha asumido para su aplicación, asícomo los logros, las dificultades y los aspectos sobre los cuales se requiere continuar trabajando. Finalmente se proponen algunas reflexiones para la consolidación de este tipo de investigación en la estructura académica y organizativa de dicha institución, que pueden resultar útiles para aquellas instituciones de educación superior interesadas en aplicar este enfoque de investigación. / O presente ensaio tem como objetivo socializar a proposta de trabalho ao redor do desenvolvimento da Investigação- Ação no processo de concessão de licenciatura em docência dos educação infantil e anos iniciais do ensino fundamental da instituição de ensino superior privado em Lima, dentro do contexto do processo de implementação do novo plano curricular iniciado em 2013. Nesse sentido se ressaltam as características deste tipo de investigação que foram adotadas na prática, o processo que se assumiu para sua aplicação, assim como os resultados, as dificuldades e os aspectos sobre os quais se requer continuar trabalhando. Finalmente, se propõe algumas reflexões para a consolidação deste tipo de investigação na estrutura acadêmica e de organização da instituição, que podem resultar úteis para aquelas instituições de educação superior interessadas em aplicar este enfoque de investigação.

[pt] O presente trabalho tem como objetivo analisar a contribuição dos impressos pedagógicos como instrumentos de legitimação institucional na área de educação. Especificamente, neste estudo, examinar o papel da Revista Brasileira de Estudos Pedagógicos, da Revista Educação e Ciências Sociais e do Boletim Mensal do Centro Brasileiro de Pesquisas Educacionais na tentativa de legitimação do Centro Brasileiro de Pesquisas Educacionais (CBPE) no âmbito do Ministério da Educação Cultura (MEC) e sob o comando do Instituto Nacional de Estudos Pedagógicos (INEP) no período de 1952 a 1964. Parto do pressuposto que foi colocada em jogo uma rede de impressos para tal processo de legitimação que possibilitou o acionamento de três estratégias para a consubstanciação deste projeto: a estratégia de articulação, por serem os impressos veículos de informação de uma instituição que almejou o máximo envolvimento de todos os atores; a estratégia de intervenção, haja vista a possibilidade de pensar os impressos enquanto vozes oficiais da instituição que buscou organizar a sua representação institucional nos planos internacional, nacional e regional e, por fim, a estratégia de legitimação em que os impressos são escrituras que buscaram imprimir e erigir a memória de um determinado grupo de poder como hegemônica e paradigmática no campo educacional e, no caso do CBPE, também no campo das Ciências Sociais. Deste modo, insere-se esta pesquisa no bojo da história cultural e da história política e procura estabelecer possibilidades de compreensão do período em tela para a historiografia da educação brasileira, lançando luzes nas trincheiras da guerra pelo controle da educação nacional que aparece como espaço privilegiado nas páginas dos impressos da rede montada pelo Centro Brasileiro de Pesquisas Educacionais sob a direção de Anísio Teixeira e seus colaboradores. / [en] The purpose of this paper was to analyze the contribution of pedagogical printed matters as tools of institutional legitimacy in the field of education. More specifically, this study aims to examine the role of Revista Brasileira de Estudos Pedagógicos (Brazilian Magazine of Pedagogical Studies), Revista Educação e Ciências Sociais (Education and Social Science Magazine) and the Boletim Mensal do Centro Brasileiro de Pesquisas Educacionais (Monthly Bulletin of the Educational Research Brazilian Center) in the attempt to legitimate CBPE - the Educational Research Brazilian Center- within the scope of MEC- the Ministry of Education and Culture- and under the control of INEP- Instituto Nacional de Estudos Pedagógicos (National Institute of Pedagogical Studies) from 1952 to 1964. I assume that a network of printed matter was created for the legitimation process, which enabled the activation of three strategies for the consubstantiation of the project: the articulation strategy, for the printed matters are means of information of an institution that has always aspired to achieve the total engagement of all actors; the intervention strategy, since there is a possibility of considering the printed matters as the official voice of the institution that strove to organize its institutional representation in the international, national and regional spheres; and, finally, the legitimation strategy, in which the printed matter sought to print and build up the memory of a certain power group as hegemonic and paradigmatic in the field of education, and, as far as CBPE is concerned, in the field of Social Sciences, as well. Therefore, this research is set into the core of the political and cultural history, and it attempts to create possibilities of understanding the period in question for the Brazilian education historiography, enlightening the trenches in the fight for the control of the national education, which holds a privileged space on the pages of the printed matter of the network built up by the Educational Research Brazilian Center, directed by Anísio Teixeira and his collaborators.

Orientador: Vicente Rodriguez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T12:31:47Z (GMT). No. of bitstreams: 1 Alves_RaquelPereira_M.pdf: 4788841 bytes, checksum: 89f309862fdd52ff24c130c10154bfe0 (MD5) Previous issue date: 2015 / Resumo: Essa pesquisa tem como propósito investigar o papel que os Centros de Formação de Professores das cidades de Campinas e de Hortolândia vêm desempenhando na condução das políticas de formação continuada, através do levantamento e da análise dos Programas de Formação ofertados aos docentes do Ensino Fundamental, no período de 2000 a 2012. O contexto histórico pautou-se nas mudanças ocorridas a partir da Reforma do Estado que propôs o processo de descentralização e municipalização das matrículas do Ensino Fundamental, bem como, a criação de mecanismos de monitoramento dos resultados das avaliações externas. Essa mudança colocou para os municípios, os/as gestores/as e principalmente, para os/as professores/as a responsabilidade sobre os resultados da educação. Nesse sentido, a formação continuada ganha o centro das atenções e dos debates. A literatura sobre o tema é unânime em indicar que a formação seja centrada na escola. Nossa questão se coloca nesse ponto: qual o papel dos centros de formação? A coleta de dados foi realizada nos documentos guardados nos Centros de Formação das duas cidades. A análise se pauta na identificação dos proponentes, das temáticas e objetivos subjacentes às ações ofertadas, e também no modo como se deu a captação das demandas e a participação dos/das professores/as. Como resultados, identificou-se que as Secretarias Municipais de Educação das duas cidades realizam parcerias com a esfera federal e estadual, bem como com o setor privado para a condução de suas políticas de formação continuada. No entanto, grande parte da oferta dos programas resulta das orientações das próprias secretarias de educação, dos/as gestores/as, assessores/as, especialistas e dos/as professores/as. A pesquisa mostrou que os temas Curriculares foram prioritários no planejamento das ações de formação durante o período analisado. Os objetivos das ações ofertadas variaram de acordo com o proponente, no entanto observamos como prioridade nos dois centros a implementação de políticas educacionais originadas, tanto das próprias secretarias municipais quanto dos governos estaduais e federal. Em Hortolândia constatamos a interferência do setor privado na definição de conteúdos no Currículo do Município. v Os modos como as ações de formação estão estruturadas nesses municípios marcam diferenças: em Hortolândia a escolha dos professores é mais individualizada e em Campinas a escolha é individual e a proposta se organiza de forma mais coletiva por meio, principalmente, de grupos de formação e de estudos. Concluímos que os Centros são importantes na medida em que favorecem o encontro de professores de diferentes escolas, o que, dependendo da metodologia empregada, poderá favorecer o intercâmbio de experiências e de reflexões sobre a prática e a profissão / Abstract: This research aims to investigate the role that the Centers for teacher¿s training, have played in the conduct of continued education policies in the cities of Campinas and Hortolândia. The investigation was conducted through the survey and analysis of the training programs offered to elementary school¿s teachers, in the period from 2000 to 2012. The historical context was based on the changes brought about by the State Reform which proposed the process of decentralization and municipalization of elementary school's enrolment, as well as the creation of mechanisms to monitor the external evaluations results. These changes have placed to municipalities, managers and especially for teachers the responsibility for education results. In this sense, continuing education wins the center of attention and debates. The literature on the subject is unanimous in stating that continuing education should be centered in school. Our research question arises at this point: what is the role of training centers? Data collection was performed on documents stored in the training centers of the two cities. The analysis is guided in identifying the proponents, the themes and the objectives of these programs, and also in the way how demands were captured and how teachers' participation has occurred. As a result, it was found that the Municipal Departments of Education of the two cities hold partnerships with the federal and state governments as well as with the private sector to conduct their continued education policies. However, much of the supply of programs follows from the guidelines of their own education departments, managers, advisors, experts and teachers. The research has shown that the Curriculum subjects were most important in the planning of training activities during the period. The objectives of actions taken have varied according to the proponent, however we could observe that the priority in the two centers was the implementation of educational policies arising from the municipal education departments and also from the state and federal governments. In the city of Hortolândia we found the private sector¿s interference in the content definition of the Municipality's Curriculum. vii The ways in which training activities are structured in these municipalities show differences: in Hortolândia teachers¿ choice is more individualized and in Campinas the choice is individual but the program¿s proposal is organized in a more collective way through, mainly, groups of training and of studies. We conclude that the centers are important in favoring the meeting of teachers from different schools, which, depending on the methodology used, can promote the exchange of experiences and reflections on the practice and the profession / Mestrado / Ciencias Sociais na Educação / Mestra em Educação

The purpose of the thesis is to search out, analyse and evaluate an open access and commercial electronic information resources in educational theories available on WWW. First and sekond part determinates topic of education, describes his development, problems, nomenclature, experimental method and information support. The objective of the thesis is to analyse and evaluate selected bibliographic and full-text databases, digital libraries, portals, subject gateways and catalogs. Online services are especially emphasized. Analyses are elaboration in the Czech education theory context. Final summary evaluates results of analysis.

In this paper we explore language learning in relation to motivation. The correlation between teachers' didactic choices and their relation with the learners is crucial to create motivation. When we did our research of how these things correlated, we mainly focused on the effects that CLIL (Content and Language Integrated Learning) and CBI (Content Based Instruction) had on motivation among learners. We used the database ERIC and searched for articles relating to CLIL, CBI, ESL (English as a Second Language) and motivation. We discovered that CLIL and CBI are teaching methods that allow the teacher to find subjects that are interesting to the students and use these to build motivation among the learners. Motivation grows by interactions and an understanding about the subject. We found a wide range of research that supported the approach of implementing CLIL and CBI in language learning. As a result of our findings we propose greater consideration in Swedish schools regarding the use of CLIL and CBI.

This research report focuses on the origin and development of the Medingen Mission Station, near Ga-Kgapane in the Limpopo Province, and the provision of education at this station since its establishment in 1881. After an account of missionary endeavours in South Africa during the second half of the nineteenth century (with the emphasis on the activities of the Berlin Missionary Society), an explanation is provided of how missionaries became involved in the weal and woes of the Balobedu tribe. This is followed by an indication of how Reverend Fritz Reuter took the initiative to provide basic education to the inhabitants of Ga-Kgapane and how education provision developed at Medingen since then. Reasons are advanced for the prominence Medingen Primary School currently enjoys and the study concludes with the assertion that Medingen Mission Station can be regarded as an important, though not exclusive source of the Balobedu’s present-day identity. / Educational Foundations / M.Ed. (History of Education)

World-wide, the nature, purpose and existence of private education has evoked intense interest and controversial debate. For many, private education presents a legal-moral dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of association, religion and culture. On the other, it raises perplexing moral and philosophical issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling legal, social, economic, educational and political arguments for and against private education, private schools in South Africa, which are increasing in number, continue to form an essential and permanent part of the education system. Private education is a complex subject which can be researched from a myriad of perspectives. This study is essentially a legal enquiry into the legal status of private schools in South Africa within the new democratic constitutional dispensation and how the law affects the organisation, governance and management of private schools. To this end, the study is confined to a discussion on legal aspects relating to private school governance, public funding of private schools, teachers' appointments and discipline, student admission and discipline and religious freedom. In discussing the legal context of such topics, a number of issues emerged concerning the complex nature and diversity of private schools, the relationship between the State and the private school sector, the right of private schools to exist and the implications of the bill of rights for private schools. Furthermore, the study raises challenging questions about the issues of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment and maintenance of private schools in a democratic society. Finally, one of the difficulties of conducting such a study is that South African law is complex and changing, and it is still in a state of evolution, given the recentness of the Constitution and the bill of rights. This means that while some legal issues pertaining to private schools are fairly well settled, for the most part it is not possible to provide a comprehensive or definitive statement about complex and often highly sensitive issues but merely to pose various legal-education questions and problems for consideration. In time, many of the issues raised will no doubt be settled by the courts / Educational Leadership and Management / D.Ed. (Educational Management

This dissertation presents research in the development and use of a multi-modal visual and haptic virtual model in higher education. The model, named Chemical Force Feedback (CFF), represents molecular recognition through the example of protein-ligand docking, and enables students to simultaneously see and feel representations of the protein and ligand molecules and their force interactions. The research efforts have been divided between educational research aspects and development of haptic feedback techniques. The CFF model was evaluated in situ through multiple data-collections in a university course on molecular interactions. To isolate possible influences of haptics on learning, half of the students ran CFF with haptics, and the others used the equipment with force feedback disabled. Pre- and post-tests showed a significant learning gain for all students. A particular influence of haptics was found on students reasoning, discovered through an open-ended written probe where students' responses contained elaborate descriptions of the molecular recognition process. Students' interactions with the system were analyzed using customized information visualization tools. Analysis revealed differences between the groups, for example, in their use of visual representations on offer, and in how they moved the ligand molecule. Differences in representational and interactive behaviours showed relationships with aspects of the learning outcomes. The CFF model was improved in an iterative evaluation and development process. A focus was placed on force model design, where one significant challenge was in conveying information from data with large force differences, ranging from very weak interactions to extreme forces generated when atoms collide. Therefore, a History Dependent Transfer Function (HDTF) was designed which adapts the translation of forces derived from the data to output forces according to the properties of the recently derived forces. Evaluation revealed that the HDTF improves the ability to haptically detect features in volumetric data with large force ranges. To further enable force models with high fidelity, an investigation was conducted to determine the perceptual Just Noticeable Difference (JND) in force for detection of interfaces between features in volumetric data. Results showed that JNDs vary depending on the magnitude of the forces in the volume and depending on where in the workspace the data is presented.

In the past 30 years there has been a steady and growing appreciation in the literature of the importance and value of teachers' practical wisdom (TPW) - or phronesis as it is also known - to further an understanding of classroom practice and of the need to find ways to help teachers generate and share their perspectives with others. Nevertheless, the potential of this kind of knowledge (understood by Aristotle to be both practical and moral in its orientation) to contribute valuable insights to educational debates has still to be realised. Rather, educational decisions about policy and practice in many contexts (whether at a national or institutional level) are still largely driven by theoretical and technical knowledge perspectives and teacher practical wisdom perspectives are still often under-valued and remain under-represented in educational literature. One of the main reasons for this put forward in this thesis is the tendency in much of the literature to see this form of knowledge as classroom bound rather than to realise the ways in which it can inform broader pedagogical discussions. Bearing all of the above in mind, the aim of the study reported in this thesis into the TPW of 14 experienced expatriate English as a foreign language teachers (EEEFLTs) working in English language centres (ELCs) across the Kingdom of Saudi Arabia (KSA) is threefold. Its first aim is to provide a platform for the EEEFLTs to demonstrate the contribution their TPW can potentially make in addressing syllabus related issues in the KSA ELCs they have worked and, in doing so, show how the use of TPW is not confined to the classroom. Its second aim is to increase the visibility of the participants' TPW and thus raise awareness of the importance of research into TPW and to provide a model for how this can be conducted. The study's final aim is to provide a deeper understanding of the nature of TPW. Located in the interpretive paradigm, this study uses a TPW-friendly methodology to investigate TPW: interpretive phronetic educational research (IPER), which approaches and conducts educational research through a moral and practical problem-driven lens. This understanding drives the study's methodology and all stages of its data collection and analysis and the methods used in both. The goal of such methods is an epistemological one to generate TPW whilst empowering it also by highlighting its validity and how it is easily articulated - and thus captured - and not confined to the classroom. To assist with its articulation and capture, the study employs a process defined as Problematisation: a four-stage process consisting of reflection, problematisation, deliberation and articulation which drives and shapes the semi-structured interviews the study employs and the secondary research questions that inform the primary research question. The study concludes that the EEEFLTs use their TPW as a lens (that has 12 qualities) through which to view KSA ELC syllabi and, in doing so, identify many problems with the syllabi and subsequent consequences and suggest solutions to address both. These problems, consequences and solutions have been organised under six prominent categories that represent six main problem areas to emerge from the data that suggest the syllabi are teacher, textbook and test-centred, top-down, teacher-proof and time-driven. These categories represent six problem areas that in turn reflect the problematic, negative and disempowering context from which the data informing such categories and themes have been drawn. In this study, TPW is considered disempowered knowledge as a result of the disempowering context within which it has been acquired and is used. Previous TPW studies have been conducted in more positive settings and have perhaps for this reason not focused on TPW's disempowerment. In contrast, this study takes on a much more political role as it explores TPW's disempowerment in the KSA ELC context as well as in the broader context of academia and the literature. TPW's lack of visibility in TESOL and education has several implications because unless TPW achieves greater visibility, it may fade into extinction and its potential may never be realised. This study has been conducted in an attempt to prevent this happening.

Orientador: Silvia Regina Ricco Lucato Sigolo / Banca: Jose Geraldo Silveira Bueno / Banca: Maria Auxiliadora da S. C. Dessen / Banca: Maria Regina Guarnieri / Banca: Leandro Osni Zaniolo / Resumo: Partindo da gênese da relação família-escola na Idade Moderna e tendo como base o referencial da História da educação, configurou-se uma problemática que interroga o conjunto de teses e dissertações produzidas no âmbito dos programas de pós-graduação brasileiros. O principal questionamento refere-se ao modo como os trabalhos realizados nas universidades, loci fundamental da pesquisa em nosso país, construíram o conhecimento acerca da relação família-escola, através de seus pressupostos teóricos e de seus métodos, procurando perceber como caracterizaram a relação através de seus resultados e propostas, e como captaram as perenes tensões próprias desse tipo de relação. Para responder as questões da pesquisa foi delineado e executado, em 2008, um estudo bibliográfico sobre as teses e dissertações produzidas nos programas de pós-graduação brasileiros, composto de um levantamento bibliográfico, uma análise bibliométrica, e uma avaliação de textos completos. Os principais objetivos foram: Identificar as teses e dissertações produzidas em Programas de Pós-Graduação Brasileiros nas áreas de Educação, Psicologia e Sociologia buscando sintetizar as principais características dessa produção; Identificar os diferentes tipos de estudo empreendidos, segundo seus pressupostos e métodos; Identificar os pressupostos da produção científica eleita visando assinalar a presença das teorias sociológicas ou das teorias psicológicas; Identificar nos estudos os dados empíricos que avaliam a relação verificando que tipos de práticas relacionais emergem dos mesmos; Identificar os resultados/achados e as propostas decorrentes dos estudos da relação família-escola. Os principais resultados subdividem-se no que tange ao método adotado e na temática que era objeto dos estudos analisados. Destacando-se: o método de pesquisa bibliográfica revelou-se produtivo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Paulista „Júlio de Mesquita Filho‟ - São Paulo. From the genesis of the Family-School Relationship in Modern Age, and based on the History of Education benchmark, an issue was raised to inquire the set of the theses and dissertations produced in Brazilian Graduation Programs. The main question is related to how the papers produced in universities, the main loci of research in our country, built on the knowledge of the Family-School Relationship, through their theoretical assumptions and their methods, trying to understand how the relationship was characterized by their results and proposals, and trying to capture the perennial tensions inherent in this type of relationship. To answer the research questions, a bibliographic study was designed and carried out on theses and dissertations produced in Graduation Programs in Brazil, consisting of a bibliography collection, a bibliometric analysis, and full texts evaluation. The main goals were: to identify the theses and dissertations produced in the Graduate Programs in Brazil in the areas of Education, Psychology and Sociology seeking to summarize the main characteristics of this production; to identify the different types of studies undertaken, according to their assumptions and methods; to identify the assumptions of the chosen scientific production trying to signalize the presence of the sociological or psychological theories; to identify the empirical evidence in the studies that allow them to evaluate the relationship, noting which relational forms of practice emerge from them; to identify the results/findings and proposals arising from the studies of the Family-School Relationship. The main results were subdivided with regard to the method used and according to the thematic that was object of the analyzed studies. Standing out: the bibliographic research method has proved to be productive in achieving the goals... (Complete abstract click electronic access below) / Resumen: Partiendo de la génesis de la relación familia-escuela en la Edad Moderna y teniendo como base el referencial de la Historia de la educación, se configuró una problemática que interroga el conjunto de tesis y disertaciones producidas en el ámbito de los programas de pos-grado brasileños. El principal cuestionamiento se refiere al modo como los trabajos realizados en las universidades, loci fundamental de la investigación en nuestro país, construyeron el conocimiento acerca de la relación familia-escuela através de los presupuestos teóricos y de sus métodos, buscando reconocer cómo caracterizan la relación a través de sus resultados y propuestas y cómo captaran las perennes tensiones propias de ese tipo de relación. Para contestar las cuestiones de la pesquisa fue delineado y desarrollado, en 2008, un estudio bibliográfico sobre las tesis y disertaciones producidas en los programas de pos-grado brasileños, compuesto por un levantamiento bibliográfico, una análisis bibliométrica, y una evaluación de textos completos. Los objetivos principales fueron: Identificar las tesis y disertaciones producidas en Programas de Pos-grado Brasileños en el área de Educación, Psicología y Sociología, buscando sintetizar las principales características de esa producción; Identificar los diferentes tipos de estudio emprendidos, según sus presupuestos y métodos, Identificar los presupuestos de la producción científica visando señalar la presencia de teorías sociológicas o de las teorías psicológicas. Identificar en los estudios los dados empíricos que evalúan la relación verificando qué tipos de prácticas relacionales emergen de los mismos. Identificar los resultados/hallazgos y las propuestas decurrentes de los estudios de la relación familia-escuela. Los principales resultados se subdividen en el que rige el método adoptado y la temática que era objeto... (Resumen completo clicar acceso eletrônico abajo) / Doutor