Thesis (M.Ed.)--University of Hong Kong, 1983. / Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 306-314).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

Thesis (MPA)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ph.D.)--Ohio University, August, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 215-227)

Esta dissertação apresenta uma sequência didática que visa trabalhar com os alunos a importância do uso das letras na Matemática, a partir da construção de tabelas, de leis de funções e de resolução de equações no contexto das funções. A metodologia de pesquisa toma como referencia os princípios da Engenharia Didática. As análises previas se concentram nas dificuldades de aprendizagem apresentadas pelos alunos e nas possibilidades da tecnologia informática no ensino da Matemática. As análises a priori e a posteriori da sequencia didática implementada tomam como referencia a teoria sócio-interacionista de Vygotsky. Ao longo do experimento foi possível observar uma gradativa compreensão dos alunos quanto ao papel das letras no estudo da álgebra e como resultado tem-se na sequencia didática, com algumas atividades desenvolvidas no GeoGebra, um produto que pode ser adaptado para outras experiencias. / This dissertation presents a didactic sequence aimed to work the importance of using letters in mathematics. The sequence makes use of tables, functions and equations in the context of functions. The research methodology takes as reference the principles of Didatic Engineering. The previous analyzes focus on the difficulties presented by the students in the learning of algebra and on the possibilities of computer technology in mathematics education. The priori and a posteriori analysis of the didactic sequence implemented use concepts of Vygotsky´s theory. Throughout the experiment it was observed a gradual understanding of students about the role of letters in the study of algebra and as a result the designed sequence is a didatic product that can be used to introduce the algebra in the secondary school.

This dissertation on "Changes in the School Libraries of the Cheb (1854-1942) and Pelhřimov (1871-1942) Secondary Schools" aims to present thematic analyses of the teacher and student libraries at these schools. The paper is divided into seven chapters. The first contains a critique of the sources and literature used. The second deals with the history of the Cheb Secondary School. The history of the Pelhřimov Secondary School presents the third chapter. The following section provides information on the development of school libraries and their inclusion in laws on education in the period 1848-1942. The fourth and fifth chapters then form the core of this paper, which include analyses of the teacher and student libraries at the Cheb and Pelhřimov Secondary Schools, not only from a thematic, chronological and language perspective, but also in terms of the acquisition and preservation of books. All the findings are then summarised in the conclusion.

Dissertation / The aim of the study was to investigate the appointment process of education managers and the consequences of this for schools. A literature study was conducted on these two aspects. This was followed by a survey involving 67 educators from three geographically divergent secondary schools in Kwa-Zulu Natal, namely an urban, rural and peri-urban school. The respondents’ views indicate flaws in the current system related to: the minimum requirements for principalship, the shortlisting and interview processes and the role of bias in the selection of candidates. Respondents also believed that insufficient attention was paid to induction and mentorship programmes. The before mentioned impacted negatively on the school’s functionality regarding quality assurance, inter-personal relations, decision-making, parental involvement and learner discipline. These relate to low educator morale. The findings of the study indicate that the current system of educator promotions needs to revised so as to improve best practice in the profession.

O presente século está sendo marcado pelo aceleramento da tecnologia eletrônica. Nesse momento se torna imprescindível a formação e compromisso dos professores com o ensino e a escola que devem trazer em pauta as TICs (Tecnologias da Informação e Comunicação). Através das relações diárias, o ser universal (o homem) pensa, sente e age a todo instante através das relações sociais de que fazem parte. As pessoas agem a partir de uma relação de trocas culturais, modificam a si mesmas, aos outros e à natureza, por esse motivo precisa haver uma educação voltada para a cidadania.O objetivo desta dissertação é contribuir para a análise dos desafios que o jovem aluno do ensino médio enfrenta hoje, o que diz o professor e a preparação que as escolas públicas oferecem para o futuro desses alunos em uma sociedade na qual a revolução tecnológica faz nascer um novo tempo e onde os valores são questionáveis, onde tudo é relativo. E seguindo esta linha de pensamento questionamos a ética na Educação, principalmente no ambiente virtual cibersociedade -, onde as pessoas se relacionam por meios eletrônicos.Nos capítulos II e III, deste estudo se buscou analisar sobre juventude tecnologia e educação. Como esse jovem do ensino médio utiliza as TICs, o desafio da escola com esse recurso educativo, orientando e qualificando essa geração para enfrentarem o mundo cada vez mais interligado. A sala de aula perde a exclusividade, ganhando uma nova dimensão. Quem ensina não pode se neutralizar diante da forte influência lançada pelas tecnologias. O currículo e a formação docente nos faz repensar paradigmas. A educação requer políticas publicas, de formação docente, capacitando para o uso das tecnologias da informação e comunicação TICs, entretanto, não bastam oficinas e sim formação continuada, pois não adianta sofisticar a técnica se o professor não estiver sofisticado na alma, nos fundamentos, e não souber o que desejam os seus alunos. O estudo foi realizado com pesquisa de campo, duas escolas da zona Oeste do Estado do Rio de Janeiro, com entrevistas e questionários para 220 alunos. / The present century has been marked by the acceleration of the electronic technology. Nowadays, it is crucial the graduation and compromise of the teachers with the apprenticeship and the ICT must be brought to discussion at school.By means of his daily relationships, the universal being (men) thinks, feels and act all the time through the social relationships he takes part. People act from a relationship of cultural exchanges, change themselves, the others and the nature. Thats the reason why it is necessary an education focused on the citizenship. The goal of this essay is to contribute for the analyses of the challenges the high school young student faces these days, what the teacher says and the empowerment the public schools provide for the future of these students in a society where the technological revolution brings to life a new era and the values are questionable, where everything is relative. And following this way of thinking, we question the ethics in education, mainly on this virtual environment cyber society where people communicate through electronic devices. At the chapters II and III of this essay, the aim is to analyze the youth, the technology and the education. And as the high school young student uses the ICT, the challenge of the school is to use this educational asset to guide and qualify this generation so that they can face a world that is more and more intertwined. The exclusivity of the classroom is no more or becomes limited because the school walls give it a new dimension. The one who teaches cannot be static before the strong influence launched by the technologies. The resume and the teacher graduation draw us to rethink paradigms. Education demands public politics, teachers graduation which empowers them to use the information and communication technologies ICT. Therefore, workshops are not enough, but an continued graduation, because it is useless to sophisticate the techniques if, on the other hand, there is no sophistication at the teachers classes and on their basis, and if he does not know what he wants from his students.

This study attempts to show benefits with different methods when teaching poetry in Upper Secondary courses, with the aim of proving that by using a certain design of the lesson, it is possible to engage the students in English poetry. A secondary aim was to incorporate and implement the theories on sociocultural learning by Vygotsky into the method used in the study. Finally, the study aimed to question the definitions of what constitutes a poem and the ideas of canonized versus non-canonized material within literature. The method chosen for this study was a mixed methods design, and the study applied a deductive approach where a hypothesis based on previous research and ideas within the field was tested. The design of the study was to perform a focus group interview, followed by observations of four lessons with students at Upper Secondary level, and finally a questionnaire for the students. The results from the study were mainly positive and the questionnaire showed that most of the students appreciated the first part the most, although a few students enjoyed both parts. The combined results showed that the design has an impact when it comes to engagement, and it changed a few of the students views on poetry. The main finding in the study was that students prefer less complex poetry that does not belong to the canon, since most of the students marked the first part as the best one. The results showed therefore that the design has an impact when it comes to engagement.