Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-04-30T18:05:44Z No. of bitstreams: 2 Dissertação - Tônia Gonzaga Belotti - 2014.pdf: 12580457 bytes, checksum: 77f94afe991a6a85caf6d2ab25927db0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-04-30T18:07:47Z (GMT) No. of bitstreams: 2 Dissertação - Tônia Gonzaga Belotti - 2014.pdf: 12580457 bytes, checksum: 77f94afe991a6a85caf6d2ab25927db0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-04-30T18:07:47Z (GMT). No. of bitstreams: 2 Dissertação - Tônia Gonzaga Belotti - 2014.pdf: 12580457 bytes, checksum: 77f94afe991a6a85caf6d2ab25927db0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-04-14 / Down syndrome is a genetic abnormality that affects a significant portion of the population. A child with Down syndrome (CDS) has several limitations and difficulties which occur in motor development, cognitive development and communication at different levels, especially with regard to speech. Helping a CDS to win his place in society will stimulate their satisfaction for somehow feeling to be useful, further expanding their coexistence. Children with this syndrome may perform better when those around them recognize that they have limitations, but also potential and abilities. This research deals with the use of Therapeutic Choir with CDS. Had become the main goal is to understand the effects that music therapy, through Therapeutic Choir, can bring in order to improve the performance of a CDS, according to the Theory of Multiple Intelligences proposed by Gardner. This is a qualitative research and it was based on Existential Phenomenology. Data collecting was performed at Down Association of Goiás (ASDOWN). The work was initially conducted with a group of six participants in the beginning and with four children in the end over a four months period, with a weekly frequency and duration of fifty minutes therapy session. Data collecting involved music therapy dossiers, audio and video recordings of cases, descriptive reports, observations of the participants behavior, interviews with those responsible for the CDS and professionals who have worked directly with some children, whether in a therapeutic or education environment. The analysis of all qualitative data was performed with the support of the theoretical review, which included Music Therapy, Therapeutic Choir and Multiple Intelligences. At the end of the music therapy process, it was found an increase of specifics skills in Multiple Intelligences, mainly in the following kinesthetic intelligences-body, linguistic, musical, inter- and intrapersonal, because the through the creative re-experiences, experiments and amenable and additional activities can stimulate the CDS development providing progress in the acquisitions processes. / A Síndrome de Down é uma anomalia genética que incide em uma parcela significativa da população. A criança com Síndrome de Down (CSD) apresenta várias limitações e dificuldades, sendo que estas se manifestam no desenvolvimento motor, no cognitivo e na comunicação, em diferentes níveis, principalmente no tocante à fala. Ajudar a CSD a conquistar o seu espaço na sociedade, vai estimulá-la na satisfação de, por alguma forma, estar sendo útil, ampliando ainda mais a sua coexistência. As crianças com essa síndrome podem apresentar melhor desempenho quando aqueles que as cercam reconhecem que elas têm as suas limitações, mas também seus potenciais e habilidades. A presente pesquisa trata da utilização do Coro Terapêutico com CSD. Teve-se como principal objetivo compreender os efeitos que a Musicoterapia, por meio do Coro Terapêutico, pode trazer para melhorar o desempenho da CSD, tendo em vista a Teoria das Inteligências Múltiplas, proposta por Gardner. A pesquisa teve caráter qualitativo e a atuação da pesquisadora musicoterapeuta foi pautada na Fenomenologia Existencial. A coleta de dados foi realizada através da atuação da pesquisadora na instituição designada como Associação Down de Goiás (ASDOWN), sendo que os atendimentos foram realizados, inicialmente, com um grupo de seis participantes, finalizando com quatro crianças, em um período de quatro meses, com frequência semanal e duração de cinquenta minutos. Como instrumentos de coleta de dados foram utilizados: fichas musicoterápicas, gravações (áudio e vídeo) dos atendimentos, relatórios descritivos, observações sobre comportamentos dos participantes, entrevista com os responsáveis pelas CSD e com profissionais que trabalhavam diretamente com algumas crianças, seja no meio terapêutico ou no educacional. As análises de todos os dados qualitativos foram realizadas com o respaldo da revisão teórica, que englobou a Musicoterapia, o Coro Terapêutico e as Inteligências Múltiplas. Constatou-se que, ao final do processo musicoterapêutico, houve a ampliação das habilidades específicas inseridas nas Inteligências Múltiplas, principalmente nas seguintes inteligências Cinestésico-corporal, linguística, musical, inter e intrapessoal, pois o Coro Terapêutico, por meio das experiências re-criativas, das experiências receptivas e de atividades complementares, pode estimular o desenvolvimento da CSD, proporcionando evoluções no processo de aquisições.

This reasearch, along the lines on Education end Arts, had as its main goal to analyze and to verify the development of the Multiple Intelligences of Howard Gardner through the Observational Drawing. Along these lines, we have chosen three particular Multiple Intelligences (Spatial, Cinestesic-corporal and Personal - intra and interpersonal), among the eight available intelligences. The reason for selecting them is that they are more appropriated in Arts teaching. The research was carried out considering undergraduate students doing the first grade on the Design Faculty in a private university, located in the city of Xanxerê (SC). The qualitative research was used as the main tool of investigation, supported by school etnography, which relied on active observation, field diary and documental analysis. The data were collected using the drawings elaborated by the students after each proposal presented by the researcher, as well as photos and notes taken by the researcher and students during the meetings. The results are consistent with the initial expectations, showing the role-played by the drawing in developing the multiple intelligences and presenting the distinct processes taken into account to amplify the personal intelligences, Cinestesic-corporal and spatial. / Esta pesquisa, na linha em Educação e Artes, teve como objetivo analisar e verificar o desenvolvimento das Inteligências Múltiplas de Howard Gardner através do Desenho de Observação. Nessa perspectiva, preferiu-se trabalhar a partir de três das oito Inteligências Múltiplas (Espacial, Cinestésico-corporal e Pessoais - intra e interpessoais), pelo fato dessas inteligências serem mais apropriadas ao ensino de Artes. A pesquisa foi desenvolvida com jovens universitários do primeiro semestre do Curso de Design de uma instituição privada de ensino superior localizada no município de Xanxerê (SC). Como meio de investigação foi utilizada a pesquisa qualitativa, tendo como suporte a etnografia escolar efetivada através da observação participante, diário de campo e análise documental. Os dados foram coletados através de desenhos realizados pelos jovens universitários após cada proposta apresentada pela pesquisadora, fotografias e anotações, tanto dos próprios alunos, como da investigadora no decorrer dos encontros. Os resultados supriram as expectativas desta pesquisa, demonstrando a importância do desenho no desenvolvimento das inteligências múltiplas e apresentando processos diferenciados para ampliar as Inteligências Pessoais, cinestésico-corporal e espaciais.

This study was prompted by the need the author experienced for the rethinking of many practices in music teaching and her interest in achieving transformation in individual music teaching and learning. An eclectic approach was adopted for the research. Despite much existing ‘fuzzy’ terminology, ‘broader’ or ‘less fixed’ meanings were sought of terms including Holism, intelligence, learning, Modernism, perception, personality, Postmodernism, teaching, temperament and whole-brain learning. The reader is presented with a palette of ideas, open for further exploration, in order to stimulate creativity and different viewpoints in music teaching and learning. The study has a student-centred approach, taking into account different types of learners and how to adapt teaching styles to connect with students in their learning environment. Challenges teachers may encounter are how the meanings of many terms relate with music teaching practice, themselves and their pupils. The research explores the interaction and relation of terms with one another in order to reconsider and expand teaching methods. Inter, intra and multidisciplinary aspects of teaching are touched upon as being valuable in cutting across several traditional fields of study and also referring to knowledge seen as a coherent whole within one subject area. Experiences of ‘flow’ and transformative learning are explored in order to challenge students’ and teachers’ ‘fixed’ thinking methods. The whole-brain model is considered where the brain is seen in four quadrants, each quadrant displaying distinctive strengths of value in music teaching. The importance of Emotional Intelligence in developing other intelligences is investigated and its link with Inter and Intrapersonal Intelligences in order to equip teachers to connect effectively with pupils in a learning context. There is no “one size fits all” teaching strategy, learning style or framework that can apply to the myriad needs of individual music teachers and pupils. The research, however, demonstrates the importance for music teachers to be receptive in enlarging their thinking patterns. In so doing a path can be set for shifting focus in teaching strategies to a ‘moving forward’ ideal in perception and understanding of teaching and learning in the 21st century. / Thesis (DMus)--University of Pretoria, 2010. / Music / unrestricted

Orientador: Jose Carlos Paes de Almeida Filho / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T21:21:19Z (GMT). No. of bitstreams: 1 Abreu-e-Lima_DeniseMartinsde_D.pdf: 3386078 bytes, checksum: 364fbadb35ba33b85ca8d6c41c5ad208 (MD5) Previous issue date: 2006 / Resumo: Pesquisas realizadas na área de Lingüística Aplicada (LA) sobre formação de professores de língua estrangeira (LE) revelam a falta de articulação entre teoria-prática e de preparo dos professores como sujeitos transformadores em sua prática, demonstrando a inconsistência da formação de professores no desenvolvimento das competências de ensinar, segundo classificação de Almeida Filho (1998). As mesmas pesquisas citadas indicam caminhos que podem ser seguidos para minimizar ou solucionar esses problemas. Um dos caminhos a ser percorrido na LA é saber como fazer para que uma abordagem de ensinar e aprender línguas, condizente com os resultados almejados, seja concretizada na prática e produza os efeitos desejados nas diferentes competências do profissional de ensino. De acordo com essas discussões e com as características exigidas pelo Ministério da Educação sobre o tipo de profissional que se deseja formar: que tenha capacidade crítico-reflexiva, que saiba trabalhar em equipe, realizar projetos, trabalhar interdisciplinarmente, desenvolvendo suas potencialidades e as de seus alunos, buscamos na teoria das Inteligências Múltiplas de Gardner (1983) um possível eixo temático para ser abordado em curso de formação de professores. Este trabalho, qualitativo e interpretativista, de cunho etnográfico, foi desenvolvido em uma universidade federal pública de formação de professores de inglês pré-serviço (PPS). Na organização da disciplina-base para esta pesquisa (sexto período de um curso noturno com 10 períodos), adotou-se como abordagens norteadoras: a reflexivista de formação de professores e a comunicativa de ensino de língua(s), neste caso, a língua inglesa. O objetivo foi o de verificar como o ensino de LE na formação de professores, baseado em uma abordagem comunicativa de ensinar, realizada por intermédio de projetos, aliado a uma formação reflexiva que desenvolva as competências de ensinar, pode ser articulado a um núcleo temático como a teoria das inteligências múltiplas. Com base nessas articulações teóricas, também se buscou avaliar de que forma essas teorias podem ser organizadas em um modelo macro-organizacional e que papéis podem assumir para auxiliar o professor formador em sua prática docente. Os instrumentos para coleta e análise dos dados foram: questionário diagnóstico, interação virtual e presencial, provas e projetos elaborados pelos PPS, aulas gravadas em vídeo, avaliações entre os colegas, auto-avaliações e anotações de campo. Os resultados obtidos demonstraram que há compatibilidade do eixo temático com o paradigma reflexivista de formação de professores que, aliado à abordagem comunicativa, permitiu que fosse criada a base necessária para o desenvolvimento das competências. A língua-alvo pôde ser utilizada contextualizada e significativamente em todos os momentos de ensino-aprendizagem, resultando no desenvolvimento da competência lingüístico-comunicativa. Os PPS puderam também desenvolver suas inteligências intra e interpessoais, fundamentais para o trabalho de sala de aula. Os projetos desenhados pelos PPS revelam quanto os mesmos desenvolveram suas competências durante o processo para sugerir mudanças no ensino de língua inglesa nas escolas. Além desses resultados, foi elaborada uma tabela organizadora de habilidades das inteligências que uma vez estimuladas desenvolvem as competências de ensinar dos PPS, bem como foi sugerida uma macro-formulação teórica para disciplinas a serem ministradas para PPS de língua(s) / Abstract: From the mid 90's on, studies in Applied Linguistics (AL) have been carried out investigating questions related to preservice teacher education. They have revealed lack of articulation between theory and practice, lack of comprehensive knowledge of the content to be taught and lack of pedagogical education. Most of these investigations have shown how underdeveloped the teaching competences (Almeida Filho, 1998) are. Researchers have pointed out some possible ways to develop more effective courses in language teacher education, stimulating the different competences. In agreement with these suggestions, the Brazilian Ministry of Education has established characteristics for the reflexive capacity, knowing how to work in interdisciplinary groups through projects. These characteristics are related to the concept of intelligence described by Gardner (1983) in the theory of Multiple Intelligences. The study reported here has evaluated the results of using this theory as a guideline in developing a course in a language teacher education program (LTEP). This qualitative and interpretative research, in an ethnographic basis, was carried out in a public federal LTEP. In the course used for this work (sixth period in a 10-period program), two paradigms were also adopted: the reflexivist of teachers¿ education and the communicative of language teaching, in this case, English as a foreign language (FL). It was believed that by choosing the communicative approach we would enable the preservice teachers to get access not only to the theory related to the topic but also to the experience of learning language through it, having models of how to teach using this approach in their future contexts. In this study, the CA was developed through projects designed by the preservice teachers. Taking the results of these articulations, it was also the purpose of this study to evaluate in which way these theories could be organized in a macro-structure model and which roles they could play to help the teacher educators in their practice. The instruments used to data collect and analysis were: diagnostic questionnaire, virtual and classroom interaction, tests and projects made by the preservice teachers as well as recorded classes, peer, self and course evaluations and field notes. The results demonstrate that there is compatibility among the theory of MI, the paradigm of reflexive teaching education and the communicative approach of teaching a foreign language through projects, creating the necessary basis to develop the teaching competences. The target language was used contextualized and meaningfully in all interactions what has resulted in a better linguistic-communicative competence. The preservice teachers could also develop their intra and interpersonal intelligences, fundamental to the classroom routine. The projects designed by the preservice teachers reveal how they are prepared to suggest changes and create new opportunities of learning English in elementary and secondary schools. Besides, this study proposes an organized table among specific abilities related to the eight intelligences that once stimulated could develop the teaching competences. A suggestion of a theoretical macro-structure of teaching was provided to be used in teacher education programs / Doutorado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Doutor em Linguística Aplicada

No description available.

The purpose of this project was to address the need for making the subject matter of life science accessible to all kindergarten and first grade students.

The purpose of this study is to define Intuitive Intelligence and identify the role of Intuitive Intelligence in Leadership Strategic Decision Making. The study provides a framework for Intuitive Intelligence within the context of leadership strategic decision making. Empirical study: The study used a dual phased research design, which included qualitative mixed methods; deconstruction, grounded theory, triangulation, and the use of Atlas ti. Research Limitations / Implications: This study would be enhanced by future studies using an extended scope. Suitable testing and assessment methods would also offer a suitable quantitative perspective. Value / Benefit: The study serves to assist executives' awareness of factors enhancing decision making skills such as the utilisation of Intuitive Intelligence; as well as to highlight those risk factors which may inhibit effective strategic decision making. Summary: The research study is focused on the role of Intuitive Intelligence in terms of effective leadership strategic decision making. Rooted within the epistemological context of Leadership, Complexity and Chaos, Strategy as Practice, Knowledge Management, Sense making and Decision making, the focus is on the role of Intuitive Intelligence within such context. The research study contributes toward an understanding of how Intuitive Intelligence enhances the effectiveness of leadership strategic decision making; within the context of business leadership in South Africa, and strives to serve business leaders engaged in such strategic decision making. Findings and conclusion: The findings support the case for the development, use and role of Intuitive Intelligence in terms of effectiveness of leadership strategic decision-making. / Business Management / D.B.L. (Business Leadership)

The study aims to examine the extent to which considerations of syllabus design and materials development are employed in a grade 9 English textbook of Ethiopia- English for Ethiopia: Secondary English Course: Grade 9 Students Book with particular emphasis on Multiple Intelligence Theory (MIT).The study is an evaluation research which makes use of a mixed method approach. Data were collected using interviews, coding form and a teachers’ questionnaire. The study involved English language syllabus writers in the Ministry of Education in Ethiopia. Furthermore, 50% of the contents of the Grade 9 English Textbook (6 of 12) were used for content analysis. In addition, 218 Grade 9 English teachers from fifty high schools that were drawn from 6 Regional States of the country responded to the questionnaire. In line with this, I collected quantitative data using a coding form and a questionnaire, as well as other forms of qualitative data using interview. Data were analysed both qualitatively and quantitatively. The study revealed that the syllabus writers used the competency-based approach in developing the Grade 9 English language syllabus. However, this approach has some drawbacks. On the one hand, competency-based education is a manifestation of the behaviouristic approach that is excessively reductionist, narrow, rigid and atomized; many areas in which people need certain competencies are impossible to operationalise; the approach does not clearly show how the list of competencies could be realised, how they should be formatted and presented so as to address learner differences. Above all, describing an activity in terms of a set of different competencies is not enough in order to deal with the complexity of the learning process as a whole. Regardless of these drawbacks, CBL was used to identify and list down the contents as well as the learning outcomes to be incorporated in the textbook. Thus, the how aspect remain obscured in that a theory driven approach to developing teaching/learning materials that meet learners' differences was not markedly taken note of as a guiding framework in developing the Grade 9 English language syllabus. The study showed that the great majority of the language tasks are meant to nurture verbal/linguistic intelligence followed by interpersonal and intrapersonal intelligences respectively. As a language textbook, it is good that it gives more coverage to these two intelligence profiles. When it comes to intentional application of principles of task design and materials development, many of the listening, reading and speaking lessons are appropriate in terms of providing comprehensible input, engaging students cognitively and affectively, promoting emotional/affective involvement and facilitating better language use. Similarly, visual imaging is also well taken care of with exception of few of the vocabulary and the grammar lessons. The study also revealed that the syllabus writers were well aware of the need of integrating various language skills, and it was found that the issue of using the integrated approach to ELT materials development was also well addressed and most of the language tasks are designed in an integrated manner with the exception of few of the vocabulary and the grammar lessons. Some drawbacks were also identified with few of the vocabulary and the grammar lessons in terms of providing comprehensible input and enhancing language use. On the other hand, as implementers of the textbook, the target schools’ Grade 9 English language teachers have a good understanding of language learning theories and task design principles. This understanding could help them design supplementary language tasks for their English classes. At last, conclusions are drawn and recommendations are given. / English Studies / D. Litt. et Phil. (English)

During our education time, we have heard on several occasions how the high changing rate in the society also influences the education area. That changing process mainly originates from the transform that a school underwent, i.e. the decentralization meaning a delegation of responsibility from a national to local government and the particular school. The main idea that started a changing process goes under the slogan “a school for everyone”. The new school was created by the newest teaching plan where the individualization of each individual student is a main point on the agenda. A countless number of analyses of Lpo 94 during our education have given us a reason to reflect over how this individualization should take place. The ambition to find an answer on that question led us to start from a couple of questions at issues that foremost handles children’s different ways to learn as well as the design of the teaching supervision in contrast to today’s teaching plan and the newer research within the chosen subject area. The aim of this work is thus to analyze and understand the contents of four different teaching supervisions within biology as a subject area and to try to appoint whether requirements on varied education from Lpo 94 is obeyed. Our answer on how to achieve requirements on individualization from Lpo 94, during this work, is to apply a varied education with a number of senses and intelligences as a frame of reference. Our conclusion and thus the result of our analysis is that the teaching supervisions deficiently reach the requirements that involve varied education in Lpo 94. The degree deficiency varies between different teaching supervisions.

Even with increasing availability of alternative educational systems, individual learning plans, and vocational schools, the high school dropout rate among males is still rising. High school dropouts have a negative effect on a community because their chances of being employed and contributing to the community are reduced. The theoretical frameworks of multiple intelligences, self-efficacy, and developmental constructivism were used to conduct a hermeneutical phenomenological study of the lived experiences of a specific population of male youth in rural Ohio who decided to return to school and complete the requirements for a high school diploma or GED after being exposed to music education. The specific focus of inquiry was on the role that their musical education or exposure to music, as a means of developing and accessing an alternative way of learning, might have played in their decisions. A purposive sample of seven males ages 18-22 years who had dropped out of school and subsequently returned to complete their GED participated in the study. Data were collected in semi-structured interviews and analyzed using hermeneutical phenomenological content analysis, validated by independent peer review. Findings from the study indicated that music played a key role in participants' lives as a stress reducer, and music education escalated feelings of self-worth, contributing to ability to focus on their GED completion. This study impacts social change by identifying previously undervalued strategies to support young men returning to complete high school or GED education.