Traditionellt inom området för kvalitetsteknik har fokus legat på de så kallat "hårdare delarna" såsom statistisk uppföljning av processer, mätningar och problemlösningsmetoder. Tidigare forskning har identifierat att en av de huvudsakliga orsakerna till att kvalitetsinitiativ inte når framgång är att organisationen misslyckas med att skapa en kultur som stödjer förbättringsarbetet. Trots att kultur identifierats som en nyckel till framgång finns det en kunskapslucka kring hur och om kultur, och då kanske främst kvalitetskultur, kan skapas. Kultur består till stor del av dess värderingar och att dessa är accepterade av medarbetarna. Den här studien syftar till att bidra med kunskapsutveckling kring hur metoden Appreciative Inquiry (AI) kan användas i praktiken i organisationers arbete med värderingar och kultur, och identifiera möjliga effekter av detta. En deskriptiv fallstudie genomfördes inom en organisation i södra Sverige, genom två dialogbaserade workshops, en enkätstudie och dokumentstudie. Resultatet visar att AI är en metod som möjliggör strukturerad dialog gällande värderingar och beteenden kopplade till dessa. Vidare bidrar metoden till att levandegöra en organisations värderingar genom att medarbetare både upplever och uppvisar en förändring gällande enighet och förståelse för värderingarna inom den studerade organisationen. / Through tradition there has been a focus on "hard values" within total quality management, for an example statistical process measurements and problem-solving techniques. Research identifies the failure to create a supportive culture for improvements as one of the main reasons why organizations fail in their quality management initiatives. Despite the knowledge that culture is a mayor key to success, there is a gap of knowledge to how, and even if, it is possible to create a supportive quality culture. What defines culture is to a large extent the values it is based up on, and that the coworkers within an organization take ownership of these values. The purpose of this research is to contribute with knowledge towards how Appreciative Inquiry (AI) can be used within organizational work with values, culture, and to identify possible effects, if any, of the method. An explanatory case study at an organization in the south of Sweden was conducted through two dialogue-based workshops, an online survey, and a document study. The result shows that AI creates a structured dialogue about values and value-related behaviors and succeeds in bringing organizational values to life. This is shown though both the perceived and demonstrated changes within coworkers, towards being in agreement and understanding the values within an organization. / <p>20180627</p>

We commonly hear sentences labeling the virtual learning environment and all interaction which takes place on the web in a negative way. My experience in the virtual environment has made me feel differently. For me, it s a space where I meet people to learn together. This research has the objective to observe and analyze how participants of an online course live and feel the social presence and how different views of this concept can influence the teaching and the learning process. The research was developed throughout an online course moderated by me via the Federal University of Uberlândia offered to twenty English teachers from different areas in Brazil where three teacher-students were direct participants. The field texts were composed by diaries written by me during the moderation of the online course, messages exchanged between participants throughout the course, my autobiographical stories, posts written by participants on their individual e-portfolio, the recordings of our synchronous classes, e-mails exchanged by us during and after the online course and texts written by participants. The literature review brings studies on social presence (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), on interaction (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), on learning communities (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) as well as on and the presence of teachers and students in the online learning environment (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). The theoretical-methodological path chosen was Narrative Inquiry (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). To compose meaning of our lived experience, I adopt the perspective of Ely, Vinz, Downing e Anzul (1997). Throughout the research, I could observe that each participant lived social presence in a unique way. As I see it, our convictions of what it means to be present in an online environment have shaped both the way we lived the experience, as well as how we choose to teach and learn online. I believe the results of this research can bring forth reflections and discussions about social presence and its role in online courses. / É comum ouvirmos frases que rotulam negativamente o ambiente virtual de aprendizagem e toda interação que ali ocorre. Entretanto, minha experiência nesse ambiente faz com que eu não perceba o ambiente virtual como frio e, sim, como um espaço onde encontro pessoas para aprender. Esta pesquisa teve como objetivo observar e analisar como participantes de cursos online vivenciam a presença social e como as concepções desse conceito podem influenciar o processo de ensino e aprendizagem online. A pesquisa foi desenvolvida durante um curso de extensão online moderado por mim1 por meio da Universidade Federal de Uberlândia para vinte professores de Inglês de diferentes partes do Brasil, dos quais três foram participantes diretos. Os textos de campo foram compostos por diários de bordo escritos por mim durante a moderação do curso online, mensagens trocadas entre os participantes ao longo do curso, minhas narrativas autobiográficas, postagens escritas pelos participantes no portfólio virtual individual, as gravações de nossas aulas síncronas, e-mails trocados entre nós durante e após o curso online e relatos escritos pelas participantes. A revisão da literatura traz estudos sobre a presença social (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), sobre a interação (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), sobre comunidades de aprendizagem (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) e sobre a presença do professor e do aluno no ensino online (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). O caminho teórico-metodológico escolhido foi o da pesquisa narrativa (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). Para a composição de sentidos da experiência vivida, utilizo a perspectiva de Ely, Vinz, Downing e Anzul (1997). Durante esta pesquisa, pude observar que cada participante vivenciou a presença social de maneira singular. A meu ver, nossas convicções do que é estar presente no ambiente online influenciaram tanto a maneira pela qual vivemos a experiência, quanto o modo de ensinar e de aprender nesse espaço. Acredito que os resultados dessa pesquisa poderão oportunizar reflexões e discussões sobre a presença social e sua importância em cursos online. / Mestre em Estudos Linguísticos

O presente trabalho foi realizado com a premissa de que, desde os primeiros anos de escolarização, os alunos precisam ser envolvidos em processos de investigação científica. Com a inserção de crianças de 6 anos no Ensino Fundamental (EF), surgiu uma série de indagações relacionadas ao Ensino de Ciências (EC), dentre as quais emerge a questão central desta pesquisa: É possível verificar o engajamento das crianças de 6 anos em processos de investigação científica?. Com enfoque essencialmente qualitativo e perspectiva de estudo de caso, estruturou-se uma Sequência de Ensino Investigativa (SEI) para os alunos dessa faixa etária, pertencentes a uma escola de Ribeirão Preto, São Paulo. As atividades que compõem a SEI foram divididas em três momentos: pré-investigação, investigação e pós-investigação. Com foco no processo de aprendizagem e significação de conceitos, a sequência teve o intuito de verificar algumas habilidades associadas ao fazer científico. Para tanto, foram analisadas as discussões orais, a partir da gravação de aulas e transcrição das falas, bem como as representações gráficas dos alunos, compondo, portanto, três fontes de dados: vídeos, falas e desenhos. Esses dados foram examinados com base em categorias relacionadas ao processo de investigação científica e ao conhecimento do ser vivo estudado. Por meio da observação de um ciclo de vida completo, os alunos vivenciaram oportunidades reais para levantar hipóteses, testar suas ideias, manusear materiais, coletar dados, manipular tabelas e gráficos, registrar informações, assim como articular, avaliar e revisar seus modelos de crescimento e desenvolvimento dos seres vivos. Os desenhos produzidos pelos alunos foram capazes de comunicar as atividades realizadas, tanto no que diz respeito ao ser vivo estudado como em relação aos materiais utilizados no processo de investigação. As habilidades empregadas pelos alunos, em suas comunicações orais ou representações gráficas, são ferramentas necessárias para o envolvimento com a cultura científica. Assim, acredita-se que as discussões científicas, no contexto da sala de aula, possuem implicação direta com o EC e devem ser fomentadas desde os primeiros anos do EF, visando à construção de novos conceitos e ferramentas científicas e ao envolvimento crescente dos alunos em processos de Alfabetização Científica (AC). / The present paper was developed with the premise that, since the early years in school, the students need to be involved in scientific inquiry-based processes. With the insertion of 6-year-old children in the Elementary School, a series of inquiries related to Science teaching came up, among which emerges the central question in this research: \"Is it possible to check the engagement of 6-year-old children in scientific inquiry-based processes?\". With essentially qualitative focus and case study perspective, an Inquiry-Based Teaching Sequence (IBTS) was structured to the students this age who belong to a school in Ribeirão Preto, in São Paulo state. The activities that make up the IBTS were divided in three moments: preinquiry, inquiry and postinquiry. Focusing in the learning process and in the meaning of concepts, the sequence had the intention to check some skills associated with the scientific doing. For this, oral discussions were analysed, starting with the recordings of the classes and the speech\'s transcription, as well as the students\' graphic representations which then made up three data sources: videos, speech and drawings. These data were examined based on categories related to the scientific inquiry-based process and the knowledge of the studied living being. Through the watching of a complete life cycle, the students experienced real opportunities to make hypothesis, test their ideas, handle materials, collect data, handle charts and graphics, and register information, as well as articulate, evaluate and review their growth models and living beings development. The drawings made by the students could communicate the performed activities, concerning both to the studied living being and to the materials used in the inquiry-based process. The skills used by the students in their oral communications or graphic representations are necessary tools to the engagement with the scientific culture. Therefore, it is believed that the scientific discussions, in the classroom context, have direct implication with the ST and must be encouraged since the early years in Science teaching, leading to the building of new concepts and scientific tools and also the growing engagement of the students in Scientific Literacy processes.

This thesis uses analytic philosophical inquiry and autobiographical narrative inquiry to identify a conception of critical thinking (CT) that is “most adaptable” for teaching History 12, and then discusses the strengths and limitations. The CT literature includes several conflicting conceptions of CT, and I use two specific types of analytic philosophical inquiry, (conceptual analysis and conceptual structure assessment), to identify which conception is “most adaptable” for teaching History 12. After considering the degree to which each conception meets the criteria developed for the “most adaptable” conception of CT, I conclude that the Critical Thinking Consortium’s (TC²) conception is the most adaptable. Of all the conceptions developed thus far, the TC² approach is unique because it is designed solely as a pedagogical model for embedding CT throughout the curriculum of each subject and grade level. In the second section of the thesis, I use autobiographical narrative inquiry to reflect on the strengths and limitations of the TC² model after using the model to teach History 12 for a year. One of the foundational principles of the TC² conception is the notion that embedding CT throughout the curriculum is a powerful way of improving understanding. I determine that this contention is accurate because students improved their knowledge of the curriculum, the epistemology of history, and the adoption of CT in their everyday lives. Furthermore, use of the TC² conception helped improve my planning and assessment practices, and initiated a positive change of my role in the classroom. / Education, Faculty of (Okanagan) / Graduate

Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement in student achievement. The purpose of this study was to compare the effectiveness of two types of pedagogy: traditional and inquiry-based upon student achievement as measured by a standards-based, state administered examination. Second, this study examined the relationship between the treatment teachers' level of implementation and student achievement. A nonequivalent control group posttest and experimental design was used in this study. Subjects involved in this study include 84 secondary American history teachers and their respective students from a large urban public school district in Texas. The sample consisted of two groups, one taught by traditional/didactic instruction (n=48) and the other taught by inquiry-based pedagogy (n=36). Data for this study were collected using a classroom observation protocol based upon the level of use rubric developed by the concerns-based adoption model. An analysis of variance (ANOVA) (p<.05) was used to measure the effects of inquiry-based instruction and traditional pedagogy on student achievement. Student achievement results were measured by the Texas Assessment of Knowledge and Skills (TAKS) for American history, grades 8 and 11. The study found that mean scores of the Grade 8 History Alive! group were significantly higher than the scores of the control group, but not for the Grade 11 History Alive! group. However, a comparison of mean scores by teachers' level-of-use suggested that the more faithful the teacher in designing standards-based lessons and delivering them through inquiry, the greater retention of American history student's knowledge about the subject.

Explores the implementation of inquiry into the science classroom and presents a model for incrementally changing the traditional (behavioralist) instruction found in the science class to inquiry-based (constructivist) instructional strategies.

Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.

This study investigated the implementability of the French La main à la pâte (LAMAP) inquiry-based science education (IBSE) programme in the South African context. An interpretative, qualitative multiple-case study design was utilised to elicit the voices of both young children-as-scientists engaged in scientific inquiry and student teachers who facilitated science education following the LAMAP approach. The conceptual framework integrated contemporary perspectives on childhood, theory theory and constructivist theory concepts and IBSE. Three conveniently sampled schools in an urban setting were purposively selected as cases, with 70 Grade 1 to Grade 3 children and three student teachers as participants. The findings of the study indicate that the children engaged in IBSE as natural scientists, displaying the cognitive capacity to think, act and learn like real scientists in the context of their classrooms. Engaging in science within a community of scientists, and being physically and mentally active in the knowledge construction process furthermore shaped children’s sense of agency and identity as scientists. The findings furthermore indicate that implementing IBSE contributed to shaping student teachers’ professional identity as science teachers for young children. As young scientists-in-waiting children are, however, dependent on researchers, higher education institutions concerned with teacher training, decision-makers and the broader education community to mobilise and sustain their potential for being and becoming scientists. The findings of the study resulted in a framework proposing guidelines on multi-levels for IBSE implementation in the South African Foundation Phase classroom context. / Thesis (PhD)--University of Pretoria, 2017. / The National Research Foundation Sabbatical Grant for Doctoral Studies / The University of Pretoria Vice-Chancellor's Academic Grant Programme / Educational Psychology / PhD / Unrestricted

Le présent mémoire porte sur les impacts, sur la législation québécoise, des commissions d'enquête portant sur les manques d'intégrité et d'éthique dans l'administration. Plus spécifiquement, il y est présenté une étude de la mise en oeuvre par le législateur des recommandations proposées par les commissaires dans leurs rapports depuis la Confédération. Bien que les commissions d'enquête soient mandatées par le gouvernement afin de découvrir la vérité dans une affaire particulière et ce, par le biais d'une procédure quasi-judiciaire, leurs rapports comportent des propositions pour prévenir la répétition du même problème. Durant les premières décennies des commissions d'enquête au Québec (1867‒1959), hormis quelques cas (ex. Commission Dunscomb, 1869‒1870 ; Commission Cannon, 1909), leurs rapports ne contenaient que peu de recommandations législatives, et lorsque c'était le cas, les parlementaires étaient réticents à les intégrer dans la législation (sauf pour la Commission Dunscomb). Depuis les années 1960, les rapports des commissions d'enquête rassemblent des recommandations plus complexes et les législatures successives se sont montrées davantage intéressées à les mettre en oeuvre. Elles ont réagi à la couverture médiatique étendue des commissions d'enquête (Commission Cliche, 1975; Commission Charbonneau 2015) et ont eu tendance à adopter rapidement des lois s'inspirant de leurs rapports. Dans les dernières décisions, les commissions ont proposé la création de plusieurs institutions gouvernementales politiquement indépendantes qui ont par la suite été créées (Agence du Revenu du Québec, Autorité des marchés publics, etc.). Cependant, au cours de l'histoire, le législateur a été plus réticent à suivre les recommandations visant les parlementaires ou les ministres eux-mêmes. / The subject of this master's thesis are the impacts on Quebec's legislation of inquiry commissions on the lack of integrity and ethics in public administration. More specifically, the implementation by lawmakers of recommendations proposed by commissioners’ reports since Confederation is examined. Even though public inquiry commissions are mandated by the government to discover the truth in a particular case by using a quasi-judicial proceeding, their reports contain proposals to prevent new occurrences of the same problem. During the first decades of public inquiry commissions in Québec (1867‒1959), their reports contained but few legislative recommendations, (with some exceptions, e.g. Dunscomb Commission, 1869‒1870; Cannon Commission, 1909), and when such recommendations were included, parliamentarians were reluctant to integrate them in legislation (save for Dunscomb Commission). Since the 1960s, public inquiry commissions' reports have contained more complex recommendations and the successive legislatures have proven themselves more interested in implementing them. Legislators reacted to the extended media coverage of inquiry commissions (e.g. Cliche Commission, 1975; Charbonneau Commission 2015) and the tendency has been for the rapid adoption of laws inspired by their reports. In the last decades, commissions have proposed the creation of several politically independent government institutions, leading to their creation (Agence du Revenu du Québec, Autorité des marchés publics, etc.). However, throughout history, lawmakers have been more reluctant to follow recommendations respecting parliamentarians or ministers themselves.

No description available.