201 |
Complexlty [i.e Complexity] of space perception: richness of experience. / Complexity of space perception: richness of experience : one extension, two schoolsJanuary 2009 (has links)
Ng Yee Ki Yuki. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2008-2009, design report." / Site context --- p.P.8 / Chapter - --- location / Chapter - --- existing school boundary / Chapter - --- existing plan / Design Strategy / Site design --- p.P.12 / Chapter - --- site organization / Chapter - --- new school boundary / Chapter - --- public space / Chapter - --- visual path / Chapter - --- movement and view / Extension design --- p.P.32 / Chapter - --- design concept / Chapter - --- structural idea / Chapter - --- layers of envelope / Chapter - --- visual path / Chapter - --- drawing / Chapter - --- movement and view / Design Process (study model) --- p.P.60
|
202 |
Exploring school underperformance in the context of rurality : an ethnographic study.Langa, Purity Phumzile Nokuthula. January 2013 (has links)
After decades of democracy, South Africa (SA) is still a country that is characterised by huge inequalities and socio-economic challenges which are intense in most rural areas. As microcosms of a larger context, rural schools tend to bear the brunt of numerous challenges as they have to cope with poor infrastructure, scarce resources and under-qualified teachers. In spite of the many challenges rural schools experience, the country has adopted an accountability systems approach that uses examination results in measuring school performance, thereby ignoring the contextual factors that rural schools face. This study sought to explore and understand the notion underperformance in a secondary school in the rural Ilembe District in KwaZulu-Natal from the perspectives of learners, parents and teachers. Guided by the propositions derived from theories of underperformance and of rurality, the study was located within an interpretive paradigm and utilised the qualitative approach to research. An ethnographic design involving observations, interviews and document analysis was utilised as it was important to capture the experiences, interpretations and meanings that participants gave to school underperformance in their particular contexts. The findings suggest that there is a disjuncture between educational policy, schooling and contextual factors afflicting particularly rural schools. In essence, participants’ perspectives on school underperformance were influenced by a number of contextual factors; however, existing national education policy tends to ignore not only what happens within the rural school, but also the context in which the school is located
(i.e., its rurality). The factors that informed the perspectives of the participants can be categorised into: 1) factors within the school such as the school context or location (rurality), learning prospects, the values and standards that rural people attribute to schooling, and curriculum relevance; 2) perspectives on the relationship among the rural household, the community and the school; and 3) perspectives on the role and value of schooling in a rural setting. The study therefore argues that approaches used to measure performance or underperformance must take into consideration the context/place in which such schools are located. Moreover, educational policy and decision making should place rural inhabitants at the forefront of educational planning. In order to address school underperformance in rural areas, the study advocates an improved theoretical lens in the form of a place sensitive approach which will engender understanding of this phenomenon. Such an approach would put context/place at the centre of educational analyses and allow for conciliation between policy, schooling and contextual factors. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.
|
203 |
Managing the quality of education in Zimbabwe: the internal efficiency of rural day secondary schoolsNcube, Ndabazinhle J. 11 1900 (has links)
The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof.The study found out that the internal efficiency of Rural Day Secondary Schools was low. At least 30% of students entering Rural Day Secondary Schools were overage; and the overall survival rate was 57.4% Dropouts were mainly caused by inability to pay school and examination fees and long distances walked by students to school. Students repeated classes mainly at Form 4. The average "O" level examination pass rate was 9.8%. The reasons for the low pass rates include the calibre of students enrolled; lack of resources; low teacher morale; long distances walked by students to school, and an unsuitable curriculum. BSP (Z) has been the most effective programme in addressing the quality of education, while the Quality Assurance Division is the least effective. ZIMSEC has improved access to "O" level examinations and the relevance of the examination questions, but is fraught with mismanagement, while the Clients' Charter has not been fully implemented due to inadequate training. SDCs have improved the supply of resources in the schools, but lack basic understanding of education policies.The study recommended that more funding be allocated to Rural Day Secondary Schools to boost resources and curtail dropouts, and that low-cost boarding facilities be introduced to deal with the problem of long distances walked by students. There is also a need to re-engineer the curriculum and make it more responsive to the plight of rural students. Training is needed for SDCs, on the Clients' Charter. It was further recommended that BSP (Z) should try to reach out to remote schools; ZIMSEC should improve examinations management, and the Quality Assurance Division should be revamped to carry out effective teacher supervision. / Further Teacher Education / D. Ed. (Education Management)
|
204 |
An exploratory analysis of the sense of identity in four divergent South African school contextsBarnes, Caroline Jill 11 1900 (has links)
South African society is currently negotiating a new future. As a result, the sense of identity amongst all groups in South Africa may be undergoing change. This dissertation attempts to identify what type of sense of identity exists in pupils in four different school environments. These schools ranged from a racially integrated to an isolated and racially separate school. A review of the traditional literature on the self (or sense of identity), reveals that it does not allow for the possibility of change in a sense of identity, or the role that language and the social environment plays in the development of a sense of identity. As a result, Harrean and Sampsonian type thinking was used as the theoretical base of the research. Further, discourse analysis was the method of research used. Different schools were found to exhibit different senses of identity, and the implications of
this are discussed. / Psychology / M.A. (Psychology)
|
205 |
An investigation into the nature of parental involvement at a rural primary school.Rajin, Krishna Sivalingam. 05 May 2014 (has links)
Password protected which will not allow abstract to be copied. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
|
206 |
Analysis of the high matric failure rate in rural schools18 August 2015 (has links)
M.Ed. / Please refer to full text to view abstract
|
207 |
The needs of black farm school teachers in relation to using English as the medium of instruction.Taitz, Lynette January 1992 (has links)
A dissertation submitted to the Faculty of Education, University of the
Witwatersrand in fulfillment of the requirements for the degree of
Master of Education. / The research, conducted as part of a project aimed at improving teachers' English
.skills, set out to answer the question: What are the needs of farm school teachers
in relation to the use of English as the medium of instruction? Clarification of this
question involved the examination of teachers' English proficiency, the teaching
of English as a subject and the.observation of the learning/teaching situation in the
farm school classroom. The research raised questions concerning the underlying
assumption that an English language intervention could bring about major change
in the classroom. As a result, further enquiries into the socio-economic context-of
the schools were instituted. In addition, the learning/teaching situation was
examined in the light of theories of cognition and change. A range of research
methods involving both quantitative and qualitative approaches were utilized to
penetrate this highly complex situation. The findings indicated a clear need on the.
part of ihe teachers for an English proficiency course. At the same time. the
findings also indicated most strongly that a fundamental change is needed in tne
teachers' understanding of their role if they are to become agents of significant
change. / Andrew Chakane 2019
|
208 |
[en] THE BACKYARD, THE HOUSE AND THE STREET - TEACHING IN RURAL REGIONS: A CASE STUDY / [pt] ENTRE O QUINTAL, A CASA E A RUA, O OFÍCIO DOCENTE EM CONTEXTO RURAL: UM ESTUDO DE CASOELOIZA DIAS NEVES 09 January 2009 (has links)
[pt] A escola no meio rural é um tema periférico no meio
acadêmico educacional
brasileiro. Conhecer quem são os professores brasileiros que
atuam em contexto rural
constitui condição essencial para que se possam efetivar as
expectativas ligadas à
profissão e à valorização deste trabalhador. A presente
investigação se situa no
universo das pesquisas sobre o trabalho dos profissionais
docentes, sua formação e o
exercício do seu ofício. Filia-se aos estudos que
privilegiam, por um lado, a
importância dos contextos e organizações escolares, e, por
outro, o realce da
singularidade dos sujeitos. O objetivo foi conhecer os modos
de exercício do ofício
de professores que lecionam várias disciplinas, em todas as
séries, há mais de dez
anos, em uma escola pública situada no meio rural
fluminense, cujos estudantes têm
tido o melhor desempenho regional no Exame Nacional do
Ensino Médio (ENEM). O
estudo de caso de base etnográfica fez uso de técnicas
associadas à etnografia
(observação participante, análise de documentos e entrevista
biográfica), além de
questionário, e procurou compreender quais os sentidos os
professores dão àquela
escola, qual a imagem que têm de si e de sua profissão,
assim como quais os estilos
de ensinar desenvolvem. Para a interpretação dos dados, a
interlocução foi feita com
autores da sociologia e da antropologia, como Dubar, Dubet,
Canário, Tardif, Geertz
e Roberto DaMatta. O grupo docente parece ter elevada
auto-estima, sendo a escola
percebida pelo menos por três modos: uma escola-família; um
espaço de se
ensinar-aprender; e, ainda, o quintal da casa (baseada em
categorização de
DaMatta, 1997). Os estilos de ensinar variam de acordo com
estas representações
anteriores tanto sobre a escola como sobre os estudantes. / [en] Rural schooling is a peripheral issue in Brazilian Schools
of Education. In order
to meet teachers expectations and to value those from
schools in the countryside, it is
a crucial condition to know what type of professionals they
are. The present research
is on teachers training and performance. It is part of
several studies that, on one
hand, emphasize the importance of school context and
organization and, on the other
hand, emphasize the uniqueness of each research subject. It
aims at understanding the
procedures of teachers who, for more than ten years, have
been teaching different
subjects to primary and secondary school students at a
public school in Rio de Janeiro
agricultural area. These students have had the best regional
performance at ENEM -
Exame Nacional do Ensino Médio (Brazilian National Exam of
Secondary
Education). The present ethnographically-based case study
made use of ethnographic
techniques (participative observation, document analysis and
biographic interviews)
and questionnaires, so that we could understand teachers`
views of the school they
work at, the image they have of themselves and of their
profession, as well as the type
of teaching they develop. The analysis of the data was based
on sociologists and
anthropologists, such as Dubar, Dubet, Canário, Tardif,
Geertz and Roberto DaMatta.
The teaching staff we studied seem to have high self-esteem
and see their school in at
least one of three perspectives: the family-school, the
teaching-learning
environment and the backyard (based on 1997 DaMattas
category). Their different
teaching styles vary according to these representations of
school and students.
|
209 |
Menino de assentamento: ser criança no Assentamento ReunidasFreitas, Mariana Ferreira 26 May 2011 (has links)
Made available in DSpace on 2016-04-26T14:53:03Z (GMT). No. of bitstreams: 1
Mariana Ferreira Freitas.pdf: 9046275 bytes, checksum: 209ea700e66a6da814a28aef82513d66 (MD5)
Previous issue date: 2011-05-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present study, which was made at "Assentamento Reunidas", located in
Promissão city - São Paulo, has been investigating children and families who live in
Agrovila Campinas, a rural settlement at the end of 1980s.
In different situations and times, 25 children regularly enrolled in rural schools
and their family were interviewed and observed in their routines, their wishes and
desires, their moments of entertainment, beliefs and habits. The school was also a topic
of study, with its relations and contents stabilished on their rural settlement space.
The question for this paper is: What means being a child in this
rural settlement and how important the school is for this community? / O presente estudo, realizado no Assentamento Reunidas, localizado na cidade de
Promissão- SP, investiga crianças e famílias moradoras da Agrovila Campinas, um
assentamento rural surgido no fim da década de1980.
Em situações e épocas diferentes 25 crianças, regularmente matriculadas em
escola rural e seus familiares foram entrevistados e observados em suas rotinas, seus
gostos e desejos, os momentos de lazer, brincadeiras, crenças e costumes. Foram ainda
objeto desse estudo, a escola, seus conteúdos e as relações estabelecidas no referido
espaço.
A questão que norteia este trabalho é: O que é ser criança neste assentamento
e qual a importância da escola para esta comunidade?
|
210 |
Reverberações de uma metodologia dialógica em experimentações com tecnologias digitais de uma escola de educação do campoSelli, Maribel Susane January 2017 (has links)
Esta tese tem o propósito de compartilhar algumas experimentações com tecnologias digitais, orientadas por uma metodologia dialógica, referenciada no dialogismo bakhtiniano, a partir do Projeto Civitas, vinculado ao Laboratório de Estudos em Linguagem Interação Cognição-Criação – LELIC - da Universidade Federal do Rio Grande do Sul. O contexto da pesquisa envolve os acontecimentos vivenciados por uma turma de terceiro ano do segundo ciclo, de uma Escola Estadual de Ensino Fundamental, situada na zona rural de um município do Rio Grande do Sul, na Região do Vale do Rio Pardo. O problema que produziu os trajetos que percorremos ao desenvolver esta tese teve origem em nossa intenção de analisar os efeitos que uma metodologia dialógica poderia produzir no processo de (re)significar o ensinar e aprender, aliado ao uso das tecnologias digitais e o Città, no contexto de uma escola de educação do campo. Buscamos no filósofo da linguagem, Mikhail Bakhtin, os entrelaçamentos possíveis, entre a teoria e o campo empírico, tanto nos diálogos realizados entre os protagonistas desta tese – a pesquisadora, a professora e as crianças – em nossas inserções no contexto investigado, quanto na organização da metodologia de pesquisa e formação de professores, seguindo os princípios do Civitas, pela implicação do pesquisador, numa perspectiva ético-estética e responsiva. Como desdobramentos destas experimentações podemos afirmar que, a partir de uma metodologia, que abre espaços, pela problematização do cotidiano, para a invenção e criação na sala de aula e na escola - promovendo o protagonismo de seus diferentes atores e produzindo relações dialógicas, sentidos e autoria, pela escuta e in(ter)venção -é possível (re)significarmos os processos de ensinar e aprender, no uso das tecnologias digitais, verificando seus efeitos nos contextos micro e macro da educação. / This thesis aims to share some experiments with digital technologies guided by a dialogical methodology, referenced in the Bakhtinian dialogism, from the Civitas Project, associated to the Laboratory of Studies in Language, Interaction and Cognition-Creation - Federal University of Rio Grande do Sul. The research context involves the events experienced by a third year class of the second cycle, of a State School of Elementary Education, located in a rural area of a municipality in the countryside of Rio Grande do Sul, in the region of Vale do Rio Pardo. The problem that led us to the development of this thesis was based on our intention to analyze the effects that a dialogic methodology could produce in the process of (re)signifying teaching and learning, combined with the use of digital technologies, in the context of rural education school. We seek in the language philosopher, Mikhail Bakhtin, the possible interweaves between theory and the empirical field, both in the dialogues between the protagonists of this thesis - the researcher, the teacher and the children - in our insertions in the investigated context, and in the organization of the research methodology and teacher formation, following the principles of Civitas, through the implication of the researcher, in an ethical-aesthetic and responsive perspective. As a result of these experiments, we can affirm that, from a methodology that opens spaces, by the problematization of everyday life, to invention and creation in the classroom and at school - promoting the protagonism of its different actors and producing dialogic relations, meanings and authorship, by listening and in(ter)vention -, it is possible to (re)signify the processes of teaching and learning, in the use of digital technologies, verifying their effects in the micro and macro contexts of education.
|
Page generated in 0.0187 seconds