published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Education / Master / Master of Education

This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two. The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders’ goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of sound in arts integration projects team taught between a sound teaching artist,–some without musical backgrounds or formal training–a music teaching artist, and a classroom teacher. The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists’ attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders’ and their arts organization’s administrators’ attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant. The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

published_or_final_version / abstract / toc / Education / Master / Master of Education

Research on project-based instruction is common in mainstream education. It conceives the activity broadly, but omits language. It is rare in English as a Second Language (ESL) education, and Second Language Acquisition (SLA) theory conceives it narrowly, omitting a functional view of language. The present study examines the implementation of project-based instruction in ESL classes in a Canadian secondary school through interviews with Canadian ESL teachers and Chinese ESL students, observations of two projects in action, and examination of students' written work, and school, school board and Ministry of Education documents. Results indicate that the teachers held and implemented a broad, integrated conception of project-based instruction that includes a functional view of language. They have many more goals than those stressed for project-based instruction in the SLA literature, and have goals that are not included even in the mainstream literature. The teachers evaluated project-based instruction positively, and the researcher's observations support the teachers' evaluations. However, despite teacher's and students' successes, a number of students evaluated project-based instruction negatively. This discrepancy is discussed using three explanatory models (philosophical, cultural, and linguistic) that the participants may have been using when interpreting project-based instruction. The study points to the need to develop a rationale which adequately addresses project-based instruction as a functional language learning activity in the context of academic subject matter learning. It identifies problems of cross-cultural interpretation of and communication about projects, and notes difficulties of resolving them. It points out the necessity for an examination of the processes of project-based instruction, noting places of difficulty and success, and considering promising strategies.

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 130-133). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR30876

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 98-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29301

Orientador: Ana Maria Pellegrini / Coorientador: Cynthia Yukiko Hiraga / Banca: Luiz Eduardo Pinto Bastos Tourinho Dantas / Banca: Ana Amélia Cardoso Rodrigues / Resumo: A escrita é uma habilidade manual típica do ser humano, indispensável para que o indivíduo se integre e se adapte ao meio social. É uma habilidade bastante complexa que envolve uma combinação de componentes perceptivos, motores, cinestésicos e cognitivos. A avaliação da escrita é o primeiro desafio encontrado pelas professoras que atuam no processo de alfabetização. O presente estudo teve como objetivo validar e adaptar transculturalmente, para o contexto brasileiro, o Minnesota Handwriting Assessment (MHA), instrumento elaborado por Judith Reisman e utilizado nos Estados Unidos da América do Norte para avaliação da qualidade da escrita manual. Participaram do estudo 448 crianças matriculadas nos 2º e 3º anos do sistema público de ensino e duas professoras de escola que foram examinadoras. O método de validação proposto foi o "Cross-Cultural Adaptation" e a validação foi feita com base no estilo de escrita de forma. Em um primeiro momento, foi realizada a equivalência de conceitos, semântica e idiomática resultantes da tradução e retradução do MHA. A seguir, a fidedignidade desse instrumento de avaliação da qualidade da escrita foi verificada pelo Coeficiente de Correlação Intraclasse (CCI). Posteriormente, as crianças foram solicitadas a copiar uma frase com todas as letras do alfabeto brasileiro. Finalmente, duas professoras aplicaram o instrumento traduzido e adaptado para validação do mesmo. O CCI do teste-reteste foi 0,92 para legibilidade, 0,90 para forma, 0,99 para alinhamento e 0,89 para espaçamento, sendo significativo em todas as categorias. Com relação a fidedignidade entre avaliadores, o CCI foi 0,89 para legibilidade, 0,99 para alinhamento, 0,98 para tamanho e 0,90 para espaçamento, alcançando nível de significância em todas estas categorias. O CCI da categoria forma foi 0,53, não atingindo nível de significância, resultado esse que pode estar relacionado à variabilidade do padrão... / Abstract: Writing is a typical hand human skill, which is essential for individuals to integrate and adapt to the social environment. It is a fairly complex skill that involves a combination of perceptual, motor, kinesthetic and cognitive components. The assessment of writing is one of the several challenges encountered by teachers in the literacy process. The present study aimed to validate and adapt transculturally, for the Brazilian context, the Minnesota Handwriting Assessment (MHA), an instrument developed by Judith Reisman and used in the United States of America. Participated in the study 448 children enrolled in the 2nd and 3rd school years from the public school system and two school teachers who served as examiners. The validation method proposed was the "Cross-Cultural Adaptation" and was applied for the validation only of the discrete D'Nealian style of handwriting. First, the equivalence of concepts, semantics and resulting idiomatic translation and retranslation of the MHA was done. Then, trustworthiness of this instrument for assessing the quality of the writing was verified. Next, children were asked to copy a sentence with all letters of the Brazilian alphabet. Finally, two teachers applied the adapted instrument for validation. The Intraclass Correlation Coefficient (ICC) for the trustworthiness test-retest was 0.92 for readability, 0.90 for form, 0.99 for alignment and 0.89 for spacing, being significant in all categories. With respect to reliability among evaluators, the ICC was 0.89 for readability, 0.99 for alignment, 0.98 for size, and 0.90 for spacing, reaching level of significance in these categories. The ICC 0,53 of form category did not reach level of significance what can be related to variability of the handwriting pattern of the Brazilian children. The cross-cultural adaptation proposed and the satisfactory results obtained from the validation of the discrete D'Nealian style of handwriting allow for the statement... / Mestre

Acompanha: Contribuições do ensino por projetos na formação do técnico em edificações. / Este estudo surgiu em decorrência da grande resistência dos alunos do Curso Técnico em Edificações em relação à disciplina de Controle e Proteção Ambiental, no ano de 2012, por abordar temas pertinentes à sustentabilidade na área da construção civil. Buscando desmistificar o conceito antagônico pré-concebido sobre o assunto, utilizou-se como estratégia o ensino por projetos. Dessa forma, o objetivo geral deste estudo foi verificar quais as contribuições do ensino por projetos na disciplina de Controle e Proteção Ambiental para a formação do Técnico em Edificações. O estudo foi desenvolvido com 16 alunos do 4º Período do Curso Técnico em Edificações, modalidade subsequente ao Ensino Médio, de um Colégio Público da cidade de Ponta Grossa, no Paraná, durante o segundo semestre letivo do ano de 2013. A abordagem metodológica foi qualitativa de natureza interpretativa. Os dados e observações pertinentes à pesquisa foram registrados em forma de notas de observação e reflexão, relatos de alunos, fotos, vídeos, depoimentos de alunos e professores de outras disciplinas, questionários e avaliações sobre a elaboração e desempenho dos alunos e dos grupos durante a realização dos projetos, sendo realizados em diferentes momentos dependendo da atividade, durante todo o semestre. As atividades desenvolvidas neste estudo foram divididas em duas partes, sendo a primeira, referente ao projeto de ensino desenvolvido pelo professor junto aos alunos, composto por 13 momentos, nos quais foram trabalhados conceitos pertinentes à sustentabilidade e proteção ambiental na construção civil, buscando desenvolver e/ou acessar subsunçores existentes nos alunos em relação à temática para o prosseguimento das atividades na segunda parte. A segunda parte refere-se aos três projetos de trabalhos realizados pelos alunos, os quais se dividem em três fases cada um, a partir dos conceitos de sustentabilidade na construção civil. Para a realização do estudo, foram utilizadas ao todo 82 aulas durante o semestre letivo, composto de quatro aulas semanais. Os principais resultados dos projetos P1, P2 e P3 evidenciaram a contribuição do ensino por projetos na disciplina de Controle e Proteção Ambiental, no efetivo desenvolvimento de habilidades e competências de sustentabilidade nos alunos, por meio da identificação e aperfeiçoamento das características como a persistência, o comprometimento, a realização, a busca de oportunidade e iniciativa, a exigência de qualidade e eficiência, entre outras. Em relação à aprendizagem, foram identificados nos trabalhos de conclusão de curso dos alunos temas referentes à disciplina, e ou reflexões pertinentes a ela, nos mais variados temas escolhidos. Outro resultado foi a elaboração de um guia didático para a utilização do ensino por projetos, aplicável ao curso técnico, intencionado a desenvolver habilidades e competências e de sustentabilidade, possibilitando a formação omnilateral do aluno. / This study arose due to the great resistance of the students of the Technical Course in Buildings regarding the discipline of Control and Environmental Protection, in 2012, by addressing issues relevant to sustainability in the construction area. Seeking demystify the preconceived antagonistic view of the occasion, was used as a strategy for teaching projects. Thus, the general objective of this study was to verify which the contributions of teaching by projects in the discipline of Control and Environmental Protection for the formation of the Technical in Buildings. The study was conducted with 16 students of the 4th Course Period Technician Building, subsequent mode to High School, a Public School in the city of Ponta Grossa, Paraná, during the second semester of 2013. The methodological approach was qualitative interpretative nature. The data and relevant comments to the survey were recorded in the form of observation notes and reflection, students reports, photos, videos, testimonials from students and teachers of other subjects, questionnaires and reviews on the preparation and performance of students and groups during realization of projects being carried out at different times depending on the activity, throughout the semester. The activities developed in this study were divided into two parts, the first being, concerning the teaching project developed by the teacher to the students, with 13 times, which were worked concepts pertinent to the sustainability and environmental protection in the construction industry, to develop and / or access existing subsumers in students in relation to the theme for the continuation of activities in the second half. The second part refers to the three projects of works done by the students, which are divided into three stages each, from the concepts of sustainability in construction. For the study, were used in all 82 classes during the semester, consisting of four weekly classes. The main results of the projects P1, P2 and P3 showed the contribution of education for projects in the discipline of Control and Environmental Protection, the effective development of skills and competence of sustainability in students, by identifying and improving characteristics such as persistence, commitment, achievement, the search for opportunity and initiative, the demand for quality and efficiency, among others. In relation to learning, has been identified in subjects students of completion of course work on the subject, and or relevant reflections to it, in various chosen topics. Another result was the development of a teaching guide for the use of teaching by projects applicable to the technical course, intended to develop skills and competencies and sustainability, enabling omnilateral student education

Acompanha: Contribuições do ensino por projetos na formação do técnico em edificações. / Este estudo surgiu em decorrência da grande resistência dos alunos do Curso Técnico em Edificações em relação à disciplina de Controle e Proteção Ambiental, no ano de 2012, por abordar temas pertinentes à sustentabilidade na área da construção civil. Buscando desmistificar o conceito antagônico pré-concebido sobre o assunto, utilizou-se como estratégia o ensino por projetos. Dessa forma, o objetivo geral deste estudo foi verificar quais as contribuições do ensino por projetos na disciplina de Controle e Proteção Ambiental para a formação do Técnico em Edificações. O estudo foi desenvolvido com 16 alunos do 4º Período do Curso Técnico em Edificações, modalidade subsequente ao Ensino Médio, de um Colégio Público da cidade de Ponta Grossa, no Paraná, durante o segundo semestre letivo do ano de 2013. A abordagem metodológica foi qualitativa de natureza interpretativa. Os dados e observações pertinentes à pesquisa foram registrados em forma de notas de observação e reflexão, relatos de alunos, fotos, vídeos, depoimentos de alunos e professores de outras disciplinas, questionários e avaliações sobre a elaboração e desempenho dos alunos e dos grupos durante a realização dos projetos, sendo realizados em diferentes momentos dependendo da atividade, durante todo o semestre. As atividades desenvolvidas neste estudo foram divididas em duas partes, sendo a primeira, referente ao projeto de ensino desenvolvido pelo professor junto aos alunos, composto por 13 momentos, nos quais foram trabalhados conceitos pertinentes à sustentabilidade e proteção ambiental na construção civil, buscando desenvolver e/ou acessar subsunçores existentes nos alunos em relação à temática para o prosseguimento das atividades na segunda parte. A segunda parte refere-se aos três projetos de trabalhos realizados pelos alunos, os quais se dividem em três fases cada um, a partir dos conceitos de sustentabilidade na construção civil. Para a realização do estudo, foram utilizadas ao todo 82 aulas durante o semestre letivo, composto de quatro aulas semanais. Os principais resultados dos projetos P1, P2 e P3 evidenciaram a contribuição do ensino por projetos na disciplina de Controle e Proteção Ambiental, no efetivo desenvolvimento de habilidades e competências de sustentabilidade nos alunos, por meio da identificação e aperfeiçoamento das características como a persistência, o comprometimento, a realização, a busca de oportunidade e iniciativa, a exigência de qualidade e eficiência, entre outras. Em relação à aprendizagem, foram identificados nos trabalhos de conclusão de curso dos alunos temas referentes à disciplina, e ou reflexões pertinentes a ela, nos mais variados temas escolhidos. Outro resultado foi a elaboração de um guia didático para a utilização do ensino por projetos, aplicável ao curso técnico, intencionado a desenvolver habilidades e competências e de sustentabilidade, possibilitando a formação omnilateral do aluno. / This study arose due to the great resistance of the students of the Technical Course in Buildings regarding the discipline of Control and Environmental Protection, in 2012, by addressing issues relevant to sustainability in the construction area. Seeking demystify the preconceived antagonistic view of the occasion, was used as a strategy for teaching projects. Thus, the general objective of this study was to verify which the contributions of teaching by projects in the discipline of Control and Environmental Protection for the formation of the Technical in Buildings. The study was conducted with 16 students of the 4th Course Period Technician Building, subsequent mode to High School, a Public School in the city of Ponta Grossa, Paraná, during the second semester of 2013. The methodological approach was qualitative interpretative nature. The data and relevant comments to the survey were recorded in the form of observation notes and reflection, students reports, photos, videos, testimonials from students and teachers of other subjects, questionnaires and reviews on the preparation and performance of students and groups during realization of projects being carried out at different times depending on the activity, throughout the semester. The activities developed in this study were divided into two parts, the first being, concerning the teaching project developed by the teacher to the students, with 13 times, which were worked concepts pertinent to the sustainability and environmental protection in the construction industry, to develop and / or access existing subsumers in students in relation to the theme for the continuation of activities in the second half. The second part refers to the three projects of works done by the students, which are divided into three stages each, from the concepts of sustainability in construction. For the study, were used in all 82 classes during the semester, consisting of four weekly classes. The main results of the projects P1, P2 and P3 showed the contribution of education for projects in the discipline of Control and Environmental Protection, the effective development of skills and competence of sustainability in students, by identifying and improving characteristics such as persistence, commitment, achievement, the search for opportunity and initiative, the demand for quality and efficiency, among others. In relation to learning, has been identified in subjects students of completion of course work on the subject, and or relevant reflections to it, in various chosen topics. Another result was the development of a teaching guide for the use of teaching by projects applicable to the technical course, intended to develop skills and competencies and sustainability, enabling omnilateral student education