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The purpose of this study was to investigate and determine the effectiveness of teaching an English Language Learner (ELL) teacher to use a task analysis comprising story-based lessons with cultural contextual literature to promote emergent literacy skills for a middle school-aged Hispanic ELL student with an intellectual disability (ID). Using a single-case multiple probes across skill sets design, one student with an ID and an ELL teacher participated in this study. The student was taught by the ELL teacher using story-based lessons with cultural contextual literature to promote emergent literacy skills. Results indicated a functional relation between story-based lessons with cultural contextual literature and emergent literacy skills. Future research needs to be carried out across multiple participants in varying age groups. Implications for practice and limitations will also be highlighted.

The Government of South Africa adopted a policy on Free Open Source Software (FOSS) in 2003. This policy requires all government entities to migrate their IT to open source. This adoption of the FOSS policy is based on evidence of potential FOSS contributions to economic development generally, and directly support South African economic development priorities. In spite of the adoption of this policy, rates of adoption of FOSS in the SA government are low. This is partly because there is a lack of documentation of successful cases of migration. In addition, there is no strategic management framework that managers can use as a guide for migration. This lack of documentation may result in managers in government finding it difficult to know how best to go about migrating to FOSS. A failure to address this problem will delay the take-up of FOSS, in spite of all its stated benefits. Evidence so far within the government of South Africa is that the adoption of FOSS is progressing rather slowly. Making use of a qualitative research method that combines grounded theory with a case study method in four South African Government organisations, this study develops a strategic management framework for IT migration to FOSS in the South African public service. The four organisations that were part of this study were: the National Library of South Africa; the Presidential National Commission on Information Society and Development; the Electronic National Traffic Information System and the State Information Technology Agency. Data was collected using an open-ended interview guide. A strategic management framework for Information Technology migration to FOSS will assist the Government of South Africa with the better implementation of its FOSS policy. The framework will provide guidance to public sector managers regarding how the process of migrating can best be managed. Content analysis is used to derive the framework that shows that IT migration to FOSS in the public sector of South Africa follows a strategic management process. This process goes through the phases of strategic planning, operational planning, implementation and monitoring and evaluation. The framework is developed using eclectic explanations of strategic management, including mechanistic and organic perspectives. Correspondence analysis is used to corroborate and validate the framework. The framework is accompanied by a set of management guidelines that managers in the public sector can use in migrating their organisations' IT to FOSS. / School for Business Leadership / (D.B.L. (Strategic Management))

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

Collaboration between the parents and the school has a powerful influence on a child’s literacy development. However, home-school partnerships to support young learners’ emergent literacy development are weak in South Africa. Research into family literacy in South Africa is particularly important due to many socio-economic factors impacting negatively on family life and on children’s literacy development. The South African education system lacks a dedicated policy for the promotion of family literacy. Against this background the present study investigated the role of family literacy programmes in supporting emergent literacy among young children. A literature study on family literacy and family-school-community partnerships to support literacy framed an empirical inquiry following an interpretivist approach, using an action research design and qualitative techniques of data collection. The Wordworks Home-School Partnerships programme was selected for implementation and the programme was modified through the design and inclusion of a children’s component. A multicultural independent primary school situated in Pretoria, South Africa was selected through a combination of purposeful and convenience sampling. The school principal, four Foundation Phase teachers and seven families including nine children participated in the study. Criteria for family inclusion were that the participating families should have at least one child enrolled in Grade R and at least one parent should agree to attend the full six-week duration of the modified Wordworks School-Family Partnerships programme. Data was gathered during parallel sessions from parents, children and teacher-facilitators through multiple techniques: observation, interviews, feedback sessions, artefacts and journals. Data was analysed according to qualitative principles and the findings were presented in a narrative format substantiated by verbatim quotations. Key findings indicated a greater sense of community among the families and the teachers, improved quality of parent-child interactions, parents’ improved knowledge of emergent literacy skills and improved confidence in supporting their children with early literacy development. The medium term impact of the programme includes benefits for the whole school, the teaching staff, parent body and children. Based on the findings of the literature study and the implementation of the family literacy programme through action research, recommendations were made to improve school-family partnerships with a view to supporting emergent literacy development among young learners. / Educational Foundations / D. Ed. (Socio-Education)

L'objet de cette thèse est d'étudier la construction de la culture émergente dans les espaces virtuels numériques ainsi que les processus de formation des enseignants. Les discussions ont été orientées de manière à comprendre comment les êtres humains coexistent dans la nature numérique virtuelle, quels aspects de la nature numérique virtuelle contribuent à construire une «nouvelle culture» et quels sont les éléments du processus de formation et de pratique pédagogique impliqués dans la construction de la culture émergente dans les espaces numériques virtuels.Pour la compréhension du problème, nous nous sommes appuyés sur les théories de la biologie de la cognition de Maturana et Varela, de la biologie de l'Amour de Maturana et de la Biologie-culturelle de Maturana et Yáñez. Ces théories ont été complétées par des théories contemporaines qui traitent de questions liées à la technologie numérique virtuelle, notamment des mondes numériques virtuels en 3D et des processus d'enseignement et d'apprentissage dans les espaces de la nature numérique virtuelle.Les processus de formation propres à cette recherche ont été développés dans des espaces hybrides, configurés par plusieurs technologies numériques, dans un contexte commun au Brésil et à la France, afin d'établir un dialogue entre la théorie et la façon de vivre des étudiants.La recherche s'est développée à partir des méthodes scientifiques proposées par Maturana et Varela, sur la base des données recueillies dans l'étude des processus d'interactions, processus identifiés pendant la formation des enseignants. L'analyse des données est une analyse de contenu de natures qualitative et quantitative. Ces données ont ensuite été analysées en trois étapes. La première est une analyse qualitative qui consiste à identifier les facteurs significatifs, la seconde est l'analyse quantitative des ces facteurs à travers une analyse statistiques implicative (software CHIC), et la troisième consiste à reprendre l'analyse qualitative avec l'éclairage apporté par les résultats de l'analyse statistique. Cette analyse complexe des données a permis l'identification des processus d'interaction dans des couplages structurels de trois ordres : couplage structurel, couplage structurel technologique et couplage structurel de la nature numérique virtuelle.Les espaces numériques virtuels sont configurés par l'autonomie des acteurs, leur statut d'auteur et la congruence avec la technologie numérique virtuelle. La coexistence dans la nature numérique virtuelle trouve sa source dans l'émotion, la perturbation et la récurrence des différentes actions. La dialectique entre cette configuration et cette coexistence permet la construction, par les étudiants en processus de formation, de la culture émergente, dans le respect mutuel, la légitimité et la notion de culture dans l'éducation.La formation des étudiants contribue à renforcer la construction de la culture émergente lorsqu'on utilise une pratique pédagogique qui problématise et contextualise les connaissances, dans laquelle les relations se font par le dialogue et où tous sont co-enseignants et co-apprenants. Dans ce contexte, les êtres humains sont conscients de leurs actions et auteurs de leurs choix. / The object of this thesis research is the study of culture that emerges from virtual digital spaces during teacher educational processes. The considerations about that intend to understand how the co-living based on virtual digital nature is constituted, to identify aspects of this digital virtual nature of co-living that may contribute to build a “new culture” and to apprehend elements from the educational process and pedagogical practice that imply emergent culture from digital virtual spaces. The comprehension of this problematic is built on a theoretical basis, which includes: Biology of Knowledge, by Maturana and Varela; Biology of Love, by Maturana; Cultural-Biology, by Maturana and Yáñez. This basis is complemented by contemporary theorists who approach questions related to digital virtual technology, especially about digital virtual worlds in 3D (MDV3D), and teaching and learning processes in spaces of digital virtual nature.The data results from the development of educational processes, in spaces designed by digital technological hybridism, on a Brazil – France context, in order to establish a dialog among theories and living and co-living of students from these countries. The research is developed using a scientific method, proposed by Maturana and Varela, and the collected data from the interaction processes during teaching education. The data analysis is from a qualitative and quantitative nature, submitted to a content analysis. This analysis occurs in three moments. The first moment is based on qualitative analysis of data, by the identification of the units of the analysis. In the sequence, on a second moment, the data that were analyzed qualitatively are submitted to CHIC software to do an implicative statistical analysis and, at the end, it is done a qualitative analysis again, designing the third moment of the data analysis process. This complex data analysis makes possible to identify, in interactional processes, structural couplings that are from three orders: structural coupling, structural technological coupling and structural coupling of digital virtual nature. It is also possible to identify dialectical characteristics between the design of co-living digital virtual space (through autonomy, authorship and congruence TDV) and co-living form virtual digital nature (by feeling emotions throughout perturbation and recursion), to build an emergent culture (with mutual respect, legitimacy of the other self and elements from culture in education) from the students during educational process.Considering the dialectical aspect on an emergent culture building, it is possible to conclude that the educational process needs to be done using pedagogical practices that takes into perspective the proposition of problems and contextualization of knowledge using dialogical relationships, where everybody is co-teacher and co-learner. / O objeto de investigação desta tese consiste no estudo da cultura que emerge nos espaços digitais virtuais em processos de formação do educador. As reflexões abordadas intencionam compreender como se constitui a convivência de natureza digital virtual, identificar os aspectos dessa convivência de natureza digital virtual que podem contribuir para construir uma “nova cultura” e apreender os elementos do processo formativo e da prática pedagógica que implicam na cultura emergente nos espaços digitais virtuais.A compreensão dessa problemática é construída a partir de uma fundamentação teórica que inclui: a Biologia do Conhecer, de Maturana e Varela; a Biologia do Amor, de Maturana; e a Biologia-Cultural, de Maturana e Yáñez. Esta fundamentação é complementada por teóricos contemporâneos que abordam questões referentes à tecnologia digital virtual, sobretudo a de mundos digitais virtuais em 3D (MDV3D), e processos de ensinar e aprender em espaços de natureza digital virtual. A empiria resulta do desenvolvimento de processos formativos, em espaços configurados pelo hibridismo tecnológico digital, no contexto Brasil e França, a fim de estabelecer o diálogo entre as teorias e o viver e conviver de estudantes desses dois países.A pesquisa se desenvolve por meio do método científico, proposto por Maturana e Varela, e a partir dos dados coletados nos processos de interação durante a formação dos educadores. A análise desses dados é de natureza qualitativa e quantitativa, submetida a uma análise de conteúdo. Esta análise ocorre em três momentos. O primeiro momento configura-se na análise qualitativa dos dados, por meio da identificação das unidades de análise. Na sequência, num segundo momento, os dados analisados qualitativamente são submetidos ao software CHIC para a análise estatística implicativa e, por fim, realiza-se novamente uma análise qualitativa, configurando o terceiro momento do processo de análise de dados.Esta análise complexa dos dados possibilita identificar, nos processos de interação, acoplamentos estruturais de três ordens: acoplamento estrutural, acoplamento estrutural tecnológico e acoplamento estrutural de natureza digital virtual. Também é possível identificar a dialeticidade entre a configuração do espaço digital virtual de convivência (por meio da autonomia, autoria e congruência TDV) e a convivência de natureza digital virtual (no emocionar, por meio da perturbação e recursão), para a construção da cultura emergente (no respeito mútuo, legitimidade do outro e com elementos da cultura na educação) dos estudantes em processo formativo. Considerando-se o aspecto dialético na construção da cultura emergente, concluímos que o processo formativo precisa se efetivar em práticas pedagógicas que contemplem a problematização e contextualização dos conhecimentos por meio de relações dialógicas, onde todos são co-ensinantes e co-aprendentes. Nesse processo formativo, os seres humanos, e-habitantes, são conscientes de suas ações e autores de suas escolhas.

At some point during a creative action something clicks, suddenly the prospective problem solver just knows the solution to a problem, and a feeling of joy and relief arises. This phenomenon, called Eureka experience, insight, Aha moment, hunch, epiphany, illumination, or serendipity, has been part of human narrations for thousands of years. It is the moment of a subjective experience, a surprising, and sometimes a life-changing event. In this thesis, I narrow down this moment 1. conceptually, 2. experientially, and 3. temporally. The concept of emerging solutions has a multidisciplinary background in Cognitive Science, Arts, Design, and Engineering. Through the discussion of previous terminology and comparative reviews of historical literature, I identify sources of ambiguity surrounding this phenomenon and suggest unifying terms as the basis for interdisciplinary exploration. Tracking the experience based on qualitative data from 11 creative practitioners, I identify conflicting aspects of existing models of creative production. To bridge this theoretical and disciplinary divide between iterative design thinking and sequential models of creativity, I suggest a novel multi-layered model. Empirical support for this proposal comes from Dira, a computer-based open-ended experimental paradigm. As part of this thesis I developed the task and 40 unique sets of stimuli and response items to collect dynamic measures of the creative process and evade known problems of insightful tasks. Using Dira, I identify the moment when solutions emerge from the number and duration of mouse-interactions with the on-screen elements and the 124 participants' self-reports. I provide an argument for the multi-layered model to explain a discrepancy between the timing observed in Dira and existing sequential models. Furthermore, I suggest that Eureka moments can be assessed on more than a dichotomous scale, as the empirical data from interviews and Dira demonstrates for this rich human experience. I conclude that the research on insight benefits from an interdisciplinary approach and suggest Dira as an instrument for future studies.

The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-01T17:34:17Z No. of bitstreams: 1 2013 - Michelle de Andrade Souza Diniz Salles.pdf: 1724285 bytes, checksum: 0c2d93b35fcc3a346de378608aaccdd5 (MD5) / Made available in DSpace on 2018-11-01T17:34:17Z (GMT). No. of bitstreams: 1 2013 - Michelle de Andrade Souza Diniz Salles.pdf: 1724285 bytes, checksum: 0c2d93b35fcc3a346de378608aaccdd5 (MD5) Previous issue date: 2013-07-01 / This is an exploratory qualitative research accomplished at a Higher Education Federal Institution (HEFI), situated in Rio de Janeiro State. It aimed at developing a proposal for public managers? capacity building departing from their managerial learning capacity in order to develop their managerial competency to support a Professional Competencies Management System. Therefore, this research answered: How to develop managerial capacity dedicated to the HEFI real context considering managers emergent learning process at work? Five intermediate goals were also attained: (a) Characterizing the management learning activity in public service; (b) Elucidating the managers? perception about the required competencies for practicing their managerial role; (c) Identifying managerial competencies developed by managers in the exercise of managerial activity; (d) Identifying individual and collective learning processes embedded in managers work, (e) Setting up the managerial development activities. Empirical data collected among 19 managers of the HEFI, through semi-structured individual interviews, were qualitatively analyzed by means of hermeneutic interpretive inductive approach. Empirical results indicates that the managers learning process and managerial competency development occurred through: (a) Self-learning, (b) vicarious learning, c) self-experience, and by solving problems in a trial and error mode (d) Social and collective interactions (e) Formal education (f) Working practice deconstruction; g) Managers? life activities off work. To trigger the development of managerial competencies including the emerging managers learning processes at this HEFI, an institutionalized managerial development project is needed grounded in andragogy pedagogy, this is, specific for adult learning process based on public managers awareness enhancement about the importance of the various ways of learning in the working practice. For instance, encouraging vicarious learning through the presentation of other institutions cases and the collective identification of the required managerial competencies. The managerial development project structure should take into account the need to meet individual managers? development requirement as well as the constraints imposed by the collective election process for being a public manager at this HEFI. Developing managerial competencies should have as structure: a) Evaluation b) learning c) Analysis d) Practice e) Application. Managerial competencies development should follow a continuous learning at work approach, taking into account profile differences concerning the academic and technical managerial positions. / Trata-se de uma pesquisa explorat?ria de natureza qualitativa realizada em uma institui??o federal de ensino superior (IFES), situada no Estado do Rio de Janeiro. O objetivo do estudo foi subsidiar uma capacita??o de gestores p?blicos com vistas a desenvolver compet?ncias gerenciais no escopo da Gest?o de Pessoas por Compet?ncias. Para tanto partiu-se da quest?o como capacitar gestores da UFRRJ nas compet?ncias gerenciais tendo como base a aprendizagem dos gestores no escopo de uma Gest?o de Pessoas por Compet?ncias? e cinco objetivos intermedi?rios foram alcan?ados: (a) Caracterizar a aprendizagem gerencial no servi?o p?blico; (b) Levantar as compet?ncias requeridas dos gestores segundo a percep??o dos mesmos para o exerc?cio da fun??o gerencial; (c) Identificar as compet?ncias gerenciais desenvolvidas pelos gestores no exerc?cio da atividade gerencial; (d) Identificar processos de aprendizagem individual e coletiva presentes no trabalho dos gestores; (e) Propor atividades de capacita??o gerencial para desenvolvimento de compet?ncias gerenciais pertinentes aos gestores da IFES examinada. A coleta de dados emp?ricos foi feita junto a 19 gestores, por meio de entrevistas semiestruturadas conduzidas pessoalmente com cada entrevistado. A an?lise qualitativa dos dados se realizou por meio de abordagem indutiva com interpreta??o hermen?utica. Os resultados emp?ricos indicam que o processo de aprendizagem gerencial ocorre por meio de: a) Auto-aprendizagem; b) Aprendizagem vic?ria; c) Experi?ncia pr?pria, resolvendo problemas e por tentativa e erro; d) Intera??es sociais e coletivas; e) Educa??o formal; f) Desconstru??o de pr?ticas de trabalho; g) Atividades na vida dos gestores fora do trabalho. As compet?ncias foram desenvolvidas por meio destes processos de aprendizagem. Para ativar o desenvolvimento de compet?ncias gerenciais por meio de aprendizagem na IFES recomenda-se a institucionaliza??o de um Programa de capacita??o gerencial, com base na andragogia, ou seja especifica para aprendizagem de adultos, pautada em um processo de sensibiliza??o dos quadros gestores, a ser feita propiciando uma aprendizagem vic?ria por meio da apresenta??o de exemplos de outras institui??es e pela identifica??o coletiva das necessidades dos pr?prios gestores da IFES. A estrutura da capacita??o dever? levar em considera??o a necessidade de atender as demandas de desenvolvimento gerencial assim como as restri??es impostas pelo processo de elei??o colegiada de gestores vigente. Recomenda-se uma capacita??o assim estruturada: a) Avalia??o; b) Aprendizagem; c) An?lise; d) Pr?tica; e) Aplica??o. S?o sugeridas capacita??es gerenciais seguindo a abordagem da capacita??o continuada por n?veis, considerando as diferen?as dos respectivos perfis dos cargos t?cnicos e docentes.