published_or_final_version / Architecture / Master / Master of Architecture

Orientadores: Jose Carlos Paes de Almeida Filho, Brian Tomlinson / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-08T21:46:02Z (GMT). No. of bitstreams: 1 Gottheim_Liliana_D.pdf: 35311287 bytes, checksum: b1ef646971b60466ed2a506f9b6ea582 (MD5) Previous issue date: 2007 / Resumo: O objetivo, deste trabalho, foi estudar o processo de composição de um material didático em abordagem comunicacional para um curso de PLE (de 35-40 horas). O material foi construído com o propósito de propiciar momentos de uso de língua na comunicação, por meio de conteúdos da formação social e histórica da população brasileira. A ênfase deste estudo situou-se no entendimento da concepção de produção da autora, ou seja, no que ¿fez acontecer¿ certas ações na sala de aula, numa tentativa de explicitar os conhecimentos formais e informais envolvidos na produção de textos e atividades. A primeira versão desse material surgiu em trabalho de Mestrado (1994-1996) e a segunda, no Doutorado (2004); ambas elaboradas para alunos que já possuíam um nível mínimo de proficiência, suficiente para interpretar e produzir textos versados sobre o tema escolhido. A curiosidade para produzir um material alicerçado em conhecimentos teóricos hoje disponíveis e investigar esse processo partiu da dificuldade de entender como ¿autores produzem livros¿. Dois eixos permearam a narrativa e discussão desse trabalho: um de avaliação de MD, que possibilitou explicitar os conhecimentos formais e informais envolvidos na produção do material, assim como as atitudes tomadas; e outro, de produção, que permitiu estudar como formas de ação foram criadas segundo aqueles conhecimentos. Acrescemos à pesquisa dados da implementação do material e informação coletada com sete outros autores acerca de suas concepções próprias em obras que produziram. A metodologia utilizada foi a da pesquisa-ação, cujo foco num primeiro momento foi a tomada de conscientização de aspectos que envolveram a produção daquele material, para depois associar as exigências sentidas, à mobilização de modificações em um nível do ¿fazer¿, superando empecilhos encontrados. Além de sinalizar conhecimentos significativos à produção de um material, os dados mostraram padrões comuns e singulares à gênese de nossa composição e à dos sete autores analisados. Os resultados permitiram-nos apontar possíveis fatores de sucesso à produção de novos materiais e destacar a necessidade de se obter clareza das reais funções do autor na produção de materiais-fonte e do professor na condução desses materiais nas aulas (já menos difusas) para poder direcionar ações tanto de produção de obras como de preparação à docência em abordagem comunicacional. Dessa forma, poderemos modificar antigos papéis acríticos de subordinação e dependência do professor aos textos e atividades propostos em livros e incentivar o desenvolvimento da requerida autonomia do professor e a tomada de risco para novas produções / Abstract: The objective of this thesis was to study the process implicated in the development of a textbook of Portuguese for foreigners, which was built in accordance with the principles of the communicative approach in language teaching and intended for a 35- to 40-hour course. The textbook was organized around six topics dealing with the social and historical scenery at the time of the discovery of Brazil, focusing mainly on the ethnic groups that have contributed to form today¿s Brazilian population. The material was planned for students at an intermediate level of language who had already acquired enough language knowledge to interpret and produce short texts about the chosen content. This research was partly an attempt to make explicit the formal and informal knowledge and attitudes involved in gathering texts and creating learning activities for our material, and also an attempt to discuss the difficulties encountered in applying theoretical knowledge in AL to the production of materials. There were two versions of the same book used in this study: a first version done during our Master¿s course (1994-1996) and a second one which came out reformulated in the PhD programme (2004). The research was motivated by our interest on understanding ¿how authors produce books¿ with the purpose to shed some light on the production of materials based on recent theoretical knowledge. The methodology used for this study was the action-research through which we gained consciousness of many aspects involved in the process of producing textbooks. Some data collected from piloting the material in class relevant to the materials¿ design, was added to the research, plus data from interviews which we conducted with seven authors who talked about their own conceptions on producing textbooks. Besides signalizing some relevant aspects of our conception of production in the two versions of the same book, this study showed the common and distinctive patterns of the genesis of composing textbooks by different authors. The results pointed to possible factors of success in producing materials for PFL and made salient the necessity of obtaining clarification of the real role of the authors when producing support materials and of teachers when they apply them in class. Thus we direct actions not only to the production of textbooks in the communicative approach, but also to teacher¿s education. We hope that this research can help teachers reflect on ways to modify old roles of dependence on textbooks and encourage the development of their autonomy and attitudes of the risk taking needed for teacher¿s actions to be performed in alignment with this approach / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel, types and amount of alternate delivery instruction, and selected cost considerations in the establishment and maintenance of a learning resource center. A functional definition was furnished, with a deliberative attempt to encompass related synonyms. Discussion included training types or instructional delivery medium distinctions. A contribution of this study was the development, field testing, and enhancement of a survey instrument, which reflects the steps to be followed by those planning implementation of any learning resource center. Findings of this study indicated that learning resource centers were young and transitioning to increased on-line individualized and self-paced learning. Training and learning will become much less interdependent. Training types will increasingly become nontraditional and technology driven. Courseware will be received and managed remotely. Partnerships and cooperative efforts are mandates for business and higher education. Learner mobility will become normative, not the exception. Internet training will rapidly increase, most quickly among small business. Learning resource centers will continue to become more cost effective. This study proposed the redefinition of both learner and educator roles within a changing learning resource center environment. It was suggested that the learner role must become more active and that the corporate educator role, as a result of technology, will increase in passivity, tending toward that of facilitation. Implications and recommendations were specifically noted for both business and higher education. Specified nomenclature of "learner centers" or clearly "learner centered" has been advocated, reflecting the continuing evolution of the learning resource center. Technology, instructional media, mobility, availability and sharing of resources, less formalization, life-long learning, fiscal issues, Internet access, information and knowledge explosion, and downsizing, all combine to provide the view and demarcation of the new "learner centers."

This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.

Orientador: Juliana Campregher Pasqualini / Banca: Lucas André Teixeira / Banca: Flávia da Silva Ferreira Asbahr / Resumo: A presente pesquisa tem como propósito analisar as implicações das teorias Pedagógicas do "aprender a aprender", em particular ao ensino de Ciências da Natureza. Para tanto, têm-se como referencial empírico de análise as situações de aprendizagem e o currículo para o ensino de ciências da rede estadual paulista a partir da implementação do "Programa São Paulo faz escola". O Programa surge no Estado de São Paulo em 2008, no governo de José Serra (2007-2010), e tem como objetivo oficial enfrentar o baixo desempenho escolar detectado pelo Sistema de Avaliação de Rendimento de São Paulo (Saresp), filiando-se explicitamente à Pedagogia das competências. Em 2010 o currículo do Programa é oficializado e se materializa nas escolas a partir dos cadernos do aluno, do professor e do gestor. Como referencial teórico-metodológico, nosso estudo toma a Pedagogia Histórico-crítica, que analisa as relações educacionais a partir das categorias lógicas da dialética materialista e teóricas do materialismo histórico, desenvolvendo um conjunto de categorias específicas que realizam as devidas mediações necessárias à educação escolar. Adotamos como categorias de análise a intencionalidade pedagógica e a tríade conteúdo-forma-destinatário, eixo central da proposta de organização escolar histórico-crítica. Os resultados obtidos apontam o esvaziamento dos conteúdos científicos já preconizados pelo lema "aprender a aprender", mas com um viés específico de esvaziamento que compete à Pedagogia das compet... (Resumo completo, clicar acesso eletrônico abaixo) / Resumen: La presente investigación tiene como propósito analizar las implicaciones de las teorías pedagógicas del "aprender a aprender" a la particularidad de la enseñanza de las ciencias de la naturaleza. Para esto, utilizase como referente empírico de análisis las situacionaes de aprendizaje y el currículo propuestos para la enseñanza de las ciencias de la red estadual paulista a partir de la implementación del Programa "São Paulo faz escola". El programa surge en el estado de São Paulo en 2008 en el gobierno de José Serra (2007-2010) y tiene como objetivo oficial enfrentar el bajo desempeño escolar detectado por el Sistema de Evaluación de Rendimiento de São Paulo (Saresp), afiliándose explícitamente a la Pedagogía de las competencias. En 2010 el currículo del Programa es oficializado y se materializa en las escuelas a partir de los cuadernos del alumno, del profesor y del gestor. Nuestro estudio toma como referencial teórico y metodológico la Pedagogía Histórico-crítica, que analiza las relaciones educacionales a partir de las categorías lógicas de la dialéctica materialista y teóricas del materialismo histórico, desarrollando un conjunto de categorías específicas que realizan las debidas mediaciones necesarias a la educación escolar. Adoptamos como categorías de análisis la intencionalidad pedagógica y la tríada contenido-forma-destinatario, eje central de la propuesta de organización escolar histórico-crítica. Los resultados obtenidos apuntan al vaciamiento de los contenidos cie... (Resumen completo clicar acceso eletrônico abajo) / Mestre

Comparison and contrast of perceptions of current and ideal levels of Involvement with 50 tasks by 45 district level school library media supervisors in Texas public schools was accomplished using a survey instrument eliciting information in three areas: Curriculum and Instruction, Public Relations and Communication, Actainistration and Budget. Using tasks based on a Texas Education Agency publication, i, tests for correlated means were used to determine statistically significant differences between means for current and ideal levels of involvement for supervisors grouped by age, degree and certification as well as for the group as a whole. Findings showed that most demographic groupings perceived a need for greater involvement with various curriculum planning and design activities, evaluation of noncertlficated library media personnel and with various public relations activities.

Graduation date: 1994

The study was conducted to ascertain the extent and nature of differences of perceptions which exist between the elementary regular classroom teacher, elementary resource room teacher and building principal relating to the duties and responsibilities of the elementary resource room teacher.A questionnaire containing nineteen statements regarding the duties and responsibilities of the elementary resource room teacher was distributed to 40 building principals, 572 elementary regular classroom teachers and 21 elementary resource room teachers. hirty-four building principals, or 85 percent, completed the questionnaire and 370, or 64 percent of the elementary regular classroom teachers completed and returned the questionnaire. A total of twenty, or 95 percent, of the elementary resource room teachers also completed and returned the questionnaire.The results were analyzed by the chi-square test of independence at the .05 level of significance to test three null hypotheses in order to determine if perceptions of building principals, elementary regular classroom teachers and elementary resource room teachers were identical or different.A statistical difference in perceptions of the three groups was indicated with regard to elementary resource room teachers keeping the building principal informed of all aspects of the resource room program, including the referral process. The data also indicated a difference in perceptions among the three groups pertaining to the resource room teacher cooperatively implementing and coordinating with the elementary regular classroom teacher skill development tasks of the student which have been included in the individualized educational plan. A difference in perceptions between the three groups was also indicated with respect to the resource room teacher participating in case conferences and assisting in determination of criteria for placement of a child in special programs. Implementation of long term and short term goals for the mildly handicapped child cooperatively by the elementary regular class teacher and elementary resource room teacher was also perceived differently by the three groups as a duty of the elementary resource room teacher.Recommendations for Further Research1. A study should be conducted to determine whether the identified duties and responsibilities of the elementary resource room teacher are actually being performed.2. A study should be conducted to determine if the perceived duties and responsibilities of the elementary resource room teacherr have changed as the resource room concept has been utilized over a longer period of time.3. As the utilization of resource rooms increases in Indiana Public School Corporations, the study should be replicated, as a larger sample may add verification to the results.4. A study to determine whether years of professional experience of building principals, elementary regular classroom teachers and elementary resource room teachers can be identified as a factor regarding the perceptions of the duties and responsibilities of the elementary resource room teacher should be conducted.

published_or_final_version / Architecture / Master / Master of Architecture

The school library resource centre and the collection of trade books that classroom teachers gather in their classrooms were the focus of an exploratory, descriptive study designed around the first stages of an action research model. Little research had been done on how effective classroom teachers have been at acquiring trade books for their classroom collections, and on how teacher-librarians, working in partially or fully integrated school library resource centre programs, helped make trade books accessible to elementary teachers and students. One instrument, The Survey of Elementary Classroom Collections. was designed to examine four descriptive areas: the contents and size of classroom collections, the source of trade books for these collection, the organization and management of classroom collections, and the use classroom teachers make of these trade books. The 205 elementary English language classroom teachers in one school district were sent a Survey and 80% responded. The series of interviews that followed were conducted with a stratified random sample of 30 classroom teachers, nine principals and seven teacher-librarians. The stratification was organized by Phases 1, 2 or 3 of school library program development, which were determined by the score on a second instrument. The Profile of School Library Resource Centre Programs. and from information on staffing, resources and teacher-librarian experience. Results were analyzed under the four areas explored in the Survey, by grade level and by Phase. A detailed description of the classroom collections led to the development of the Independent, Interactive and Integrated models for classroom collections. Each reflected a different concept of the classroom collection, its role in the literacy program and its relationship with the school library resource centre program. Indications were that a collaborative approach to trade book provisioning emerged in schools where the school library resource centre program was more fully integrated into the school curriculum. Details on a school-based/district-wide strategy to build a collaborative approach were given, as well as suggestions for a plan of action for individual schools and for further research to explore questions raised by this study.