Syftet med studien är att undersöka hur några lärare på en grundskola beskriver att de arbetar med läs- och skrivinlärning i årskurs 1-3 samt hur de arbetar för att förebygga läs- och skrivsvårigheter. Studien är baserad på en intervjustudie och resultaten är analyserade med hjälp av begrepp från de tre specialpedagogiska perspektiven. Det sammanfattande resultatet visar att lärarna arbetar med liknande metoder i sin undervisning men att deras lärarutbildning gett dem olika kunskaper och ingångsvinklar kring hur de utformar sin undervisning. Gemensamma faktorer som de uppger som betydelsefulla att använda sig av är språklekar i början av läs- och skrivinlärningen och ett gott samarbete med både föräldrar så väl som speciallärare främjar elevernas läs- och skrivutveckling. En annan viktig faktor är att tidigt identifiera elever som stöter på hinder i sin läs- och skrivutveckling. En del av resultaten stämmer överens med den tidigare forskningen som jag har tagit del av. Dessutom har det uppkommit ett fynd i studien vilket är att lärarutbildningen har förändrats och det har även deras status de senaste tjugo åren och det har påverkat deras arbete på olika sätt. / The aim of this study was to research how a group of teachers at an elementary school described the methods that they used to teach reading and writing skills in grades 1-3, including practices used to prevent reading and writing difficulties. The study was conducted by interviewing teachers, and then analyzing the findings by applying the theoretical framework consisting of the three special educational perspectives. The summarized results showed that the teachers used similar methods of practice, but that their own university education had given them dissimilar sets of knowledge and perspectives on how they performed their teachings. Teaching methods that were used to prevent reading and writing difficulties were the usage of language games during the beginning stages of literacy development, and cooperation between parents and special education teachers. Another important factor was the early identification of pupils who faced challenges in reading and writing difficulties. Some of the results matched previous studies in the same area. An additional finding found is that teachers’ education has changed, as well as their status over the past twenty years, which has had an effect on their occupation.

The problem area that the study examines is how Lindström's (2008) theory and model can be conceptualized in the integration of digital technology and how it affects children's learning and development as well as preschool teachers' attitude to digital technology. This study is conducted both qualitative (semi-structured interviews) and quantitative (surveys) for empirical work. The study is limited to Skåne, which means it was conducted with respondents in Skåne. In the qualitative study, the participants are two preschool teachers who have also answered the questionnaire (Appendix 2), while in the quantitative study, the participants are from different professional categories such as preschool teachers, childminders and pedagogues in order to get a broader and diverse perspective on the problem area. The study's results showed that digital technology is important for children's learning and development. In order to make the use of digital technology more efficient and for the children to benefit in the best way from the education that the preschool offers, it is important that preschool teachers and other workers receive education in it. When investigating the preschool teacher's methods and strategies in the integration of digital technology, it emerged that also in both the results and the analysis part that Lindström's (2008) theory and model invisible concepts "learning ABOUT", "learning IN", "learning THROUGH", "learning WITH", “divergent learning” and “convergent learning” are used in different ways. The central conclusion is that digital technology is important in preschool and with the help of Lindström's (2008) theory and model can be used as a method and strategy to promote children's versatile learning.

Swedish students in grades 4 and 8 have maintained a consistent performance in natural science based on the TIMSS assessments conducted in 2019 and 2015. However, results from the Swedish School Inspectorate suggest a low level of interest among students in the subject of natural science. Students have expressed difficulty in understanding natural science subjects due to teachers frequently discussing abstract phenomena that are challenging to observe or visualize clearly. Despite memorizing information to meet subject objectives, pupils often lack a deeper comprehension of these scientific phenomena, resulting in a diminished interest in the subject. This litterary overwiev aims to address the question: What factors and methods are conducive to enhancing middle school pupils' conceptual understanding in natural science subjects? Eight diverse studies focused on students' conceptual understanding, or lack thereof, in natural science were analyzed. The outcomes highlighted three themes with a positive impact on pupils' conceptual understanding: the nature of the subject matter, teacher-related factors, and aspects of instructional content such as teaching methods. This study identifies methods and pedagogical choices that educators can utilize to improve pupils' conceptual understanding in a three step solution. Further discussion explores potential discrepancies between the new Swedish curriculum and such instructional approaches, questioning the coexistence of pupils' interest and knowledge in elementary science education.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta dissertaÃÃo apresenta a construÃÃo da histÃria crÃnica do Instituto de Humanidades, educandÃrio particular, sediado em Fortaleza â CearÃ, durante sua fase de funcionamento: de 1904 Ã 1914, ou seja, no contexto da belle Ãpoque. Sendo o Instituto de Humanidades objeto de estudo dessa dissertaÃÃo, a fonte primÃria que possibilitou a visualizaÃÃo de seu funcionamento e cultura escolar que norteava suas prÃticas pedagÃgicas foi a Revista Escolar, ÃrgÃo do educandÃrio que foi idealizada e editada pelo professor Joaquim da Costa Nogueira. As fontes primÃrias para este estudo foram localizadas no Instituto HistÃrico, GeogrÃfico e AntropolÃgico do CearÃ, setor de obras raras da Biblioteca PÃblica Governador Menezes Pimentel e Academia Cearense de Letras. Frisamos ainda, que as iconografias que constam na dissertaÃÃo foram rastreadas no Museu da Imagem e do Som no CearÃ. Sendo a escrita dessa dissertaÃÃo uma histÃria crÃnica, tomamos por referÃncia BÃrbara Tuchman, com sua obra intitulada, A PrÃtica da HistÃria. Nas leituras a respeito da HistÃria das InstituiÃÃes Escolares e Cultura Escolar tomamos por base as consideraÃÃes de Justino Pereira de MagalhÃes, Rosa FÃtima de Souza, Vera Teresa Valdemarin e Franco Cambi. Nas linhas tecidas nesta dissertaÃÃo percebemos que o Instituto de Humanidades, sendo um educandÃrio particular atendia alunos oriundos da elite econÃmica, polÃtica e intelectual cearense, ofertando-lhes uma formaÃÃo pautada pelo mÃtodo de ensino intuitivo e valores cÃvicos-patriÃtico presentes no imaginÃrio republicano vigente. / This dissertation presents the construction of the cronical history of the Instituto de Humanidades, private school, in Fortaleza â CearÃ, during its functioning period: from 1904 to 1914, that is, in the context of the belle Ãpoque. Since the object of study of this dissertation is the Instituto de Humanidades, the primary source which made possible the analysis of the studied schoolâs work and also the analysis of the school culture that backboned its pedagogical practices, was the âRevista Escolarâ, periodical that was part of the Insituto de Humanidades itself ant that was devised and edited by the Principal Joaquim da Costa Nogueira. The primary sources of this study were found in the âInstituto HistÃrico e GeogrÃfico do CearÃâ, in the rare book sector of the âBiblioteca PÃblica Governador Menexes Pimentelâ and in the âAcademia Cearense de Letrasâ. We must point that the iconographical material were traced in the âMuseu da Imagem e do Som do CearÃâ. Since the writing process of this work encompasses that of a cronical history, we have adopted Barbara Tuchman as reference, mainly from her work â âThe historical practiceâ. Concerning the study of the history of the school institutions and those on School culture we have based our work in the texts of Justino Pereira de MagalhÃes, Rosa FÃtima de Souza, Vera Teresa Valdemarin and Franco Cambi. In the lines of this dissertation we may realize that the âInstituto de Hmanidadesâ, being a private institution, educated students from the highest economical, political and intelectual class level, offering them an education based on the method of intuitive teaching and on patriotic values that were present in the republican imagination at that time.

No description available.

La présente étude explore l’application par l’école en Roumanie et en France de deux méthodes de gestion de la diversité ethnoculturelle, notamment l’intégration et l’assimilation. L’école aspire à modeler un bon citoyen en enseignant un socle de valeurs reflétant la tradition culturelle en France et religieuse en Roumanie ; d’une part, les manuels français d’éducation civique, juridique et sociale ainsi que les manuels d’éducation religieuse roumains illustrent une stratégie d’assimilation. D’autre part, l’éducation civique en Roumanie et l’éducation au fait religieux en France reflètent une stratégie d’intégration. L’assimilation est implantée par une pédagogie passive, qui a tendance à créer des élèves passifs, tandis que l’intégration s’appuie sur des méthodes pédagogiques actives, favorisant la formation des citoyens actifs. L’identité culturelle des minorités issues de l’immigration ainsi que des minorités nationales influence leur intégration dans le pays d’accueil, affectant directement la cohésion sociale. L’obéissance et la conformité aux règles, nécessaires pour le bon fonctionnement de la démocratie, représentent uniquement un pas primitif vers l’intégration culturelle, économique, politique, sociale et religieuse, qui est étroitement liée au sentiment d’appartenance et partiellement illustrée par l’acquisition de la citoyenneté. En Roumanie, comme en France, l’assimilation se justifie par le besoin de préserver certaines valeurs traditionnelles, cependant, elle favorise le développement de l’intolérance et de la méfiance, effet qui s’atténue légèrement avec l’âge. La réussite de l’intégration requiert un effort réciproque de la part des minorités ainsi que des personnes non-minoritaires. Tous les citoyens, indifféremment de leurs origines sont encouragés à participer à la construction et à la réalisation du projet national. / This thesis explores the utilisation of integration and assimilation by the Romanian and the French public school in order to manage ethnocultural diversity. The school aspires to create a good citizen through teaching core values that reflect the cultural tradition in France and the religious tradition in Romania; as such, both French Civics textbooks as well as Romanian Religion textbooks reflect a strategy of assimilation. Inversely, Romanian Civics textbooks and French History of religions textbooks illustrate a strategy of integration. In both countries, assimilation is implemented using a passive pedagogy, having a tendency to create passive students, while integration is reflected by active learning methods that aspire to model students into active citizens. The cultural identity of immigrant and national minorities partially determine their integration in the host country, which consequently directly affects social cohesion. Obeying the law and conforming to societal norms, although necessary for the functioning of democracy, both represent solely a primitive step towards cultural, economic, political, social and religious integration, which itself is linked to the feeling of belonging and partially illustrated by the acquisition of citizenship. In Romania as well as in France, assimilation may be justified by the need to preserve certain traditional values; however, this strategy encourages the development of intolerance and weariness, an effect that subsides as children get older. Successful integration requires equal effort from minorities as well as from nationals. All citizens, regardless of their origins, are encouraged to participate in defining and carrying out national objectives.

Filozofická fakulta Univerzity Karlovy v Praze DIPLOMOVÁ PRÁCE 2012 Bc. et Bc. Karolína Kudláčková Filozofická fakulta Univerzity Karlovy v Praze Katedra pedagogiky Diplomová práce Karolína Kudláčková Sociální podnikání jako forma sociálně-pedagogické práce The Social Enterprise as the Form of Social Pedagogy's Working 2012 Vedoucí práce: PhDr. Jitka Lorenzová, Ph. D. Děkuji vedoucí své diplomové práce PhDr. Jitce Lorenzové, Ph.D. za cenné rady v průběhu jejího psaní. Chci ale vyjádřit svou vděčnost také všem ředitelům a vedoucím, kteří mi umožnili realizovat kvalitativní výzkum ve svých organizacích, jejich zaměstnancům a externím pracovníkům pak za jejich ochotu a otevřenost, s nimiž mi sdělili své názory a postoje. Byla jsem mile překvapena, s jakým pochopením jsem se setkala nejen v neziskových organizacích, nýbrž také v řadách státních úředníků. Prohlašuji, že jsem tuto diplomovou práci vypracovala samostatně a výhradně s použitím citovaných pramenů, literatury a dalších odborných zdrojů. Tato má práce, ani její části nebyly využity v rámci jiného vysokoškolského studia či získání jakéhokoliv akademického titulu. Karolína Kudláčková v. r. V Praze dne 28. června 2012 Anotace Diplomová práce Sociální podnikání jako forma sociálně-pedagogické práce se snaží předložit co možná nejcelistvější pohled na...

Made available in DSpace on 2016-04-27T16:32:28Z (GMT). No. of bitstreams: 1 Marina Gugliotti Pestana.pdf: 8144086 bytes, checksum: 2ec516e4a5d2e45558e3405a85c0f072 (MD5) Previous issue date: 2011-03-22 / This work investigates the constitution of part of the collection acquired by Teacher Paulo Bourroul in traveling to France in the year of 1883 to integrate the library of the Normal School of São Paulo, considered the first one dedicated teachers´ formation in the city of São Paulo. The books brought to the 4th Chair - Methodology and Pedagogy - constitute our object and our main source for the realization of this research. The objective of this study was to survey the main pedagogical ideas that the books purchased by teacher Paulo Bourroul put into circulation and in this way know the models pointed by them for the teachers' training of the Normal School of São Paulo in the last quarter of the nineteenth century / Neste trabalho investigamos a constituição de parte do acervo adquirido pelo professor Paulo Bourroul em viagem à França no ano de 1883 para integrar a biblioteca da Escola Normal de São Paulo, considerada a primeira voltada para a formação de professores na cidade de São Paulo. Os livros trazidos para a 4ª Cadeira Metodologia e Pedagogia constituem nosso objeto e nossa principal fonte para a realização desta pesquisa. O objetivo deste estudo foi mapear as principais idéias pedagógicas que os livros adquiridos pelo professor Paulo Bourroul colocaram em circulação e assim conhecer os modelos por eles apontados para a formação dos professores da Escola Normal de São Paulo no último quartel do século XIX

BINDÁ, Thirza Maria Bezerra. Instituto de Humanidades: história de um educandário cearense na belle époque (1904-1914). 2008. 140f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2008. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-07-18T12:04:49Z No. of bitstreams: 1 2008_dis_TMBBinda.pdf: 701681 bytes, checksum: c50aae82a1b184a5a5933e292689ec38 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-18T13:08:47Z (GMT) No. of bitstreams: 1 2008_dis_TMBBinda.pdf: 701681 bytes, checksum: c50aae82a1b184a5a5933e292689ec38 (MD5) / Made available in DSpace on 2012-07-18T13:08:47Z (GMT). No. of bitstreams: 1 2008_dis_TMBBinda.pdf: 701681 bytes, checksum: c50aae82a1b184a5a5933e292689ec38 (MD5) Previous issue date: 2008 / This dissertation presents the construction of the cronical history of the Instituto de Humanidades, private school, in Fortaleza – Ceará, during its functioning period: from 1904 to 1914, that is, in the context of the belle époque. Since the object of study of this dissertation is the Instituto de Humanidades, the primary source which made possible the analysis of the studied school’s work and also the analysis of the school culture that backboned its pedagogical practices, was the “Revista Escolar”, periodical that was part of the Insituto de Humanidades itself ant that was devised and edited by the Principal Joaquim da Costa Nogueira. The primary sources of this study were found in the “Instituto Histórico e Geográfico do Ceará”, in the rare book sector of the “Biblioteca Pública Governador Menexes Pimentel” and in the “Academia Cearense de Letras”. We must point that the iconographical material were traced in the “Museu da Imagem e do Som do Ceará”. Since the writing process of this work encompasses that of a cronical history, we have adopted Barbara Tuchman as reference, mainly from her work – “The historical practice”. Concerning the study of the history of the school institutions and those on School culture we have based our work in the texts of Justino Pereira de Magalhães, Rosa Fátima de Souza, Vera Teresa Valdemarin and Franco Cambi. In the lines of this dissertation we may realize that the “Instituto de Hmanidades”, being a private institution, educated students from the highest economical, political and intelectual class level, offering them an education based on the method of intuitive teaching and on patriotic values that were present in the republican imagination at that time. / Esta dissertação apresenta a construção da história crônica do Instituto de Humanidades, educandário particular, sediado em Fortaleza – Ceará, durante sua fase de funcionamento: de 1904 à 1914, ou seja, no contexto da belle époque. Sendo o Instituto de Humanidades objeto de estudo dessa dissertação, a fonte primária que possibilitou a visualização de seu funcionamento e cultura escolar que norteava suas práticas pedagógicas foi a Revista Escolar, órgão do educandário que foi idealizada e editada pelo professor Joaquim da Costa Nogueira. As fontes primárias para este estudo foram localizadas no Instituto Histórico, Geográfico e Antropológico do Ceará, setor de obras raras da Biblioteca Pública Governador Menezes Pimentel e Academia Cearense de Letras. Frisamos ainda, que as iconografias que constam na dissertação foram rastreadas no Museu da Imagem e do Som no Ceará. Sendo a escrita dessa dissertação uma história crônica, tomamos por referência Bárbara Tuchman, com sua obra intitulada, A Prática da História. Nas leituras a respeito da História das Instituições Escolares e Cultura Escolar tomamos por base as considerações de Justino Pereira de Magalhães, Rosa Fátima de Souza, Vera Teresa Valdemarin e Franco Cambi. Nas linhas tecidas nesta dissertação percebemos que o Instituto de Humanidades, sendo um educandário particular atendia alunos oriundos da elite econômica, política e intelectual cearense, ofertando-lhes uma formação pautada pelo método de ensino intuitivo e valores cívicos-patriótico presentes no imaginário republicano vigente.

The study examined Accounting teachers’ pedagogical communicative practices and the academic achievement Accounting students, focusing on the extent of its occurrence. Teachers’ pedagogical communicative practices are the language behaviours and discourse strategies employed by teachers in their instructional delivery. The study employed an embedded concurrent mixed methods design. A questionnaire, Accounting achievement test for students, interview and observation guides were used to collect data from 481 respondents (made up of two heads of schools, 54 teachers, and 425 students) selected from 34 senior high schools in the Ahafo, Bono and Bono East Regions of Ghana. The quantitative data were analysed into descriptive and inferential statistics by using the SPSS software while the qualitative data were analysed thematically in accordance with the research questions. The findings from the study revealed that the Accounting teachers use appropriate pedagogical communicative practices (which include speaking loudly and boldly enough and making close eye contacts with students during class contributions) to help students to assimilate concepts better in Accounting, and to promote a stimulating learning environment. The study also revealed that teachers considered their students’ maturity level, needs, motivation and readiness to learn in deciding which methodology to use for a lesson. The study further revealed that there is no significant influence of pedagogical communicative practices on student academic achievement. Pedagogical communicative practices need to form part of the training of teachers for the senior high schools in order to prepare the teachers adequately for their assignments. Finally, the conceptual framework proposed is characterised by a synthesis of pedagogy and instructional communication, and the influence that such a combination has on the academic achievement of Senior High School Accounting students. To date, there is paucity of information in the extant literature regarding this practice in Africa, specifically, Ghana and hence the need for the current research to fill the gap. / Curriculum and Instructional Studies / D. Phil. (Curriculum and Instructional Studies)