Thesis (D. Min.)--Mid-America Baptist Theological Seminary, 2005. / Includes bibliographical references (leaves 145-152).

Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-01-15Bitstream added on 2014-06-13T20:41:55Z : No. of bitstreams: 1 sommerhalder_a_dr_arafcl.pdf: 1433115 bytes, checksum: 643ad8bd92cc399769a1d7bb26d57a53 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Desde a criação das instituições para educação da primeira infância no Brasil, atualmente conhecidas como instituições de educação infantil, o debate sobre educação e cuidado se apresenta. A história desta instituição mostra que o assistencialismo marcou o atendimento à infância pobre, prioritariamente nas creches, em oposição às práticas educativas que sustentaram o trabalho em jardins-de-infância. Buscando superar esta fragmentação na atualidade, a literatura e as pesquisas acadêmicas se posicionam pela necessária integração entre educação e cuidado na educação infantil. Embora represente um avanço o reconhecimento da educação infantil como uma etapa educativa e um direito, compreende-se que as políticas educacionais cada vez mais estão-se fundamentando em vertentes prescritivas, caracterizando assim, propostas diretivas. Somado a isso, há na educação infantil uma concepção de educação sustentada na eficácia científica e na racionalidade, desconsiderando, com isto, a operatividade do inconsciente nas relações humanas e no processo educativo. Como pressuposto, considera-se que a educação e o cuidado são processos complexos que não se fazem descolados da operatividade da vida psíquica. Parte-se também do valor do cuidado no processo de constituição do sujeito. Tomando o percurso histórico e político de institucionalização da educação infantil brasileira, questiona-se o modo como os atuais documentos do governo federal, para a área da educação infantil, contemplam a educação e o cuidado. Esta pesquisa fundamenta-se no seguinte questionamento: De que modo a educação e o cuidado são abordados e concebidos nos atuais documentos do Ministério da Educação para a área de educação infantil? Tem-se como objetivo investigar o modo como a educação e o cuidado são abordados e concebidos nos principais e atuais... / Since the creation of institutions for early childhood education in Brazil, currently known as early childhood education institutions, the debate on education and care is presented. The history of this institution shows that the assistance marked the service to poor children, primarily in the nursery, as opposed to educational practices that supported the work in day-care children. In order to overcome this fragmentation in the news, literature and academic research pose themselves for the necessary integration of education with care in early childhood education. Although it represents an advance, the recognition of early childhood education as a stage of education and a law, it is understood that education policies are increasingly basing it on prescriptive aspects, characterizing proposed policies. Added to this, early childhood education is a vision of education supported the efficacy and scientific rationality, ignoring, thus, the operability of the unconscious in human relations and the educational process. As assumption, it is considered that the education and care are complex processes that are not taken off the operability of psychic. Part of it is also the value of care in the process of subjectivity. Taking the historical background and political institutionalization of early childhood education in Brazil, wonders how the current federal government documents, to the area of early childhood education, include the education and care. This research is based on the following question: How do the education and care are discussed and designed in the current documents of the Ministry of Education for the area of early childhood education? It has been investigated how the education and care are discussed and designed in the main current and documents published by the Ministry of Education for children's education. An inquiry was held on the concepts of education and care... (Complete abstract click electronic access below)

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-10-05T12:22:11Z No. of bitstreams: 1 DissARLN.pdf: 1499205 bytes, checksum: b375d4bd695f564511e11de7b359d875 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-14T14:14:00Z (GMT) No. of bitstreams: 1 DissARLN.pdf: 1499205 bytes, checksum: b375d4bd695f564511e11de7b359d875 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-14T14:14:15Z (GMT) No. of bitstreams: 1 DissARLN.pdf: 1499205 bytes, checksum: b375d4bd695f564511e11de7b359d875 (MD5) / Made available in DSpace on 2016-10-14T14:14:24Z (GMT). No. of bitstreams: 1 DissARLN.pdf: 1499205 bytes, checksum: b375d4bd695f564511e11de7b359d875 (MD5) Previous issue date: 2016-02-29 / Não recebi financiamento / The Discourse Analysis (AD) is the base of our research project, and once we are affiliated to this theoretical-methodological perspective, we understand that the discourse is not mere transmission of information, but a process of meaning effect production that is built "on the language functioning, that put in relation subjects and meanings affected by language and history "(ORLANDI, 2013: 21,). The corpus of this project consists of the International Bank of Educational Objects (IBEO). We take as central issues: try to understand the effects of the emergence of educational objects repositories for a public policy of teacher training in Brazil; analyze the operation of the digital platform IBEO in which it is circulating educational materials, as well as analyze how it is the development of the preparation policy, selection and dissemination of these objects. Finally, we try to understand the effects of digital repositories considered open, in the field of authorship in the construction and circulation of knowledge. In order to do this, we will descant about the notion of archive and technology according to Pêcheux and Auroux (1992; 1998), try to understand some issues related to the authorship in the digital space, using the contributions of authors, such as Abreu (2013; 2012; 2009) e Lagazzi- Rodrigues (2010). The analysis of core categories are: discursive process; discursive process and interdiscourse. / A Análise de Discurso (AD) fundamenta nosso processo de pesquisa, sendo que, filiados a essa perspectiva teórico-metodológica, entendemos que o discurso não é mera transmissão de informação, mas um processo de produção de efeitos de sentidos que se constitui “no funcionamento da linguagem, que põe em relação sujeitos e sentidos afetados pela língua e pela história” (ORLANDI, 2013:21). O corpus desta pesquisa é composto pelo Banco Internacional de Objetos Educacionais (BIOE). Tomamos como questões centrais: buscar entender os efeitos do surgimento de repositórios de objetos educacionais para uma política pública da formação docente no Brasil; analisar o funcionamento da plataforma digital BIOE, na qual circulam objetos educacionais, bem como analisar como se dá a política de elaboração, seleção e difusão desses objetos. Finalmente, buscamos entender os efeitos dos repositórios digitais considerados abertos, no campo da autoria na construção e circulação do conhecimento. Para isto, iremos discorrer sobre a noção de arquivo e tecnologia, segundo Pêcheux e Auroux (1992; 1998), entender questões relacionadas à autoria dentro do espaço digital, com as contribuições de autores como Abreu (2013; 2012; 2009) e Lagazzi-Rodrigues (2010). As categorias centrais de análise serão: processo discursivo; formação discursiva, arquivo e interdiscurso.

Made available in DSpace on 2014-06-11T19:26:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-25Bitstream added on 2014-06-13T20:47:34Z : No. of bitstreams: 1 pina_f_me_assis.pdf: 558950 bytes, checksum: 60aa1e70aec72204edda905a19c4a6a6 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho procura analisar o Acordo MEC-USAID, buscando destacar sua importância para a estrutura universitária brasileira, as modificações ainda presentes que partiram deste Acordo e o contexto histórico no qual ele foi efetivado. Procuramos desenvolver uma pesquisa que abrangesse três ângulos do Acordo: analisamos o próprio Acordo, fizemos um estudo dos escritores que na época da sua publicação se posicionaram contrários ou favoráveis a ele e, por fim, examinamos a historiografia referente a ele, inclusive dos autores que não o tomaram como tema central / This paper analyzes the MEC-USAID agreement, seeking to highlight its importance to the Brazilian university structure, the changes still present who departed this Agreement and the historical context in which it was accomplished. We seek to develop a survey covering three angles of the Agreement: we analyze the agreement, we made a study of writers at the time of its publication is positioned against or in favor of it and, finally, we examine the historiography related to it, including the authors who not taken as a central theme

The theme of this diploma thesis is selected aspects of the state graduation exam through the perspective of Prague's grammar schools students. The aim of this work is to map current situation regarding the state graduation exam with the emphasis on the selected aspects of this exam. These aspects will be seen primarily in terms of the former as well as current students of Prague grammar schools. In the beginning of theoretical part is outlined the development of graduation exams followed by the theme of the state graduation exams, which were launched in 2011 and since then are continuously modified. The theoretical part was inspired by professional literature but also by Internet resources and academic works written on a similar theme. At the end of this part there are also mentioned selected media feedbacks on the topic of state graduation exam. The second empirical part was developed on the research which took place at selected Prague grammar schools. This research was conducted through a questionnaire survey. The aim of the research was to analyze selected aspects of the state graduation exam at source - to see the state graduation exam through students and also teacher's perspective. Teachers were an additional group of respondents in the research.

In my thesis I deal with the topic of internal audit and its role in the public administration. In the first part the general overview of its origin, development and gradual implementation into the public administration in the Czech Republic is described at the theoretical level. Furthermore, PIFC concept and its impact on internal audit in the public administration are discussed. Following parts focus on the position of internal audit department at Ministry of education, youth and sports using personal experience of author. Single parts of audit process are discussed starting with audit preparation through the implementation phase up to creation of final report including recommendations and following monitoring of their fulfillment.

In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice teachers’ understanding of the Nature of Science (NOS) were investigated. The factors that had an impact on the development of participants’ NOS views were also investigated. The intervention made use of de-contextualized and contextualized activities as well as historical narratives as contexts for reflecting about the empirical, creative, subjective as well as the tentative NOS. The intervention included a discussion of the relationships and differences between observations and inferences as well as scientific laws and theories in the context of the aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three year teacher development programme. An adapted version of the Views of Nature of Science Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess the participants’ understanding of NOS at the beginning and conclusion of the intervention. At the end of the programme, data from interviews, concept maps and reflective journals of seven participants were analysed to ascertain their perceptions of the elements of the course and other factors that had an impact on their development of more informed NOS views. These participants were selected on the basis of their differential gains in NOS understanding. The data that was analysed using both qualitative and quantitative techniques revealed that the intervention brought about significant gains in some participants’ understanding of NOS. Information obtained from the document analysis of journals and concept maps as well as exit interviews of the selected group revealed that the pre-service teachers’ development of more informed views was mediated by motivational and cognitive factors. These were the participants’ perception of the value of teaching and learning NOS, their views about teaching and learning science, and their ability to engage deeply with the NOS concepts as well as their epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies was reported by most of the selected participants as responsible for changes in their NOS views. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Published Article / Teachers in Lesotho are confronted by a myriad of challenges, such as ensuring the meaningful inclusion of learners with impairments as well as adequately meeting their educational needs. This paper therefore, explores this challenge and how it impacts on teachers' abilities to deal it, and further recommend some teaching strategies to overcome it. An Attitudes Toward Inclusive Educational Scale (ATIES) questionnaire was adapted in this paper for the collection of data from 211 randomly-selected teachers from the Maseru and Berea districts of Lesotho. Findings as reported by teachers indicate, amongst many factors contributing to the challenges brought about by inclusive education, inadequate teacher training, inadequate resources, and a lack of support from authorities and parents. The revamp of classroom infrastructure and the review of teacher training approaches in Lesotho are vital policy imperatives to eradicate these educational challenges.

The Master's thesis deals with the history of education system in the Czech Republic and with the school management as closely related to the issue. The main focus is put on the historical development of the education system and its management in the town of Kralovice, West Bohemia. The aim of the thesis is therefore to demonstrate the gradual development and changes of the system in connection with the development of the school management within the mentioned territory. In particular, the most significant reforms and events affecting the education system are analysed in the study. The comprehensive view on the general development of the system and its management produced by the thesis can be beneficial for the pedagogical and administrative employees of every management level as well as for the local teachers, students and inhabitants of Kralovice.

In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'. In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom. PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.