In South Africa, Science and Technology Education faces many problems. Insufficient numbers of Science and Technology teachers, inadequate in–service training, large classes, instruction with the aim of narrowly orienting students towards examination passes an insufficient integration of technology in the curriculum, and insufficient physical infrastructure dominates the list. The Department of Education envisages the use of ICT as a tool for learning and teaching. ICT has the potential to improve the quality of education and training. If adequate resources are available, and teachers have confidence in the usefulness of ICTs, then the integration of Information and Communication Technology (ICT) may improve the teaching and learning of Mathematics and Science. A review of the literature indicated that the deployment of ICT resources alone will not bring about desirable pedagogical practices in the classroom. There exists a need for interventions that will enhance ICT pedagogical practices in South Africa. The following main research questions were formulated: What are the ICT pedagogic practices used by grade 8 Mathematics and Science teachers in South African classrooms? How do the barriers that grade 8 Mathematics and Science teachers encounter, as well as the support they receive, influence their pedagogical practices? What is the Principal’s role in promoting the emerging pedagogic practices using ICT in South African classrooms? This research comprises a secondary data analysis of the SITES 2006 South African data base. The population and sample for this study was based on the South African grade 8 Mathematics and Natural science teachers. In SITES 2006, the samples comprised more than 504 schools. Due to the fact that ICT is only significantly implemented in two out of nine provinces in South Africa, 25 strata were created to secure fair representation of the population with 666 Mathematics teachers and 622 Natural Science teachers. Bromfenbrenner’s Ecological Systems Theory and Engeström’s Activity Theory was used to investigate Natural Science and Mathematics teachers’ progress in their ICT pedagogical practices through the time–frame 2004 to 2013, as stipulated in the South Africa’s White paper on e–Education policy. Statistical analysis using Statistical Package for Social Sciences was used to address the research and sub–questions. The study found that South African Mathematics and Natural Science teachers’ level of ICT use is small; when they do use ICT, it is enhanced 21st century pedagogic practices. This is in accordance with findings from the international literature study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

In South Africa, Science and Technology Education faces many problems. Insufficient numbers of Science and Technology teachers, inadequate in–service training, large classes, instruction with the aim of narrowly orienting students towards examination passes an insufficient integration of technology in the curriculum, and insufficient physical infrastructure dominates the list. The Department of Education envisages the use of ICT as a tool for learning and teaching. ICT has the potential to improve the quality of education and training. If adequate resources are available, and teachers have confidence in the usefulness of ICTs, then the integration of Information and Communication Technology (ICT) may improve the teaching and learning of Mathematics and Science. A review of the literature indicated that the deployment of ICT resources alone will not bring about desirable pedagogical practices in the classroom. There exists a need for interventions that will enhance ICT pedagogical practices in South Africa. The following main research questions were formulated: What are the ICT pedagogic practices used by grade 8 Mathematics and Science teachers in South African classrooms? How do the barriers that grade 8 Mathematics and Science teachers encounter, as well as the support they receive, influence their pedagogical practices? What is the Principal’s role in promoting the emerging pedagogic practices using ICT in South African classrooms? This research comprises a secondary data analysis of the SITES 2006 South African data base. The population and sample for this study was based on the South African grade 8 Mathematics and Natural science teachers. In SITES 2006, the samples comprised more than 504 schools. Due to the fact that ICT is only significantly implemented in two out of nine provinces in South Africa, 25 strata were created to secure fair representation of the population with 666 Mathematics teachers and 622 Natural Science teachers. Bromfenbrenner’s Ecological Systems Theory and Engeström’s Activity Theory was used to investigate Natural Science and Mathematics teachers’ progress in their ICT pedagogical practices through the time–frame 2004 to 2013, as stipulated in the South Africa’s White paper on e–Education policy. Statistical analysis using Statistical Package for Social Sciences was used to address the research and sub–questions. The study found that South African Mathematics and Natural Science teachers’ level of ICT use is small; when they do use ICT, it is enhanced 21st century pedagogic practices. This is in accordance with findings from the international literature study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

Les conditions de travail peuvent-elles générer des problèmes attentionnels chez certains salariés ? Cette question est actuellement au cœur de nombreuses recherches dans le domaine de la psychologie du travail, de l’ergonomie et de la psychologie cognitive appliquée. Au cours de ce travail de thèse, nous avons tenté de comprendre quels facteurs pourraient provoquer ces difficultés. Nous avons scindé notre approche en deux parties : (i) l’étude en laboratoire des liens entre les interruptions et les capacités cognitives, et (ii) l’étude des conditions de travail et de leurs retentissements sur la cognition. Les parutions scientifiques issues de la littérature des interruptions sont de plus en plus nombreuses. Elles ont notamment vécu un essor au début des années 2000. Pourtant, de nombreuses interrogations persistent encore, comme les effets réels des interruptions sur la tâche principale et les différents facteurs qui les potentialisent. De plus, les processus cognitifs spécifiques mis en jeu lors des interruptions n’ont pas tous été étudiés. C’est pourquoi, nous avons proposé une nouvelle définition formelle du phénomène d’interruption, ainsi qu’un nouveau cadre de recherche pour unifier le champ d’étude actuel. Nous avons également mené plusieurs études expérimentales dans le but de répondre à certains questionnements encore présents. L’ensemble de nos résultats suggèrent que les interruptions sont la plupart du temps délétères, et que des processus jusqu’alors insoupçonnés pourraient permettre de diminuer leurs retentissements. En second lieu, nous avons étudié l’impact de certaines conditions de travail sur le développement de plaintes attentionnelles et cognitives. Tout d’abord, nous avons construit un nouveau matériel à même de détecter ces changements au niveau cognitif en réalisant plusieurs études de création et validation d’une nouvelle échelle. Ensuite, nous l’avons utilisé sur un échantillon de plusieurs centaines de salariés pour tirer des conclusions sur les prédicteurs de ces difficultés. Dans l’ensemble, le genre, le statut social, le temps passé en environnement de travail partagé, la fréquence des interruptions et certaines nouvelles technologies pourraient être à l’origine de difficultés attentionnelles au travail. / Can Working conditions generate attentional problems for some employees? This issue is currently at the heart of research in the field of work psychology, ergonomics and applied cognitive psychology. During this thesis, we tried to understand exactly what factors might cause these problems. We have divided our approach into two parts: (i) the laboratory study of the links between interruptions and cognitive abilities, and (ii) the study of working conditions and their repercussions on cognition. Scientific publications from interruptions literature are becoming more numerous. In particular, they experienced a boom in the early 2000s. However, many questions still persist, as the real effect of interruptions on the main task and the various factors which potentiates this effect. Moreover, the specific cognitive processes involved during interruptions have not all been studied. Therefore, we proposed a new formal definition of the phenomenon of interruption and a new research framework to unify the current field of study. Also, we conducted several experimental studies to answer some questions still present. Together, our results suggest that interruptions are usually deleterious regarding the performance of the primary task, and that some cognitive processes unsuspected to this day might help their repercussions. Secondly, we studied the impact of specific working conditions on attentional and cognitive complaints. First, we built a new test able to detect these changes on a cognitive level by carrying out several construction and validation studies of a new scale. Then we used a sample of several hundred employees to draw conclusions on the predictors of these difficulties. Overall, gender, social status, time spent in shared working environment, the frequency of interruptions and several aspects of new technologies may be the cause of attentional difficulties at work.

Vozný, M.: Graduation from art education. [Diploma thesis] Prague 2019. Charles University - Faculty of Education, Department of art education, počet stran:85. The diploma thesis focuses on the topic of graduation, specifically on the graduation from art education. Within the theoretical aspects, study documents, the Education Act and the relevant decrees are examined in terms of form and content. Part of the thesis is also a research part that is based on qualitative research. It brings the knowledge created on the basis of the visits made and performs structured in-depth interviews with audio recordings at pre-selected grammar schools. The information obtained from the field continues to reflect and undergo the relevant research proposal, which is an established theory. Audiobooks from research interviews are subsequently overwritten and open, axial and selective encoding of documents. The output is a look at the newly discovered relationships and categories that are related to the creation of the content, form and reflection of the graduation from art education. The result of the thesis is the creation of the own design of graduation from art education, which is based on a semantic approach. Keywords: Graduation, art education, research, upper secondary school, curricular documents, education...

Die Hauptfrage dieser Arbeit ist die Überprüfung des Axioms, das Öffentliche Bibliotheken in Deutschland Teil des Bildungssystem und zudem eigenständige Bildungseinrichtungen wären. Auf der Basis einer intensiven Analyse der bibliothearischen Literatur zwischen 2000 und 2008, einer Auswertung der Homepages und Veröffentlichungen aller hauptamtlich geführten deutschen Öffentlichen Bibliotheken und unter Einbeziehung der Schulvergleichsstudien und grundlegenden Debatten in den Erziehungswissenschaften und der Bildungssoziologie, wird der erste Teil der Studie mit der Erkenntnis beendet, dass es zur Zeit nicht möglich ist, die Bildungseffekte Öffentlicher Bibliotheken zu bestimmen. Im Anschluss an dieses Ergebnis, werden im zweiten Teil der Arbeit die Möglichkeiten und denkbaren Fragestellungen für eine weitere Forschung im Feld „Bibliotheken und Bildung“ unter dem Fokus Sozialer Gerechtigkeit strukturiert. Hierzu werden die Forschungsmethoden aus unterschiedlichen Feldern des formellen und non-formellen Bildungswesen gesichtet und auf Bibliotheken bezogen. Zudem wird das Evidenced Based Librarianship in die deutschen Diskussionen zu Forschungen in Bibliotheken eingeführt. Die Arbeit kumuliert in einem konzeptuellen Forschungsrahmen des zukünftigen Forschungsfeldes „Bildung und Öffentliche Bibliotheken“. / The main propose of this study is the validation of the common axiom that public libraries in Germany are a part of the educational system and are educational institutions as well. Based on an extensive analysis of the library-related literature between 2000 and 2008, the analysis of the homepages and publications of all full-time managed public libraries in Germany, and under inclusion of the school performance studies and discussions in the Pedagogy and Educational Sociology in this timeframe, the study concludes it’s first part with the finding, that it is not possible at this time to validate the educational effects of public libraries. In addition to this result, in it’s second part the study structure the possibilities and conceivable questions in the field of libraries and education under the focus of social justice. Therefore the methods of research in different fields of the formal and non-formal sector of the educational system are structured and applied to specific questions on public libraries. Also the movement of evidence based librarianship is introduced into the German discussions about research in libraries. The studies concludes in a conceptual framework of the prospective research-field “education and public libraries”.