A presente dissertação constitui-se de um Estudo de Caso qualitativo, cujo contexto de investigação foi o trabalho denominado como “Oficinas Interdisciplinares”, desenvolvido no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da Universidade Federal do Rio Grande do Sul (UFRGS). A pesquisa contou com a cooperação dos licenciandos, supervisores e coordenadores dos subprojetos das Licenciaturas de Ciências Biológicas, Física, Letras e Química, participantes das oficinas. Apesar de ainda restritos os projetos interdisciplinares implantados no âmbito do Ensino Médio, a interdisciplinaridade está fortemente presente nas atuais diretrizes curriculares nacionais. Entretanto, romper com a lógica disciplinar ainda é um grande desafio, com muitas “pedras pelo caminho”, obstáculos relacionados, principalmente, à mudança de paradigma. Logo, as oficinas, desenvolvidas desde o ano de 2013, passaram a ser percebidas como oportunidade de cultivo da interdisciplinaridade. Partindo da reflexão a respeito da importância da formação docente na jornada ao encontro da interdisciplinaridade, a pesquisa teve como principal objetivo investigar se, na perspectiva dos bolsistas, o PIBID, por meio de atividades interdisciplinares, estaria contribuindo significativamente como rota alternativa para a transposição dos obstáculos que impedem a efetivação da interdisciplinaridade no âmbito do Ensino Médio. A investigação foi realizada em três fases. A primeira fase, exploratória, consistiu na observação das etapas de planejamento, criação e aplicação de três oficinas – “Ciência Forense”, “Química Forense” e “Sustentabilidade”. Os resultados iniciais indicaram que os obstáculos mais significativos se localizam no âmbito das relações interpessoais e do corporativismo e ratificaram a necessidade de investir no cultivo da interdisciplinaridade por meio da formação docente. Na segunda fase, uma “prosa sistematizada com esses aventureiros que nos acolheram como parceiros nessa jornada”, realizou-se uma coleta sistemática de dados por meio da aplicação de um survey, utilizando como ferramenta um questionário misto autoaplicável, enviado eletronicamente. Na última fase, as respostas foram analisadas por meio da Análise Textual Discursiva (ATD). Nesta, identificou-se a concepção dos respondentes acerca de interdisciplinaridade e de aprendizagem, suas percepções das dificuldades, das superações e da viabilidade do trabalho interdisciplinar desenvolvido, bem como suas contribuições para a formação e atuação docentes. Os resultados indicam que, apesar das dificuldades, a prática interdisciplinar oportunizada pelo PIBID tem instrumentado os docentes para romper a lógica disciplinar, que persiste na organização dos tempos e dos espaços pedagógicos do Ensino Médio. Conclui-se que o PIBID contribui para mobilizar conhecimentos, produzindo saberes e subjetividades por meio das práticas interdisciplinares. / The present dissertation is a qualitative Case Study, which research context was the work denominated as "Interdisciplinary Workshops", developed within the framework of the Institutional Teaching Scholarship Program (PIBID) of the Federal University of Rio Grande do Sul (UFRGS). The research had the cooperation of the undergraduates, supervisors and coordinators of the subprojects of the Biological Sciences, Physics, Languages and Chemistry courses involved in the workshops. Although interdisciplinary projects implemented in the scope of secondary education are still restricted, interdisciplinarity is strongly present in the current national curricular guidelines. However, breaking with the disciplinary logic is still a great challenge, with many obstacles related mainly to the paradigm shift. Therefore, the workshops developed since 2013 have come to be perceived as an opportunity to cultivate interdisciplinarity. Based on the reflection about the importance of teacher training in the journey towards interdisciplinarity, this research’s main objective is to investigate if, in the scholarship holder’s perspective, the PIBID, through interdisciplinary activities, contributes significantly as an alternative route for overcoming the obstacles impeding the achievement of interdisciplinarity in High School. The investigation was done in three phases. The first one, the exploratory phase, consisted in observing the stages of planning, creation and application of three workshops - "Forensic Science", "Forensic Chemistry" and "Sustainability". The initial results indicated that the most significant obstacles are located within the scope of interpersonal relations and corporatism and have ratified the need to invest in cultivating interdisciplinarity through teacher training. In the second phase, “a systematized prose with these adventurers who welcomed us as partners in this journey”, a systematic collection of data was carried out through the application of a survey, using a self-administered mixed questionnaire, sent electronically. In the last phase, the answers were analyzed through Discursive Textual Analysis (ATD). The respondents' conception of interdisciplinarity and of learning, their perceptions of the difficulties, overcomes and feasibility of the interdisciplinary work developed, as well as their contributions to the formation and performance of teachers were identified through ATD. The results indicate that, even with all the difficulties, the interdisciplinary practice promoted by PIBID has been instrumental for teachers to break the disciplinary logic that persists in the organization of times and pedagogical spaces of High School. It is concluded that the PIBID contributes to mobilize learning, producing knowledge and subjectivities through interdisciplinary practices.

This study analyzes, the structure of the Erasmus Mundus scholarship program by utilizing mixed methods, and is being analyzed within the contextualized framework of the Cambodia’s Higher Education system as well as its relationship with the Erasmus Mundus scholarship program. Mixed approach has been employed for this study, combining both quantitative data to construct the social space, which acts as a backbone for interpretation, and qualitative data from interviewing the scholarship program coordinator and scholarship holders in order to investigate the recruitment process and the students’ perception respectively, presenting the macro-micro relationship that makes up the entirety of the scholarship program. Collectively inspected, the findings reveal a new contextualized result that contributes not only to the development of the Cambodia’s Higher Education, but also to its position and its students within the space of the scholarship program of Erasmus Mundus. Through the close inspection using interview method, the underlying complexity of the recruitment process of the scholarship program is illustrated, indicating a multi-layer hierarchy and multiple decision-making processes. There are also implications of oppositions between the properties of the students, signaling the diversified student body in the scholarship program. Prominent theme of the opposition in the space appears to be related to the colonial past of the Cambodia’s system as well as the differences between local and international experiences that the students possess. Students interviewed in the study, furthermore, reveal how they prepared themselves to apply for the scholarship program and to be successful candidate, which depicts their assets and strategies that can be derived from the constructed space. Unanimously the students show strong confidence and great insight of information which can be understood as the compatibilities between the recruiter of the scholarship program and the students’ assets. Finally, overall findings give a new perspective of the profile of the scholarship program within the Erasmus Mundus mobility scheme. It shows that while students are required to possess certain objectively set requirements, there are also exception cases that students who possessed lower amount of capitals can also be successful, provided that the conditions like the credentials of their degree from Cambodia, as well as minimum requirements to pass the university admission have been met, and their “motivation letter” is exceptionally well-written which shows the subjective side of the recruitment process.

School choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice environment in Florida today. Specifically, this investigation was limited to legislation in Florida between 1997 and 2014 and further limited to charter schools, home schooling, virtual education, and two choice options specific to Florida in which public dollars follow students to private schools, the Tax Credit and McKay Scholarship programs. These particular school choice options were chosen as the focus of this study because they change the where of education outside of tradit ional public schools. Other choice options such as magnet schools, inter-district choice, and intra-district choice simply move students among traditional public schools but keep them enrolled in traditional public schools. Ultimately the study hoped to provide a possible road map for the future of school choice policies in Florida. This study utilized a qualitative methodology utilizing document reviews and interviews. This study found that school choice policies in Florida have continued to expand and evolve over the years to increase the liberty available to families to choose the education of their children. This study also found that the Florida legislature has laid the groundwork for Florida school districts, through a focus on equality, to take advantage of a portfolio management model to increase student achievement. Although a focus on equality led to the enactment of various school choice options, some of these options have moved away from their original intent to financially benefit specific organizations and groups. Finally, as reported by Holme, Frankenberg, Diem, and Welton (2013), Florida's charter school, virtual education, and home education policies have been enacted as race-neutral policies that have no regard for diversity, which could lead to resegregation. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The purpose of this dissertation was to add to the literature on the school choice debate and educational voucher programs through an analysis of Florida’s John M. McKay Scholarship Program for Students with Disabilities. This dissertation looked at the major aspects of school choice theory, parental satisfaction, and reasoning for choice. A theoretical framework for analyzing school choice programs was put forth in this dissertation through an analysis of the over-arching dynamical elements that have shaped the administrative and political arguments for and against these programs. A comprehensive review of the literature on school choice comprised a substantial part of this study due to the need for citizens to better comprehend the origins and evolution of school choice planning and programming. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Made available in DSpace on 2016-04-27T14:30:41Z (GMT). No. of bitstreams: 1 Cristina Ribeiro Silva.pdf: 1034249 bytes, checksum: de4f8a12dea7438290b6d8728d43669a (MD5) Previous issue date: 2011-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is based on the Programa Masters/PhD Scholarship Program, as a continuing education public policy for educators in the State of São Paulo, created in 2003, which grants semiannual scholarships to stricto sensu graduate programs in Education. The scholarships are awarded to public schools teachers and to students in state and private universities accredited by the Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior Capes (Coordination for the Improvement of Higher Education Personnel). The continuing education policy in which this study is grounded on aims at improving educators practices by developing their profiles and skills as teachers researchers. This qualitative research is based mainly on studies by Nóvoa (1995), Pimenta and Ghedin (2005) in regards to educators training, having employed André (2004) and Lüdke s (2001) propositions regarding Research Professors. Books, the legislation, official documents and field research, held by data collection of the Caieiras Board of Education (SP) scholarship grantees and their Lattes Curriculums, were used as research sources. The dissertation also includes data and information collected from a community in a social network, Orkut ( Masters Scholarship Community), polls and interviews. Statements from Masters and PhDs scholarship grantees and the principal of the school with the largest number os scholarship grantees in the researched Board of Education are the main empirical source of this study / Esta pesquisa tem por objeto de estudo o Programa Bolsa Mestrado/Doutorado . Trata-se de uma política pública de formação continuada de educadores do Estado de São Paulo, criada em 2003, que disponibiliza, semestralmente, bolsas de estudos para cursos de Pós-Graduação stricto sensu na área da Educação. Os contemplados são educadores da rede de ensino estadual, discentes de universidades públicas ou privadas reconhecidas pela Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (Capes). A política de formação continuada em foco tem por finalidade promover a melhoria da atuação profissional desses educadores mediante seu desenvolvimento como professores pesquisadores. Esta pesquisa, de caráter qualitativo, apoia-se, sobretudo, nos estudos de Nóvoa (1995), Pimenta e Guedin (2005) no tocante à formação de professores, tendo sido empregadas as proposições de André (2004) e Lüdke (2001), referentes ao professor pesquisador. Como fontes de pesquisa, foram utilizados livros, legislação, documentos oficiais e pesquisa de campo, feita mediante a coleta de dados sobre os bolsistas da Diretoria de Ensino de Caieiras (SP), e em seus currículos lattes. O trabalho contou também com o levantamento de informações na rede social Orkut por meio da comunidade Bolsa Mestrado e com a aplicação de questionários e entrevistas. Os depoimentos dos mestres e doutores bolsistas, e do diretor de escola com maior número de bolsistas da Diretoria de Ensino pesquisada, constituem-se na principal fonte empírica deste trabalho

Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Francisco Antonio Moreira Rocha.pdf: 2068401 bytes, checksum: 6f9407df1fc775770507416751181ae3 (MD5) Previous issue date: 2012-06-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this research has as objective to analyze the contributions and impacts of Masters / PhD Scholarship, from the initial question What is the contribution of the PBM / D and its impact on personal development, professional teachers and professional recovery of basic education by SEE-SP, after completion of graduate studies. We assume the configuration of this research from the documentary analysis and semi-structured qualitative character, the concern is with the quality in the interviewees' statements, as well as documentation. The search for answers to some personal questions in order to explain a professional education with academic education, in addition to that required for a position as teacher of Basic Education II, SEE-SP and that went through one of the types of continuing education through PBM / D, teacher Master or PhD in public schools, found the Internet, the sites of SEE-SP, APEOESP lattes and curricula of Fellows and Board of Education 1 North, documents the laws of the past three decades, records registration form sheets and monthly reports submitted for analysis of the regional commission. As conclusion, we present what we consider relevant in an enterprise investigative searching for answers to the survey answers and points, a potential of PBM / D for personal and professional training, as well as for its recovery as a teacher at the school, with its students, but adds the lack of public policies to enhance the professional teacher and researcher / A proposta desta pesquisa possui como objetivo analisar as contribuições e os impactos do Programa Bolsa Mestrado/Doutorado, a partir da questão inicial qual a contribuição do PBM/D e seus impactos no desenvolvimento pessoal, profissional dos professores e a valorização desses profissionais da educação básica pela SEE-SP, após a conclusão da pós-graduação? Assumimos a configuração dessa pesquisa a partir da análise documental e de entrevistas semi-estruturada de caráter qualitativa, onde a preocupação é com a qualidade nas falas dos entrevistados, bem como na documentação. A busca de respostas para algumas indagações pessoais, no sentido de explicitar um profissional de educação com formação acadêmica, além da exigida para ocupar um cargo de Professor de Educação Básica II, na SEE-SP e que passou por uma das modalidades de formação continuada por meio do PBM/D, o professor Mestre ou Doutor, nas escolas públicas. Encontramos respostas na internet, nos sites da SEE-SP, APEOESP e currículos lattes dos bolsistas e na Diretoria de Ensino Norte 1: documentos da legislação das últimas três décadas, registros em forma de fichas cadastrais e relatórios semestrais enviados para análise da comissão regional. Nas considerações finais, apresentamos o que consideramos relevante em uma empreitada investigativa à procura de respostas que a pesquisa responde e aponta um potencial do PBM/D para a formação pessoal e profissional, bem como para a sua valorização na escola, como professor e com seus alunos, mas acrescenta a inexistência de políticas públicas para valorizar esse profissional professor e pesquisador

在21世紀的國際關係中，全球事務的複雜性提高，跨國民眾間的互動愈趨頻繁，以國家為中心的傳統外交思維逐漸出現轉變。各國的外交政策也更強調跨文化間的對話與互動，及建立跨國人際關係網絡的重要性。而公眾外交的作用即在於藉由影響他國民眾或菁英份子的認知與觀感，進而在目標國家內部形塑對本國有利的政策環境，遂成為各國政府制定對外政策時的重要工具，更是當前相當熱門的國際關係研究主題。近年來，我國政府也開始透過多樣化的途徑來推動公眾外交，希望提升國家形象以期能增加臺灣的國際能見度。其中，國際教育交流不僅能夠提供國際青年學子相互交往的機會，促使外籍學生以最直接的方式認識臺灣，甚至能建立他國民眾與我國的長期情感聯繫，被認為是最有效的推動途徑之一。在這樣的研究背景及政策環境基礎上，本文將以「臺灣獎學金計畫」作為研究主軸，並針對計畫受獎生進行問卷調查，進而評估政府獎學金計畫推動公眾外交的成效，同時也將釐清「臺灣獎學金計畫」在我國公眾外交上扮演何種角色。 總結而言，本研究首先經由詳盡地文獻回顧，以釐清公眾外交的發展脈絡及不同發展階段的概念核心。其次，本文嘗試賦予公眾外交更多在國際關係和外交政策中具體的理論基礎，並將軟實力、系統理論、結構主義的概念帶入公眾外交領域之中。再者，本文也從臺灣眾多的公眾外交作為中，歸納出其背後所欲追求的政策目標，而後聚焦於說明「臺灣獎學金計畫」，並致力於探討及評析國際間具知名度的政府獎學金計畫，從中歸納出成功推行政府獎學金計畫的關鍵因素，進而與我國獎學金計畫進行比較。最後，本文藉由問卷調查的實證結果來說明我國以政府獎學金推動公眾外交的成效，並提供臺灣日後發展公眾外交的建議。 / International relations in 21st Century has shown the features of highly complexity of global affairs and frequently interaction among cross-borders people; therefore, traditional diplomacy has changed into modern face accordingly. Nowadays, the governments tend to emphasize the dialogues and linkages of relationship between different cultures in foreign policy. The purpose of public diplomacy is to influence opinion in target countries to make it easier for the government to achieve its aims. For this reasons, public diplomacy has become an essential element of many countries foreign policy and a popular research area in the IR studies. Taiwanese Government has implemented public diplomacy in various approaches in order to improve the Taiwan images on the world stages. Among all the approaches of public diplomacy, international educational exchanges can not only let international students experience Taiwan in person, but also facilitate inter-cultural communication and build the long-lasting relationships between Taiwan. Based on the above-mentioned reasons, this article takes the Taiwan Scholarship Program as a study case in order to analyze of the role of the program in Taiwan’s public diplomacy. This study empirically investigates the outcomes of the Taiwan Scholarship Program by conducting the questionnaire for the Taiwan Scholarship grantees, who are studying in Taiwan during 2011-2012. To sum up, this article manages to extensively retrospect the development of public diplomacy in the international relations and capture the core elements of public diplomacy under different ages. Besides, in order to provide theoretical bases for public diplomacy, the article tries to put soft power, systemic theory, and structuralism into discussions. Furthermore, the study dedicates to illustrate its policy goals from the practices of Taiwan’s public diplomacy and compare the Taiwan Scholarship Program with other prestigious government scholarship in world as well. Finally, the study indicates that the Taiwan Scholarship Program plays an important role in Taiwan’s public diplomacy, particularly because face-to face contact between grantees and Taiwanese people helps diminish the stereotypes and increase the mutual understanding.

Die vorliegende Dissertation ist ein historiografischer Beitrag über ein internationales offizielles Stipendienprogramm sui generis in Form von Entwicklungshilfe im Bildungsbereich, das zwischen 1977 und 2012 auf der zweitgrößten Insel des kubanischen Karibikarchipels, der Isla de la Juventud, umgesetzt wurde. Auf der Grundlage von Archivquellen und Teilnehmerberichten wird die Motivation Kubas für die Organisation dieser Bildungshilfe diskutiert. Es wird gezeigt, dass Kuba seine Bildungshilfe auf die Bedürfnisse und Interessen der beteiligten Staaten und Personen ausgerichtet und dementsprechend strukturiert hat. Es wird nachgewiesen, dass neben der Bereitstellung von Ausbildungsmöglichkeiten massiv angelegte Stipendien für die Sekundarstufe I im Mittelpunkt des Programms standen und herausgearbeitet, dass diese Maßnahme angesichts der niedrigen Einschulungsraten in der Dritten Welt den entscheidenden Beitrag des Programms darstellte. Unter Berücksichtigung der wichtigsten Debatten über Entwicklungshilfe im Bildungsbereich stützt sich die Arbeit auf Studien über die Süd-Süd-Zusammenarbeit und die Geschichte der internationalen Stipendien, um zu argumentieren, dass Kuba sich sowohl in seiner ursprünglichen Motivation als auch in der Form der in der Umsetzung des Programms aufgebauten Beziehungen sowie in den Endergebnissen desselben am Prinzip der Solidarität orientierte. Die vorliegende Arbeit kommt zu dem Schluss, dass die kubanische Politik der Entwicklungshilfe im Bildungsbereich die “nationale Entpersönlichung” der Geförderten überwinden konnte. Mit anderen Worten, die Teilnehmer des Programms auf der Insel der Jugend kehrten mit einem Gefühl der Zugehörigkeit zu ihrer Nation in ihre Heimatländer zurück und brachten dabei die in den ʽoffenen Lehrplänenʼ erworbenen Fähigkeiten und die in den ʽungeschriebenen Lehrplänenʼ vermittelten Einstellungen mit, welche in verschiedenen Arbeitskontexten relevant sind. / This dissertation is a historiographical contribution on a sui generis international scholarship program in the form of educational development aid that was implemented between 1977 and 2012 on the second largest island of the Cuban Caribbean archipelago, the Isla de la Juventud. Based on archival sources and reports of participants, Cuba’s motivation for organizing this educational aid is discussed. It is shown that Cuba structured its educational assistance according to the needs and interests of the countries and people involved. It is evidenced that, in addition to the offer of specialties, the program focused on the massive granting of scholarships for lower secondary education and that this measure represented the decisive contribution of the program in view of the low schooling rates in the Third World. Taking into account the main debates on development aid in education, the paper draws on studies of South-South cooperation and the history of official international scholarships to argue that Cuba was guided by the principle of solidarity both in its initial motivation and in the form of the relationships established in the implementation of the program, as well as in the final results of the program. This study concludes that the Cuban development aid policy in the field of education managed to circumvent the “national depersonalization” of the beneficiaries. In other words, participants in the Isla de la Juventud program returned to their countries of origin with a sense of belonging to their nation, taking with them the skills acquired in the ʽopen curriculaʼ and the attitudes conveyed in the ʽnon-written curriculaʼ, which are relevant in different work contexts.

人力資源發展研究所（IHRD）是由亞齊政府委託負責管理獎學金計劃的機構。該計劃的目的是為提高人力資源技能以及提高生活水平。 IHRD與台灣精英來台留學計劃辦公室（ESIT）建立了合作關係，以便計劃的順利進行。 ESIT是隸屬台灣教育部且具有代表性機構。其成立的主要是為台灣與包括印度尼西亞在內的其他東南亞國家之間提供更多必要的服務。教育在個人發展中起著重要作用。此外，教育是每個人的基本權利，是任何國家未來的關鍵。教育投資除了可以使人們擁有良好的健康，激勵自主和提供更好的就業選擇，教育資源的投資亦可以幫助建立更和諧的社會。教育不足在公共支出、犯罪、健康和經濟成長等方面產生高昂社會成本。作者主要的研究主題為這種高等教育合作關係是否可能成為讓亞齊與台灣的雙邊關係更為緊密的一個方式。在這麼做同時，作者使用了一些輔助工具，包含檢查工作績效、政策實施、IHRD與ESIT一起運行此獎學金計劃的管理系統。此外，還進行了專家案例研究，為本研究提供了深入和實務分析。該研究發現，目前獎學金計劃不僅透過給予獲獎者體驗海外留學生活機會有效增加亞齊的教育標準，還通過這個高等教育合作對亞齊和台灣之間的雙邊關係帶來了很多好處。 / Institute of Human Resource Development (IHRD) is an institution commissioned right under the Governor of Aceh to manage the scholarship program. The aim of this program is to improve the human resource skill as well as to increase the living standard. IHRD has established the cooperation with Elite Study In Taiwan (ESIT) in order to run this program well. ESIT is a representative institution under the Ministry of Education in Taiwan. Its purpose is to provide necessary services for the higher cooperation which exists between Taiwan and other Southeast Asian countries, including Indonesia. Education plays an importance role in one’s development. Also, education is a fundamental right for everyone and key to the future of any country. Investment in education can put people on a path towards good health, empowerment and employment as well as it can help to build more peaceful societies. Inadequate education produces high costs for society in terms of public spending, crime, health, and economic growth. The author is particularly interested to study whether or not more on this higher education cooperation may become a mean in order to tighten the bilateral relations between Aceh and Taiwan. In doing so, a secondary approach has been utilized by examining work performances, implemented policies, and administrative system of IHRD in running this scholarship program together with ESIT. In addition, an expert case study has been conducted to show case an in depth and practical analysis for this research. The study finds out that current scholarship program is not only effective to increase the education standard of Aceh by giving the awardees chance to experience to study overseas, but also bring a number of benefits toward the bilateral relationship between Aceh and Taiwan through this higher education cooperation.