Dans l’opinion courante, la sanction est souvent assimilée à sa fonction répressive. Mais sanctionner, c’est aussi amender le fautif, et déduire des implications concrètes aux différentes formes d'engagement, dont les règles. Ces finalités, peu explorées par la littérature gestionnaire, sont pourtant plus en phase avec les préoccupations actuelles. Susciter l’amendement du fautif est une réponse aux difficultés de mobilisation et d'engagement des individus. Déduire des réalités opérationnelles des différentes formes d'engagement est essentiel aux efficacités collectives. On réalise alors que la sanction peut être l'occasion de progrès, en particulier quand la déviance devient un processus (Reynaud, l 997, p. 36). C'est cependant à la condition que les entreprises apprennent à sanctionner, non pour contraindre, mais pour restituer les coopérations. La sanction ne peut plus être réduite à une demande de soumission, elle doit devenir le lieu d'un apprentissage. C'est ce que suggèrent les apports des Théories de la Régulation Sociale (TRS) et des Apprentissages Organisationnels (TAO). Les liens qu'atteste la TRS entre conflit, négociation et règles engagent à renouveler les modalités de sanctionner pour des mesures programmatiques assorties de pratiques probatoires. Quant aux obstacles aux apprentissages organisationnels démontrés par la T.A.O, ils conduisent à envisager la sanction comme un projet, construit à partir des données de l'enquête disciplinaire, des aveux du fautif et des dires des managers. / The common understanding of a sanction is frequently associated with its repressive function. To sanction, however, is also to reform the offender and undermined the real implications of various types of commitment including rules. Yet these ultimate aims, rarely exploited by managerial theory, are more relevant to present-day concerns. Arousing the desire to reform the offender provides a solution to the difficulty individuals experience in taking action and engaging. It is essential for the sake of collective efficiency to draw conclusions from the operational realities of different types of commitment. In doing so, it becomes evident that a sanction can be the opportunity for progress, particularly when deviance becomes a process (Reynaud. 1997. P. 36). It is dependent, nevertheless, on companies learning to sanction, not as a constraint, but as a means of encouraging greater cooperation. A sanction can no longer be considered merely a demand for obedience, it must become a base for learning. The Social Regulation Theories (TRS) and Organisational learning Processes (TAO) make such a case. The links between conflict, negotiation and rules borne out by the TRS encourage the renewal of sanctioning methods in favour of programmed measures in conjunction with probationary practices. As for the barriers to organisational learning processes proven by the TAO, they lead co envisaging a sanction as a project that is built on the results of a disciplinary enquiry, admissions of the offender and managers' statement.

The purpose of this study was to examine the relationship between principal preparation programs in Texas and professional leadership practices and responsibilities based on Mid-continent Research for Educational and Learning's (McREL) 21 leadership responsibilities. The study also examined the relationship between Texas principal preparation programs and Knowles's principles of adult learning. Through an online survey, the study solicited practicing principals' perceptions as to whether McREL's 21 leadership responsibilities and Knowles's principles of adult learning were included in their principal preparation programs. Quantitative findings indicated there were no significant differences between principals' perceptions of their principal preparation programs and the university/certification program in which they obtained their principal certification. Additionally, there were no significant differences between principals' perceptions of their programs and the year their principal certification was completed. There were also no significant differences between principals' perceptions of their programs and the geographic location of the school district in which they were presently employed. However, the study found there were significant differences in two areas of leadership responsibilities when comparisons were generated between principals who were fully certified before assuming the role of principal and those who were not fully certified: 1) ideas/beliefs and 2) optimizer. Principals who had not completed their certification program scored the two areas higher than those who had. The study also utilized qualitative methodology through in-depth interviews with principal program coordinators and practicing principals. Program coordinators and principals revealed leadership responsibilities of "communication," "culture," and "visibility" as areas of emphasis and importance in their programs. The need for more emphasis in the area of "discipline" was communicated mutually by program coordinators and principals. Principals stated areas of "knowledge of curriculum, instruction, and assessment" and "resources" as leadership responsibilities needing more emphasis. Both program coordinators and principals concurred principal preparation programs should have more emphasis and importance placed upon Knowles's principles of adult learning.

This study explored the relationship between the dramatic and the educational theories developed by Bertolt Brecht and selected twentieth-century theories of pedagogy. A survey of Brecht's life and works revealed that although the stimulus-response theories of the associationist psychologists were inappropriate to Brecht's concepts, the three principal aspects of Gestaltism—perception, insight, and life space, as formulated by Max Wertheimer, Kurt Koffka, Wolfgang Kohler, and Kurt Lewin—seemed profoundly related to Brecht's concern with man's ability to perceive and to learn about his environment. Brecht strove to create perceptual images of historical environments. The characters, who represented various ideologies and philosophies in situations which stimulated insightful learning, struggled with life spaces that accurately resembled life outside the theatre. Thus, Brecht utilized elements of the theories of perception, insight, and life space in his dramas as he strove to force his audiences to perceive the characters' environments, to grasp the significance and relationships between the characters' environments and their own social milieu, and to recognize those influences in one's life space which attract or repel the individual. The study also suggested that Brecht's works might be amenable to empirical study.

This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice.

Syftet med arbetet är att presentera en handlingsplan för lärare som vill använda sig av studieteknik i historieundervisningen. Genom att sammanväva teorier om inlärning, utveckling, studieteknik, historiemedvetande, identitet, lärobokstexter, minnet och hjärnan presenteras dels en förberedande handlingsplan dels en utförande handlingsplan. I den förberedande handlingsplanen är målet att eleverna skall bli effektiva i sitt användande av studieteknik. Detta för att eleverna sedan genom den utförande handlingsplanen skall kunna utnyttja studieteknik för att öka sin inlärning och förståelse i ämnet historia. / The purpose for this essay is to present a plan for the teacher who wishes to utilize study techniques in the education of history. By combining theories of learning, development, study techniques, historical consciousness, identity, class book-texts, memory and mind we present both a preparative and a performing plan. The preparative plan aims to increase the efficiency in the students’ use of study techniques. Through the performing plan, the students shall be able to increase their learning and understanding of history with the usage of study techniques.

The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults. / Computing / M. Sc. (Information Systems)

This thesis is a user study within library and information science on participatory practices of a professional group in work activity. This has been investigated only to a minor extent in previous library and information science research. The qualitative empirical focus alternates between physicians‟ engagements in work practice and workplace learning within patient care. The overall research problem was to learn how people in workplaces interacted with information that was embedded, intricately intertwined, and tightly bound to the ongoing routines of their everyday work. This thesis aims at understanding information practices of professionals in occupational settings as exemplified by a team of physicians in a Nigerian teaching hospital. In this thesis, the focus was on the collective work activity, and the specific goals identified include how physicians interact and make meaning in the context of the social activities in the workplace, how professionals individually or collectively gather, understand, produce, share and use information, and how workplace learning influences information practices. Information practices are viewed as sociocultural practices that occur inside other practices. The thesis focuses on a nuanced, contextualized understanding of the interplay between the participating actors in activity, the activity per se, and the intermediary role of tools and artefacts. The epistemological point of departure is the sociocultural perspective that emphasizes the dynamic interdependence of the individual with the social and collective development focusing on mediation through tools and artefacts in cultural, institutional, and historical situations. I have chosen cultural-historical activity theory and the practice theories to analyse the dynamic processes in the context of patient care. Their underlying principles guided the empirical study, facilitating extrapolations and illustrations in the analysis. The cultural-historical activity theory was used to understand contextual issues that influence information practices in work activity: the object and subject of activity, division of labour, rules and norms, community, tools and artefacts, as well as the activity system itself and the hierarchical structure of the activity. Theories and concepts employed from a practice perspective on learning were considered useful for understanding the participatory modes in workplace and the influence of social learning communities on diverse information processes. In so doing, the study strives to provide a holistic understanding of information practices, workplace learning, and the relationships between them.The empirical data was gathered through a qualitative case study that lasted over a period of two years. Direct observation was the dominant data collection technique 5 used throughout the preliminary and main empirical studies to capture physicians‟ information practices and experiences. The observation focused on the Clinical Pharmacology and Therapeutics (CPT) team‟s encounters with patients; the interactions they had amongst themselves, and events and situations surrounding patient care. During the main study, other data collection techniques were employed alongside the observation method. In-depth open-ended interviews were conducted with 17 physicians and 9 non-physicians who were selected to provide rich and varied descriptions of the phenomena under study. The interview time totalled at 1,535 minutes. Physical artefacts were another data collection technique employed: 30 patients‟ medical records were assessed during the empirical study. Finally, informal interactions in the research setting were an additional data collection technique used continuously throughout the two empirical periods. The results were analyzed through a combination of inductive and deductive methods of analysis. There are four parts to the empirical results in this thesis. In the first, contextual elements that showed how work environment can be an influencing factor in the information practices of a professional group are described from the perspective of cultural historical activity theory. In the second part, the nature of information access in the real-world information environment was portrayed. It was found that information sources and strategies contributed to the overarching goal of restoring patient health to normalcy. The information sources and strategies were also found useful for mediating the information environment both subjectively and intersubjectively. An equally important result concerns the authority issues related to information sources and strategies. In the third part, available tools and artefacts were presented as useful information aids that also played a mediating role. Tools were categorised into physical tools and language. Language was categorized according to the social situations or classes of speakers. The case notes were seen as useful artefact and occupied a central niche in the studied work activity. These tools and artefacts enabled affordances around which social practices were built on in the work activities. In the last part of the results, various information practices that mirror the participatory practices rather than those of isolated individuals are highlighted. Six dimensions made up and covered the most vital spectrum of the information processing: information gathering, meaning making, information sharing, information use, reading, and documentation. Furthermore, the study revealed that learning took place simultaneously with the work activity and that it influenced information practices at the same time. / <p>Academic dissertation for the Degree of Doctor of Philosophy in Library and Information Science at the University of Borås to be publicly defended on Friday 19 October 2012 at 13.00 in lecture room D 211, University of Borås, Allégatan 1, Borås.</p>

Thesis (MEd)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the right to receive education in one of the official languages. Some isiXhosa parents exercise their democratic right by enrolling their children in English- or Afrikaans-medium schools. They are of the opinion that the level of education is of a higher standard in these schools. Consequently, some isiXhosa learners in Afrikaans-medium schools develop barriers to learning due to the fact that they have little or no knowledge of Afrikaans. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes. Secondly, the aim of the study was to determine whether the literacy intervention programme would lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa learners in grade 4 to 6 Afrikaans-medium classes. The research was conducted in a previously disenfranchised Afrikaans-medium school in Stellenbosch. The research methods employed comprised a literature review supported by an empirical investigation that included pre- and post-tests with learners, interviews with educators and the development and implementation of a literacy intervention programme. A mixed method research design was used, because quantitative data alone would have supplied inadequate answers to the research question. The theoretical basis of the study was Piaget’s theory of cognitive development, as well as Vygotsky’s social constructivist language acquisition theory. Both Piaget and Vygotsky emphasised the importance of social interactions in cognitive development. They regarded the development and use of vocabulary as an integral part of these interactions. Research indicates that the field of second language acquisition is multifaceted and is not supported by a singular theory. Three theories of second language acquisition were explored in this study. They are the communicative approach, shared reading and the schema theory. The role that the language-in-education policy, motivation and social economic status play in second language acquisition was also investigated. Another goal of the literature review was to collect data to develop a literacy intervention programme in which the above-mentioned theories of second language acquisition were utilised. The marsh at the school served as the context for the activities in the programme. Twenty isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes were subjected to an intervention programme over a period of six months to determine the success of the intervention programme. Data gathering included quantitative data (pre- and post-tests) as well as qualitative data (interviews with Afrikaans educators) to determine whether the learners’ vocabulary and reading comprehension had improved. The results of the study indicate that the implementation of the literacy intervention programme can lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 tot 6 Afrikaans-medium classes. This is substantiated by previous research. The results also support findings that the Afrikaans vocabulary and reading comprehension of isiXhosa learners in the Afrikaans-medium intervention school can improve if the appropriate intervention is offered timeously. / AFRIKAANSE OPSOMMING: Hierdie ondersoek is onderneem weens die toenemende getal Xhosa-moedertaalsprekers in Afrikaansmediumskole. Volgens die Grondwet het elkeen die reg om onderrig in enige van die amptelike tale te ontvang. Sommige Xhosasprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat onderrig van 'n hoёr gehalte daar plaasvind. Gevolglik is daar 'n toename van leerders wat struikelblokke tot leer ondervind, omdat hulle min of geen begrip van Afrikaans het nie. Eerstens, is die fokus van hierdie studie die ontwikkeling van 'n geletterdheidsintervensieprogram om die Afrikaanse woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers in 'n Afrikaansmediumskool te bevorder. Ten tweede is dit om te bepaal of die geletterdheidsintervensieprogram 'n verbetering in die woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers tot gevolg gehad het. 'n Voorheen benadeelde Afrikaansmediumskool in die Stellenbosch-omgewing is deur die navorser gekies vir die implementering van die geletterdheidsintervensieprogram. Hierdie projek het 'n literatuurstudie ondersteun deur 'n empiriese ondersoek wat voor- en natoetse met leerders, onderhoude met onderwysers en die ontwerp en toepassing van 'n geletterdheidsintervensieprogram ingesluit het, behels. Daar is van 'n gemengde navorsingsontwerp gebruik gemaak, omdat die gebruik van slegs kwantitatiewe data onvoldoende antwoorde op die navorsingsvraag sou verskaf. 'n Literatuurondersoek is gedoen om 'n teoretiese grondslag vir die studie te verkry. Piaget se teorie van kognitiewe ontwikkeling en Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie is gebruik om die verwerwing van 'n tweede taal te beskryf. Beide Piaget en Vygotsky het die belangrikheid van sosiale interaksies in kognitiewe ontwikkeling beklemtoon. Hulle het die ontwikkeling en gebruik van woordeskat as 'n integrale deel van hierdie interaksies beskou. Die studie dui daarop dat die aard van tweedetaalverwerwing kompleks is en nie deur 'n enkele teorie ondersteun kan word nie. Drie verskillende benaderings tot tweedetaalverwerwing, naamlik die kommunikatiewe benadering, gedeelde lees en die skema-teorie, is ondersoek. Die rol wat die taal-in-onderwysbeleid (TiOB), motivering en sosio-ekonomiese status in tweedetaalverwerwing speel, is ook ondersoek. 'n Verdere doel van die literatuurondersoek was om inligting te versamel om 'n geletterdheidsintervensieprogram te ontwerp waarin bogenoemde benaderings tot tweedetaalverwerwing gebruik is. Die vleiland by die skool het die konteks geskep waarbinne die onderskeie aktiwiteite beplan is. Die geletterdheids-intervensieprogram is vir ses maande in 'n klas met 20 graad 4 tot 6 Xhosa-moedertaalsprekers toegepas om die sukses daarvan te bepaal. Datagenerering het bestaan uit kwantitatiewe data (voor- en natoetse) asook kwalitatiewe data (onderhoude met die opvoeders wat Afrikaans onderrig) om vas te stel of die leerders se woordeskat en leesbegrip verbeter het al dan nie. Die resultate van hierdie studie toon dat die toepassing van die geletterdheidsintervensieprogram tot die verbetering van die Xhosa-moedertaalsprekers in graad 4 tot 6 Afrikaansmediumklasse se Afrikaanse woordeskat en leesbegrip kan lei. Dit stem ooreen met bevindinge van vorige navorsing, naamlik dat die verbetering van leerders se woordeskat tot die verbetering van leesbegrip lei. Verder ondersteun die resultate die bevindinge dat Xhosa-moedertaalsprekers in die Afrikaansmedium intervensieskool se Afrikaanse woordeskat en leesbegrip kan verbeter, mits hulle die nodige, gepaste ondersteuning betyds ontvang.

<p>This research investigates mobile learning effectiveness in higher education. Mobile learning is composition of two words Mobile and Learning. In simple words mobile learning is mobility of learners by using mobile technologies in learning environment. Many researches addressed mobile learning but few of them covered mobile learning effectiveness. This study explores mobile learning effectiveness with the help of learning theories and models. Behaviorist, cognitive, humanistic, situational, and mobile learning theories are discussed that elaborate social, psychological, and philosophical aspects of learning.  Detailed evolution of learning is also part of this report that covers the literature of distance learning, electronic learning as well as formal and informal learning. Three effective learning models are taken in consideration: the Garrison’s Community of Inquiry, the Swan’s Interactivity and Online Learning, and the Danaher and his colleagues’ model of mobile learning and teaching evaluation model. Danaher’s model is selected as a conceptual framework of the study that is composed of three elements that are engagement, presence and flexibility. Engagement is the active participation of the learner in learning activities. Presence means being there, physically or mentally, in learning activity or place. Flexibility is how easy and facilitative the system is for teachers and students. These three elements are used to determine mobile learning effectiveness.  Survey method was used as our research approach. Empirical data was collected from Linnaeus University (prev. Växjö University) Sweden, by using two separate questionnaires for students and teachers. Collected data was analyzed with respect to learning theories and the theoretical model. The result reveals the potential of mobile learning as an effective mode of learning in terms of engagement and presence but flexibilty approved to be weaker in mobile learning.</p>

This investigation of twentieth century trends in mathematics education includes the survey of existing literature and questionnaires conducted with retired and active Texas teachers. Historical events, trends in curriculum, instruction, learning theories, and contradictions of twenty-year periods are delineated. Questionnaire responses are tabulated along the same periods and vignettes of typical classrooms are drawn from the data. Results of the survey show the impact of societal forces on mathematics curricula, a continued downward expansion of content into lower grades and expanding knowledge of learning processes. A unified mathematics curriculum, classroom-related learning theory research, and further development of team-teaching are postulated as future trends. Recommendations include further examination of trends through isolation of other variables such as region and ethnicity.