In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research

abstract: The growing use of Learning Management Systems (LMS) in classrooms has enabled a great amount of data to be collected about the study behavior of students. Previously, research has been conducted to interpret the collected LMS usage data in order to find the most effective study habits for students. Professors can then use the interpretations to predict which students will perform well and which student will perform poorly in the rest of the course, allowing the professor to better provide assistance to students in need. However, these research attempts have largely analyzed metrics that are specific to certain graphical interfaces, ways of answering questions, or specific pages on an LMS. As a result, the analysis is only relevant to classrooms that use the specific LMS being analyzed. For this thesis, behavior metrics obtained by the Organic Practice Environment (OPE) LMS at Arizona State University were compared to student performance in Dr. Ian Gould’s Organic Chemistry I course. Each metric gathered was generic enough to be potentially used by any LMS, allowing the results to be relevant to a larger amount of classrooms. By using a combination of bivariate correlation analysis, group mean comparisons, linear regression model generation, and outlier analysis, the metrics that correlate best to exam performance were identified. The results indicate that the total usage of the LMS, amount of cramming done before exams, correctness of the responses submitted, and duration of the responses submitted all demonstrate a strong correlation with exam scores. / Dissertation/Thesis / Masters Thesis Computer Science 2015

Thesis (Ph.D (Education)) --University of the North, 1978 / Refer to the document / HSRC (Human Sciences Research Council) and University of the North

Successful integration of technology is a key goal of recent large investments in technology infrastructure in Western education systems. Conditions affecting successful Information Communications Technologies (ICTs) integration in the classroom are in need of future elucidation. / An extensive study was conceived to investigate types of ICT integration, teachers attitudes regarding ICTs, modes of professional development and teachers perceptions of formal and informal leaders. A 152 item questionnaire was developed and used to gather data from a School District in Nova Scotia, Canada where 750 out of a potential 996 grade three to twelve teachers and administrators responded. Statistical analysis from this school district was then used to guide the researcher to focus upon two elementary, two senior, and one junior high school. At these schools 71 teachers and administrators were interviewed and/or observed. / Further statistical analysis was then conducted to draw out commonalities and differences among and between categories based on school type, grade, subject taught, age and position of employment. Both quantitative and qualitative findings worked together during this analysis. / From the above analysis, structural equation models were employed to confirm findings and show how teacher attitude, professional development and leadership may interact with each other as well as how they may affect levels of classroom ICT integration. / The data show evidence of complex relationships between the components of teacher attitudes, professional development and leadership, and the level of technology integration in the classroom. The measures of student-centredness, student-collaboration as well as levels of cognitive engagement all demonstrate significant relationships to the level of technology integration occurring in the classroom. As well, teacher collaboration and particular modes of professional development may yield higher levels of technology integration. Particular leadership characteristics may result in classroom ICT integration occurrences which may further be affected by other categories of school level, grade, subject taught, age and position held. It was found that models addressing teacher attitude, professional development, leadership and ICT integration may work at that holistic level. However, when moving from these general to more specific contexts, these models fail. Through further analysis, other statistical models, supported by qualitative data, demonstrate statistical viability at levels lower than district-wide. / It was also found that an on-going needs-based professional development model may be needed to form the superstructure that could support differentiated professional development experiences. The needs of individuals and groups of teachers could be assessed in order to accommodate their preferred professional development modes and content requirements. / Thesis (PhDEducation)--University of South Australia, 2006.

Research and public attention into boys’ education has increased in recent times among an emerging concern about the performance and retention of boys in schools. This concern, in many ways, constitutes a “moral panic” (Foster, Kimmel & Skelton, 2001, p.1) sometimes producing generalised and alarming statements such as ‘all boys are underachieving in school’ and are therefore becoming the “new disadvantaged” (Foster, et, al., 2001, p.7). Alongside these populist concerns about boys in schools generally, is an emerging body of contemporary academic studies into early school leaving, (Trent & Slade, 2001; Smyth, Hattam, Cannon, Edwards, Wilson & Wurst,. 2000; Smyth & Hattam, 2004) boys’ experiences of schooling, (Martino & Pallotta-Chiarolli, 2003), as well as some broader statistical evidence indicating a general decline in school retention rates in Australia since the early 1990s (Lamb, 1998). Performance in schools generally, and declining retention rates specifically, has been described as an “unacknowledged national crisis” (Smyth & Hattam, 2002, p.375). This study investigates boys’ education generally and early school leaving specifically, by focusing on boys who leave school before completing year 10. The study explores the stories, meanings and constructed experiences of a small sample (5) of young boys aged 14 – 16 years, who have left secondary school just prior to being interviewed. This is a qualitative critical ethnographic (L. Harvey, 1990) study located within a constructivist epistemology (Crotty, 1998). It aims to investigate early school leaving through narrative (Cortazzi, 1993; Way, 1997) and ethnographic inspired analysis (Robson, 2002) of transcribed interview data. Such analyses are referenced against a macro socio-political, economic, and cultural context characterised by changing global socio-economic and political circumstances, especially in regard to how these impact on schools and future possibilities for young people (Spierings, 2002). It seeks further understanding by drawing from a framework of concepts that invoke discussion of school culture, identity practices and how these are inferred (Smyth & Hattam, 2004), produced, understood and enacted within schools and social contexts. This study reveals that schools (as cultural and institutional practices) co-construct the often painful, lengthy and contradictory processes and experiences of early school leaving. Early school leaving therefore needs to be seen as an institutional and not merely personal or individual phenomenon. Appreciating the way schools assist in the process of early school leaving is important to understand, as it is within this domain that alternative educational practices can be located, constructed and enacted. It is hoped that this study will contribute to the current public policy debates on boys in schools, and as such be seen as an important contribution to public discourses and policy processes that help shape responses to boys in schools in general, and early school leaving in particular.

Orientador: Marília Freitas de Campos Tozoni-Reis / Banca: Haydee Torres de Oliveira / Banca: Luciana Maria Lunardi Campos / Resumo: As relações estabelecidas entre os seres humanos e entre eles e a natureza são fruto de um contexto histórico e social em que estão inseridos. Em nossa sociedade, regida pela lógica capitalista (com base no paradigma mecanicista) que dita as regras de convivência, possibilitando que o que é bom para o desenvolvimento do sistema prevaleça sobre o que é bom para a humanidade. Neste contexto, tanto a natureza quanto o homem são encarados como mercadoria e a competição e o individualismo são naturalmente aceitos. As características deste modelo de desenvolvimento são diversas às características presentes em comunidades e muitas vezes, opostas. A diversidade, a tradição e o trabalho comum, marcas comunitárias, são avessas ao capital e à manutenção do poder da classe hegemônica e, portanto, desvalorizadas e condenadas por estas. A negação destes princípios e a supervalorização de outros tem papel fundamental na adaptação da população à ordem estabelecida. Este estudo, a partir desse pressuposto, foi delineado para realizar-se em uma comunidade caiçara e buscou investigar o envolvimento da população nas atividades sociais desenvolvidas na Prainha Branca: como se dá o exercício da cidadania comunitária, os fatores que limitam estes processos, e o quão responsáveis os moradores se sentem pela configuração de sua própria realidade. Foi possível perceber que a comunidade, além de imersa em conflitos, encontra-se fragmentada, desorganizada, com a união e identidade coletiva frágeis, fazendo com que muitos de seus membros não mais participem da vida em comunidade. No movimento de desvalorização da identidade coletiva comunitária por parte da sociedade, moradores cedem à pressão o sistema, abrem mão de seus valores e costumes tradicionais para adaptarem-se à nova vida de incessante acumulação de bens materiais. A divisão interna observada... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The relationship between human beings and between them and nature are the result of a historical and social context in which they are inserted. In our society, governed by capitalist logic (based on mechanistic model), that establishes the rules of coexistence, allowing that what is good for the development of the system take advantage on what is good for humanity. In this context, the nature and the man are seen as a commodity and competition and individualism is naturally accepted. The characteristics of this type of development are different that the ones found in communities and often, they are the opposite. The diversity, tradition and common work, communities' trade marks, are adverse to the capital and to the maintenance of the hegemonic class power and thus devalued and condemned by them. The denial of these principles and the overvaluation of others have a fundamental role on the adaptation of the population to the established order. Considering that, this study was planned to be performed in a seashore community and investigated the involvement its population on social activities already developed on Prainha Branca: how they exercise their community citizenship, which factors limit these processes, and how responsible the residents feel about their own reality. After the study, we realized that the community is immersed in conflicts, as well as fragmented, disorganized, with fragile collective union and identity, what weaken its member's participation in community life. In this collective identity devaluation by society, the community residents yield to the pressure of the system, and give up of their traditional values and customs to adapt to the new way of life of ceaseless material goods accumulation. The internal division observed surpasses the opposition between the group that values the tradition and the one that values the aspects of modernity demonstrating different... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-19Bitstream added on 2014-06-13T19:31:53Z : No. of bitstreams: 1 festozo_mb_me_bauru.pdf: 862684 bytes, checksum: 315ecf3897914510097aa3e61340050d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / As relações estabelecidas entre os seres humanos e entre eles e a natureza são fruto de um contexto histórico e social em que estão inseridos. Em nossa sociedade, regida pela lógica capitalista (com base no paradigma mecanicista) que dita as regras de convivência, possibilitando que o que é bom para o desenvolvimento do sistema prevaleça sobre o que é bom para a humanidade. Neste contexto, tanto a natureza quanto o homem são encarados como mercadoria e a competição e o individualismo são naturalmente aceitos. As características deste modelo de desenvolvimento são diversas às características presentes em comunidades e muitas vezes, opostas. A diversidade, a tradição e o trabalho comum, marcas comunitárias, são avessas ao capital e à manutenção do poder da classe hegemônica e, portanto, desvalorizadas e condenadas por estas. A negação destes princípios e a supervalorização de outros tem papel fundamental na adaptação da população à ordem estabelecida. Este estudo, a partir desse pressuposto, foi delineado para realizar-se em uma comunidade caiçara e buscou investigar o envolvimento da população nas atividades sociais desenvolvidas na Prainha Branca: como se dá o exercício da cidadania comunitária, os fatores que limitam estes processos, e o quão responsáveis os moradores se sentem pela configuração de sua própria realidade. Foi possível perceber que a comunidade, além de imersa em conflitos, encontra-se fragmentada, desorganizada, com a união e identidade coletiva frágeis, fazendo com que muitos de seus membros não mais participem da vida em comunidade. No movimento de desvalorização da identidade coletiva comunitária por parte da sociedade, moradores cedem à pressão o sistema, abrem mão de seus valores e costumes tradicionais para adaptarem-se à nova vida de incessante acumulação de bens materiais. A divisão interna observada... / The relationship between human beings and between them and nature are the result of a historical and social context in which they are inserted. In our society, governed by capitalist logic (based on mechanistic model), that establishes the rules of coexistence, allowing that what is good for the development of the system take advantage on what is good for humanity. In this context, the nature and the man are seen as a commodity and competition and individualism is naturally accepted. The characteristics of this type of development are different that the ones found in communities and often, they are the opposite. The diversity, tradition and common work, communities’ trade marks, are adverse to the capital and to the maintenance of the hegemonic class power and thus devalued and condemned by them. The denial of these principles and the overvaluation of others have a fundamental role on the adaptation of the population to the established order. Considering that, this study was planned to be performed in a seashore community and investigated the involvement its population on social activities already developed on Prainha Branca: how they exercise their community citizenship, which factors limit these processes, and how responsible the residents feel about their own reality. After the study, we realized that the community is immersed in conflicts, as well as fragmented, disorganized, with fragile collective union and identity, what weaken its member’s participation in community life. In this collective identity devaluation by society, the community residents yield to the pressure of the system, and give up of their traditional values and customs to adapt to the new way of life of ceaseless material goods accumulation. The internal division observed surpasses the opposition between the group that values the tradition and the one that values the aspects of modernity demonstrating different... (Complete abstract click electronic access below)

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Aeneas in the Antipodes offers an Australian perspective on the teaching of Virgil�s poetry in the secondary school. The study examines practices in the State of New South Wales from 1900 to the early years of the twenty-first century. The changing role of Latin in the curriculum is traced through a historical account showing the factors which caused a decline in the status and popularity of the subject from the beginning of the century to the 1970s. This decline, not confined to Australia, stimulated the introduction of new teaching methods with different emphases which were, to some extent, successful in preserving Latin from extinction in schools. Against this background of change, Virgil remained the Latin author most frequently studied in the final year of school. Because this poetry was so consistently prescribed for public examinations, a detailed investigation is made of the questions set and of the examiners� comments on candidates� performance, as evidence of changes in expectations and hence, in teaching methods. The influence of trends in Virgilian scholarship is assessed by means of a review of all the officially recommended commentaries and secondary works. The growth of literary criticism from the 1960s is shown to have had a marked effect on syllabuses and examinations, and consequently on the approach taken in the classroom. The role of local professional organizations in supporting the teaching of Virgil has been documented, showing how the disappearance of official support for Latin teaching was to some extent counterbalanced by an increase in voluntary effort. The resources and methods used to introduce Virgil to comparative beginners are classified and reviewed. An assessment is also offered of approaches made to teaching Virgil in English at both junior and senior secondary levels. The final chapter reviews the changes brought about since 2000. Current teaching practices are documented through classroom observations and teacher surveys, substantiating the impression that while most students at the beginning of the twenty-first century are less prepared than their predecessors to translate Virgil independently, they are expected to attempt a far more sophisticated analysis of the literary features Note: For appendix 3-10 please see hardcopy edition.

In the Canadian North, capacity building through post-secondary education is a key policy strategy of territorial and federal governments. However, government support for the University of the Arctic (UArctic), a viable policy instrument that makes an important contribution to the capacity building efforts of the territories, has been inconsistent. This thesis will investigate whether devolution has impacted capacity building through post-secondary education, by using UArctic as a case study.