Cette recherche vise à mieux comprendre comment certain·e·s enseignant·e·s de français du secondaire forment leurs élèves à utiliser le dictionnaire électronique en classe en décrivant, d’une part, les savoirs et les savoir-faire liés à son utilisation qui font l’objet d’un enseignement en classe et, d’autre part, les pratiques relatives à l’enseignement de ces savoirs et savoir-faire. Pour parvenir à nos objectifs, nous avons mené des entrevues avec huit enseignant·e·s, qui ont également noté dans un journal de bord, pendant un mois, les activités ou les interventions sollicitant l’utilisation du dictionnaire électronique qu’ils·elles ont réalisées en classe. À la lumière de notre analyse des données, nous avons tracé le portrait des pratiques d’enseignement de chaque enseignant·e, et une comparaison des similitudes et des différences entre les portraits nous a ensuite permis de relever trois profils distincts de pratiques dont le but est de former les élèves à l’utilisation du dictionnaire électronique : 1) l’enseignement spontané, axé sur quelques éléments liés à son utilisation, 2) l’enseignement planifié en début d’année et spontané ensuite, axé sur une plus grande variété d’éléments et, enfin, 3) l’enseignement planifié régulier, qui intègre lui aussi une grande variété d’éléments liés à l’utilisation du dictionnaire électronique, mais qui comprend également des savoirs qui relèvent spécifiquement de l’usage du format électronique. Il ressort de notre étude que l’intégration d’un outil comme le dictionnaire électronique dans les pratiques d’enseignement est un processus long et complexe, et que la richesse des dictionnaires mis à la disposition des enseignant·e·s n’est pas garante d’un enseignement plus riche ou plus varié. À ce titre, nous pensons qu’une formation portant sur l’utilisation du dictionnaire électronique pourrait être utile aux enseignant·e·s en exercice de même qu’aux futurs·e·s enseignant·e·s, car elle leur permettrait de se familiariser avec son utilisation à titre personnel d’abord, une étape essentielle à l’intégration du DÉ dans les pratiques d’enseignement, et à titre pédagogique ensuite. / This research aims to better understand how some French secondary school teachers train their students to use the electronic dictionary in class by determining the knowledge and skills related to its use that are the subject of classroom teaching and by describing the practices related to the teaching of these dictionary skills. To achieve our goals, we conducted interviews with eight teachers, who also noted in a diary, for a month, the activities or interventions requiring the use of the electronic dictionary that they carried out in class. In the light of our data analysis, we drew a portrait of the teaching practices of each teacher, and a comparison of the similarities and differences between the portraits then enabled us to identify three distinct profiles of practices whose goal is to train students to use the electronic dictionary: 1) spontaneous teaching, focusing on a few elements related to its use, 2) teaching planned at the start of the year and spontaneous thereafter, focusing on a greater variety of elements and, finally, 3) regular planned teaching, which also incorporates a wide variety of elements related to the use of the electronic dictionary, but which also includes knowledge that relates specifically to the use of the electronic format. Our study shows that the integration of a tool such as the electronic dictionary into teaching practices is a long and complex process, and that the wealth of dictionaries made available to teachers does not guarantee richer or better teaching. As such, we believe that training on the use of electronic dictionary could be useful for practicing teachers as well as future teachers, because it would allow them to become more familiar with its use in a personal capacity first, and then for educational purposes.

Gaining independence of clients in the system of the alternative education care is the cardinal topic of the work. Within the framework of the international comparison, the author analyses and makes a survey of the problems accompanying this process. The work does not contain only the conclusions the author came to based on the research in chosen countries (Czech Republic and Poland) but also presents suitable recommendations how the problem of gaining independence of clients of the alternative education care can be solved. The introductory part is applied to theoretical solutions, the international comparisons and examples of a good practice abroad. The author follows opinions of different experts in causalities of the problem from the influence of the biological family through socialization of the clients of the education care to the very problems of the institutional care. He presents these opinions subsequently in the context. In the methodological and research parts the author tries to answer the cardinal question: "What is way the clients of the alternative education care are prepared in order to gain independence?" Within the framework of the qualitative design of the research, the author is mediating the readers the real situation which the clients gaining independence and their carers are...

The topic of the thesis is a look at special and pre-school education in the Czech Republic in the past 30 years. To better understand the interdependence of the development of special education, however, some chapters are devoted to the period before 1989. The theoretical part of the diploma thesis is focused on legislation and documents that significantly influenced special and pre-school education, on the topic of integration / inclusion in education and also on the system of teacher education after 1989 to the present and the position of teaching assistant. The practical part analyzes information obtained in the form of an interview with the kindergarten teachers addressed. The aim of this work was to find out how kindergarten teachers perceive the changes that preschool and special education have undergone during the past 30 years.

This research investigates progress in the integration of information and communication technology (ICT) into curriculum-based teaching and learning in the Lesotho secondary and high school science classroom, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Lesotho as an effective way to enhance teaching and learning. To this end, Lesotho embarked on three partnership projects, namely SchoolNet, Microsoft STIC and NEPAD e-School Projects. There is a volume of research, international and regional, on e-learning and ICT integration, mainly conducted by European and American researchers. This study by an African author, therefore, fills a gap. Using a variant of action research, the author undertook six studies over four years, investigating the extent of computing infrastructure in schools and ways in which e-learning was implemented in subject-based teaching. In particular, he studied barriers to ICT implementation in Lesotho; advantages and disadvantages of combining e-learning with classroom practice; the perceptions, aptitude and skills of Lesotho science teachers and students; professional development programmes; and preparations for introducing e-learning, including infrastructural issues. Literature studies were conducted, following which pertinent concepts from the literature were used to generate a framework of evaluation categories and criteria for addressing the research questions of this study. The criteria were translated into questions and evaluation statements for data collection instruments for the empirical studies. Triangulation in data collection and analysis was provided by applying multiple and mixed data collection methods: questionnaires, interviews, observations and case studies, to gather data from principals, teachers and students in selected schools across the three projects and in varying regions of Lesotho. The study identified notable progress, but determines that more remains to be done, on an ongoing basis, to support secondary and high schools in Lesotho with implementation plans and strategies. The study concludes with guideline and recommendations for educators. / Computing / D. Phil. (Mathematics, Science and Technology Education)

Orientador: Newton Antonio Paciulli Bryan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T10:12:10Z (GMT). No. of bitstreams: 1 Santos_AgidaMariaCavalcantedos_D.pdf: 2064109 bytes, checksum: 2c35a6aa2241047d770ea7034ddd5ee4 (MD5) Previous issue date: 2013 / Resumo: A pesquisa apresentada analisa o processo de implantação da política pública educacional constante no Decreto nº 5.840 de 2006 que propõe executar de forma conjunta o Ensino Médio e a Educação Profissional, na vertente do Ensino Técnico, para a população de jovens e adultos. Foi realizada em três cidades do estado do Amazonas, a saber: a capital Manaus, economicamente determinada pelo Pólo Industrial de Manaus (PIM), no Município de Coari, que é sede do pólo de extração do gás natural pela PETROBRAS, e no Município de São Gabriel da Cachoeira, área fronteiriça e militarizada, com grande concentração de população indígena. A presente pesquisa examina o processo de implementação da política no período de 2006 a 2010. Portanto, este trabalho se debruça na historicização das políticas destinada à modalidade de Educação de Jovens e Adultos, desde os anos de 1940 até 2006, relacionando-as com a problemática social do analfabetismo no Brasil; passa pela exposição das Teorias do Estado: Pluralistas, Marxistas, Elitista e Corporativos, apresentadas por Shumpeter (1947), Beer (1965), e Ham & Hill (1984), levantando, assim, os construtos da gênese elaborativa em Políticas Públicas. Através do estudo do modelo de Estado, apontamos o Neoinstitucionalismo Histórico de Marques (1997), Evans (1993) e Ham & Hill (1993), como matriz propulsora desta política, bem como os estudos de Skopcol (1989) sobre a autonomia do Estado, sua capacidade e racionalidade. Os autores Mazmanian, D. (2003), Van Meter e Van Horner (2003), Elmore, R. (2003) e Villanueva (2003), nos ajudam a construir a tipologia dos modelos dos processos de implantação que foram usados para classificar a política estudada. Os dados levantados apontam de forma conclusiva que o modelo de implantação adotada nesta política educacional interfere de forma decisiva no seu sucesso, comprometendo os objetivos propostos pela mesma. / Abstract: The research presented analyzes the implementation process of public education policy contained in Decree 5840 of 2006 which proposes run jointly high school and professional education, the slope of Technical Education, for the population of young adults. It was held in three cities in the state of Amazonas, namely the capital Manaus, economically determined by the Industrial Pole of Manaus (PIM), in the city of Coari, which is headquartered pole extraction of natural gas by PETROBRAS, and the City of São Gabriel da Cachoeira, and militarized border area with high concentration of indigenous population. This research examines the process of policy implementation in the period from 2006 to 2010. Therefore, this work focuses on policies aimed at historicizing modality Youth and Adults, from the years 1940 to 2006, relating them to the social problem of illiteracy in Brazil; passes by exposure Theories of the State: Pluralist, Marxist Elitist Corporate and presented by Schumpeter (1947), Beer (1965), and Ham & Hill (1984), raising thus the constructs of elaborative genesis in Public Policy. Through the study of the state model, we point neoinstitutionalism History Marques (1997), Evans (1993) and Ham & Hill (1993), propelling this policy matrix as well as studies of Skopcol (1989) on the autonomy of the state its ability and rationality. The authors Mazmanian, D. (2003), Van Meter and Van Horner (2003), Elmore, R. (2003) and Villanueva (2003), help us to build a typology of models of deployment processes that were used to classify the studied policy. The data collected indicate conclusively that the deployment model adopted in this educational policy interferes decisively in their success, compromising the objectives proposed for the same. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutora em Educação

This research investigates progress in the integration of information and communication technology (ICT) into curriculum-based teaching and learning in the Lesotho secondary and high school science classroom, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Lesotho as an effective way to enhance teaching and learning. To this end, Lesotho embarked on three partnership projects, namely SchoolNet, Microsoft STIC and NEPAD e-School Projects. There is a volume of research, international and regional, on e-learning and ICT integration, mainly conducted by European and American researchers. This study by an African author, therefore, fills a gap. Using a variant of action research, the author undertook six studies over four years, investigating the extent of computing infrastructure in schools and ways in which e-learning was implemented in subject-based teaching. In particular, he studied barriers to ICT implementation in Lesotho; advantages and disadvantages of combining e-learning with classroom practice; the perceptions, aptitude and skills of Lesotho science teachers and students; professional development programmes; and preparations for introducing e-learning, including infrastructural issues. Literature studies were conducted, following which pertinent concepts from the literature were used to generate a framework of evaluation categories and criteria for addressing the research questions of this study. The criteria were translated into questions and evaluation statements for data collection instruments for the empirical studies. Triangulation in data collection and analysis was provided by applying multiple and mixed data collection methods: questionnaires, interviews, observations and case studies, to gather data from principals, teachers and students in selected schools across the three projects and in varying regions of Lesotho. The study identified notable progress, but determines that more remains to be done, on an ongoing basis, to support secondary and high schools in Lesotho with implementation plans and strategies. The study concludes with guideline and recommendations for educators. / Computing / D. Phil. (Mathematics, Science and Technology Education)