Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In terms of the latest education legislation, there is a shift of emphasis in the approach to teaching. In particular, there is a move from contents-based learning to outcomes-based learning. It has been shown that technical education is becoming more and more expensive. Manual skills and the teaching of these at school is therefore still of cardinal importance. In the technical school the learner receives specialised training. Following the successful completion of the Senior Certificate examinations, the learner receives a matric certificate. This certificate does not give an indication of specific skills, however. If the learner could receive some accreditation for the skills which he/she has already mastered, it would count in his/her favour. The purpose of this study is to investigate the degree to which the learner can transfer his/her acquired technical knowledge and skills to other training institutions or employers in the form of credits. In the first chapter, the historical background of an outcomes-based learning approach in South Africa, as well as the implications of legislation for technical high schools is researched. A number of necessary concepts are also explained in this chapter. In chapter two, the structure of a modular approach in technical education is looked at in more detail. Different types of modules, the advantages and disadvantages of a modular system, as well as different models for modular curriculum design is discussed. The already tested competence-based modular approach, as well as the newly proposed outcomes-based learning approach is discussed in detail in chapter three. Since it is the competence-based modular approach which is largely used in technical education, it is important to investiqate the shift to an outcomesbased approach in technical education. In the fourth chapter, specific modular points of intersection between the training of apprentices and secondary school education are looked at. The feasibility of acquiring credits in the technical high school is discussed on the basis of an empirical study in chapter five. The possible applications of the implementation of an outcomes-based learning approach in technical high schools are set out in chapter six and the findings of this research are summarised in chapter seven. The subject of this research is currently very topical and if the findings contained therein are applied in practice, many of the modern challenges faced by the education system could be addressed. Learners should receive education and training which prepare them practically for their roles as citizens, while also enabling them to enter the job market or create work for themselves. The importance of an education system which continually determines the needs of both the national and international markets, investigates technological and other relevant tendencies and develops current curriculums in such a way that learners will always be competitive cannot be emphasised enough. An outcomes-based approach places much less emphasis on content-based syllabuses and merely exposes learners to balanced learning programmes in which the acquisition of relevant knowledge, skills, attitudes and values carries equal weight. Because of the changes in education and training, the teaching approach in the technical high school is extremely important. To some degree, technical education is already specialised education. Although learning takes place at school, the acquired knowledge is not currently transferable to other training institutions in the form of credits. This situation is contradictory to the National Qualifications Framework, in which an outcomes-based approach to education is proposed. / AFRIKAANSE OPSOMMING: Volgens die nuutste onderwyswetgewing is daar in die onderwys 'n klemverskuiwing ten opsigte van onderrigbenadering. Daar word vanaf 'n inhoudsgerigte na 'n uitkomsgebaseerde onderrigbenadering beweeg. Afdoende bewyse bestaan dat tegniese opleiding al hoe duurder raak. Die noodsaaklikheid van die ontwikkeling van handvaardighede daarin op skool is daarom steeds van kardinale belang. In die tegniese skoolontvang die leerder bepaalde gespesialiseerde opleiding. Na die suksesvolle aflegging van die Senior Sertifikaateksamen, ontvang die leerder 'n matrieksertifikaat. Hierdie sertifikaat dui egter nie spesifieke bevoegdhede aan nie. Indien die leerder krediet sou kon ontvang vir die bevoegdhede wat hy/sy reeds suksesvol bemeester het, sou dit in sy/haar guns tel. Die doel van hierdie studie is 'n ondersoek na die mate waarin die leerder sy/haar verworwe tegniese kennis en vaardighede na ander opleidingsinstansies of werkverskaffers kan oordra in die vorm van krediete. In die eerste hoofstuk word die historiese agtergrond van 'n uitkomsgebaseerde onderrigbenadering in Suid-Afrika nagevors, asook die implikasies van wetgewing vir tegniese hoërskole nagegaan. Bepaalde tersaaklike begrippe word ook in hierdie hoofstuk verduidelik. In hoofstuk twee word die struktuur van 'n modulêre benadering binne tegniese onderwys van nader beskou. Verskillende soorte modules, die voor- en nadele van 'n modulêre stelsel, asook verskeie modelle vir 'n modulêre kurrikulumontwerp, word bespreek. Die reeds beproefde bevoegdheidsgebaseerde modulêre benadering asook die nuutvoorgestelde uitkomsgebaseerde onderrigbenadering, word breedvoerig in hoofstuk drie bespreek. Aangesien hoofsaaklik die bevoegdheidsgebaseerde modulêre benadering in tegniese onderwys toegepas word, is dit belangrik om die noodsaaklikheid van 'n klemverskuiwing na 'n uitkomsgebaseerde benadering in tegniese onderwys te ondersoek. In die vierde hoofstuk word daar spesifiek gekyk na bepaalde modulêre raakpunte tussen vakleerlingopleiding en sekondêreskoolopleiding. Die haalbaarheid van kredietverwerwing in die tegniese hoërskool word in hoofstuk vyf na aanleiding van 'n empiriese ondersoek bespreek. Die toepassingsmoontlikhede vir die implementering van 'n uitkomsgebaseerde onderrigbenadering in die tegniese hoërskool word daarna in hoofstuk ses uiteengesit en die bevindinge van die navorsing in hoofstuk sewe saamgevat. Die onderwerp van hierdie navorsing is tans baie aktueel en indien die bevindinge daarin vervat in die praktyk toegepas sou word, sal heelwat van die moderne uitdagings wat aan die onderwys gestel word, aangespreek word. Leerders behoort onderwys en opleiding te ontvang wat hulle prakties op hul rolle as landsburgers voorberei en hulle ook bekwaam maak om tot die arbeidsmark toe te tree of vir hulleself werk te skep. Die belangrikheid van 'n onderrigstelsel wat voortdurend behoeftes in nasionale en internasionale markte bepaal, tegnologiese en ander relevante tendense naspeur en huidige kurrikulums só ontwikkel dat leerders altyd kompeterend is, kan nie genoeg beklemtoon word nie. 'n Uitkomsgebaseerde benadering plaas minder klem op inhoudsgebaseerde sillabusse en stel leerders bloot aan gebalanseerde leerprogramme waarin die verwerwing van relevante kennis, vaardighede, houdings en waardes ewe veel gewig dra. As gevolg van die klemverskuiwings in onderwys en opleiding is die leerbenadering wat in die tegniese hoërskool gevolg word van kardinale belang. Tegniese onderrig is in 'n sekere mate reeds gespesialiseerde onderrig. Alhoewel leer op skool plaasgevind het, is die verworwe kennis tans nie oordraagbaar na ander opleidingsinstansies in die vorm van krediete vir die leerders nie. Hierdie situasie is in stryd met die bedoeling van die Nasionale Kwalifikasieraamwerk wat 'n uitkomsgebaseerde onderwysbenadering voorstaan

published_or_final_version / Social Work / Master / Master of Social Work

This theoretical thesis focuses on the works of interpreting theorist Franz Pöchhacker. It examines the theoretical underpinnings of his work and analyses both his theoretical work and empirical research in his main fields of interest. Following a chronological order, the thesis covers Pöchhacker's work in the field of conference simultaneous interpreting, which he perceives as a complex action, the development of his interest in quality assessment in interpreting and community interpreting, as well as Pöchhacker's view of Interpreting Studies and its classification according to various parameters. The thesis also provides an overview of the most significant critical reactions to Pöchhacker's work. Key words: Franz Pöchhacker, interdisciplinary approach, integrating approach, hypertext, quality in interpreting, community interpreting, interpreting memes, 2½D interpreting model

This qualitative case study examined the impact of an arts integrated international collaboration on elementary school students’ creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students’ creativity when engaged in arts-integrated international collaboration. The findings for the first question were: 1. Students and teaching artists view creativity as a process that is reflexive and engaging, 2. When reflecting on their work, students and teaching artists see creativity as an interplay of ideas and are open to and capable of modifying their ideas to achieve creative results, 3. Creative work is relative to the individual and is directly correlated to both originality and effort, 4. Students and teaching artists value creativity as a means for both self-expression and communication, 5. A collaborative environment sets the stage for creative behavior in terms of inviting feedback, providing constructive criticism, and sharing ideas. For the second question relating to impact, the two findings were: 1. Teaching and learning in the third space becomes a recursive process, and 2. Students work in new modes of communication in order to bridge cultures. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-30T12:23:41Z No. of bitstreams: 1 Fausto Rogério Gentile.pdf: 1547198 bytes, checksum: 66f698d251dc59dd75db6f67272a2079 (MD5) / Made available in DSpace on 2018-07-30T12:23:42Z (GMT). No. of bitstreams: 1 Fausto Rogério Gentile.pdf: 1547198 bytes, checksum: 66f698d251dc59dd75db6f67272a2079 (MD5) Previous issue date: 2018-06-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The academic scenario of research on Interdisciplinarity in Brazil, presents at the same time a rupture of values. We see a certain skepticism, an inquiry and indignation about the theoretical-scientific legacy that has been bestowed upon us. Teaching practice and didactics are exposed to a diverse range of models and molds that evidence the exclusion of an intellectual exercise and cherish virtuosity in the management of concepts and techniques, by the immediate need of actors / educators-researchers who do not undertake a dialectic with the theorists of the Sciences of the Education. On the other hand, only the experience and description of practices do not contribute to the construction of efficient indicators capable of showing the development of innovative ways and significant contributions to Education. This research emerges from this scenario, proposing to raise, systematize, organize and discuss the scientific production of Interdisciplinarity held at the Pontifical Catholic University of São Paulo between 1985 and 2015. Using the logic of the State of Art, we present the entire trajectory and production of Ivani Catarina Arantes Farm in relation to Interdisciplinarity. Scientific-historical, aesthetic-critical, this study presents five developmental points. In the first, a brief biography of Fazenda, in the second, a mapping of all her bibliography, in the third, a survey of all dissertations and theses guided by the author, in the fourth, we present the Epistemological Construct of Fazenda and its approximations and digressions with the Science and in the fifth and last Marco, with a conclusion character, we present the legacy of Ivani Fazenda for Interdisciplinarity and for Education in Brazil / O cenário acadêmico de pesquisas em Interdisciplinaridade no Brasil, apresenta contemporaneamente uma ruptura de valores. Presenciamos um certo ceticismo, uma indagação e indignação acerca do legado teórico-cientifico que nos foi outorgado. A prática docente e a didática estão expostas a uma gama diversa de modelos e moldes que evidenciam a exclusão de um exercício intelectual e prezam pela virtuosidade no manejo de conceitos e técnicas, pela necessidade imediatista de atores/educadores-pesquisadores que não empreendem uma dialética com os teóricos das Ciências da Educação. Em contrapartida, apenas a vivência e descrição de práticas, não colaboram para a construção de indicadores eficientes capazes de evidenciar o desenvolvimento de caminhos inovadores e contribuições significativas para a Educação. Esta pesquisa emerge deste cenário, propondo levantar, sistematizar, organizar e discutir a produção científica da Interdisciplinaridade ocorrida na Pontifícia Universidade Católica de São Paulo entre os anos de 1985 e 2015. Utilizando a lógica do Estado da Arte, apresentamos toda a trajetória e produção de Ivani Catarina Arantes Fazenda em relação à Interdisciplinaridade. De caráter científico-histórico, estético-crítico, este estudo apresenta 5 pontos de desenvolvimento. No primeiro, uma breve biografia de Fazenda, no segundo, um mapeamento de toda a sua bibliografia, no terceiro, um levantamento de todas as dissertações e teses orientadas pela autora, no quarto, apresentamos o Construto Epistemológico de Fazenda e suas aproximações e digressões com a Ciência e no quinto e último Marco, com caráter de conclusão, apresentamos o legado de Ivani Fazenda para a Interdisciplinaridade e para a Educação no Brasil

Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

University of Macau / Faculty of Education

Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques. / Department of English

Title from second page of PDF document. Includes bibliographical references (p. 170-184).