Denna självstudie syftar till att undersöka vilka effekter tidpunkten för fysisk aktivitet kan ha på koncentrationsförmåga vid övning på instrument samt vilka förutsättningar och/eller hinder som finns för god koncentrationsförmåga. Studien tar utgångspunkt i två frågeställningar; 1) Hur upplever jag att tidpunkten för fysisk aktivitet inverkar på min koncentrationsförmåga vid övning på instrument? och 2) Vilka förutsättningar och/eller hinder för god koncentration upplever jag i min livsvärld? Studien genomfördes i två perioder där jag i period ett tränade innan skoldag och period två tränade efter skoldag. Studien är en fenomenologisk studie där dokumentation gjordes i form av en strukturerad loggbok. Studiens resultat redogörs för utifrån tre huvudteman; störningsmoment, förutsättningar för god koncentration, flow och tidpunkt för fysisk aktivitets påverkan på min koncentrationsförmåga. Alla huvudteman förutom tidpunkt för fysisk aktivitets påverkan på min koncentrationsförmåga innehåller underrubriker. Slutligen genomförs en diskussion av resultaten samt en presentation av studiens betydelse för mig och för framtida forskning. / The purpose of this self-study is to examine how time which physical activity is implemented affects my ability to concentrate. The study also examines what factors and/or obstacles are vital for good attention. This study is based on two issues; 1) Examine the effects varying hours of physical training have on my ability to concentrate when practicing an instrument? and 2) What conditions and/or obstacles are vital for good concentration? This study was implemented under two periods in which I performed physical training before and after my scheduled school day. This study is a phenomenological study which is documented in a structured logbook. The results of this study are made up of three main themes; disturbance, factors for good concentration, flow and how time which physical activity is implemented affects my attention. All main themes except how time which physical activity is implemented affects my attention has subthemes. At the end of this study is a discussion of the results and a presentation of the meaning of the study for me and coming studies.

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Syftet med studien är att utforska min relation till min gitarr utifrån ett livsvärldsperspektiv. Mina frågeställningar är: Hur upplever jag min relation till min gitarr? och Vad sker med relationen under en period av utforskande? Studien utgår från ett fenomenologiskt livsvärldsperspektiv och metoden bygger på observationer av loggboksanteckningar. I resultatet presenteras teman som: En livsvärld tyngd av känslor och tankar, Att ta hand om min gitarr och vår relation, Om hur jag vill att det ska vara och om hur jag vill att det ska kännas med min gitarr, Min egen relation till gitarren och min relation till andra genom gitarren och Livsvärlden förändras. I sista kapitlet diskuteras resultatet utifrån reflektioner över teman som Om att ha kul med sitt instrument och Det kärleksfulla lugnet. / The purpose of the study is to explore my relationship with my guitar from a life-world perspective. The research questions are: How do I experience my relationship with my guitar? and What happens with the relationship for a period of exploration? Theoretical perspective is phenomenological life-world perspective and the method is observations of logbooks writings. The result is presented with the themes A life-world heavy of emotions and thoughts, Taking care of my guitar and our relationship, How I want it to be and how I want it to feel with my guitar, My own relationship to the guitar and my relationship to others through the guitar and The life-world is changing. In the last chapter, I discuss my results with the help of the themes About having fun with your instrument and Loving serenity.

La recherche que nous avons menée concerne l'articulation entre les dispositifs de formation en autonomie accompagnée et les conditions nécessaires aux étudiants LANSAD d'un niveau A2/B1 en anglais en première année à l'université pour rendre une expérience d'apprentissage potentiellement favorable à l'acquisition. Elle vise à les aider à retrouver "le bonheur" d'une formation en anglais et à opérer une rationalisation professionnelle qui tienne compte à la fois des besoins spécifiques des étudiants, des difficultés organisationnelles et des exigences de l'institution. Nous avons émis l'hypothèse selon laquelles un dispositif hybride de formation en autonomie accompagnée pouvait être accessible à des étudiants de niveau A2/B1 en anglais au même titre qu'à des étudiants de niveaux supérieurs, et pouvait mener à une formation "de qualité" si l'accompagnement proposé permettait l'aménagement de situations et de contextes entrant "en résonance" avec les dispositions des apprenants. Dans le cadre d'une recherche-Action en trois phases et à partir d'analyses qualitatives puis quantitatives, nous nous proposons, dans une première phase, d'identifier un certain nombre de variables qui favorisent ou bloquent le processus d'autonomisation pour ces étudiants. Ensuite, lors d'une deuxième phase, nous développons un dispositif qui tient compte de ces facteurs. Après une évaluation, nous proposons dans la phase trois une adaptation de la formation pour un plus grand nombre d'étudiants, et conformément au rôle de la recherche-Action nous mesurons la portée et les limites du dispositif et de son transfert vis-À-Vis de l'objectif fixé. Cela nous conduit à de nouvelles propositions. / The research that we have carried out concerns the link between a language learning self-Study environment and the conditions under which ESP first year university French students with an A2/B1 level of English are liable to improve acquisition. Its aim is to help them to "enjoy" learning English and operate a professional rationalization which takes into account the students specific needs, organizational difficulties and the institutions requirements. Our hypothesis is that a "blended" self-Learning environment can provide good quality language training and be accessible to these students, just as it is to be higher level students, if the support coincides with their sate of minds. The research-Action in three parts, based on qualitative and then quantitative data, begins with the identification of a certain amount of variables which favour or block the autonomisation process for these students. Then in the second part, a system is developped which takes these factors into account. After evaluation, in the third part, the transformations are adapted to accomodate a much larger number of students. In keeping with the action-Research cycles, suggestions to improve the environment developed are finally made.

Made available in DSpace on 2016-04-27T14:31:16Z (GMT). No. of bitstreams: 1 Viviani Anaya.pdf: 918613 bytes, checksum: 1db5c4a13db5886c656c3732eb466fb9 (MD5) Previous issue date: 2013-12-02 / This research discusses distance education and the culture of self-study, with a view to a more active and effective participation of students in the process of knowledge construction. Therefore, the concept of autonomy becomes crucial role to play. In this research, the culture of self-study emerges as a central element and is discussed from the standpoint of contemporary, pointing to overthrow the boundaries of time and space, influencing greatly in the concept of autonomy. The notions of time, space, criticality, reflexivity, autonomy, empowerment, interpersonal relationships, meaningful learning, are striking features when the focus is on distance learning courses, as the notion of linear time and space and Cartesian posed by classroom education in distance learning courses, are gradually replaced by the space occupied virtually therefore more flexible as well as study time determined by academic independently defined. These concepts emerge exacerbated because the configuration of a course offered in distance mode presupposes knowledge and internalization of these elements by students, becoming a "sine qua non" for the continuation of studies. However, other factors influence the formation this autonomous culture. These secondary elements, namely, the organizational structure of the curriculum, the didactic aspects, methodological and evaluative, as well as materials available in virtual learning environments, permeate this search and constitute themselves into categories, providing elements for the analysis of data collected research, allowing the definition of the question that guides research: What are the limits and possibilities that pervades higher education in distance mode, considering the culture of self-study, teaching practice undertaken by teachers / tutors and curriculum of a course in pedagogy? Defined the issue, determine the locus and the research subjects. This study aims to contribute to general discussions about the limits and possibilities of higher education in the distance mode, considering the culture of self-study, teaching practice undertaken by teachers / tutors and curriculum of the Faculty of Education, object of this analysis. Specifically, this study attempts to identify if the student opts for distance education has the culture of self-study, identify the digital culture is present in the daily student who opts for distance mode; relate teaching practices, culture and self-study distance learning, recognize the importance of concepts such as autonomy, emancipation, reflexivity, collaborative work, interpersonal relationships, meaningful learning, while categories to be included in structured courses in distance mode. In this research, a qualitative approach guides both the collection of data regarding the analysis of the data collected thus abstracts itself as hypothesis, that the student who opts for training in distance mode, does not possess the culture of self-study. With this focus, this research aims to contribute to a better understanding of the condition students in distance education. This condition is established from the contemporary discussion about the culture of self-study, changing the architecture curriculum, education and geography teachers s pedagogic practice / Este trabalho de pesquisa discute a educação à distância e a cultura do estudo autônomo, com vistas a uma participação mais atuante e efetiva dos alunos no processo de construção do conhecimento. Para tanto, o conceito de autonomia passa a desempenhar papel fundamental. Nesta pesquisa, a cultura do estudo autônomo emerge como elemento central e é discutida do ponto de vista da contemporaneidade, que aponta a derrubada de fronteiras de tempo e espaço, influenciando, sobremaneira, o próprio conceito de autonomia. As noções de tempo, espaço, criticidade, reflexividade, autonomia, emancipação, relações interpessoais, aprendizagem significativa, são características marcantes quando o foco são os cursos à distância, pois a noção de tempo e espaço linear e cartesiano, posto pela educação presencial, nos cursos a distância, vão sendo gradualmente substituídos pelo espaço ocupado virtualmente, portanto, mais flexível, bem como o tempo de estudo determinado pelo acadêmico, autonomamente definido. Esses conceitos emergem potencializados, pois a configuração de um curso oferecido na modalidade à distância pressupõe o conhecimento e a introjeção destes elementos pelos estudantes, tornando-se condição sine qua non para a continuidade dos estudos. Todavia, outros elementos interferem na constituição desta cultura autônoma. Estes elementos secundários, quais sejam, a estrutura organizacional do currículo, os aspectos didáticos, metodológicos e avaliativos, bem como os materiais disponibilizados nos ambientes virtuais de aprendizagem, permeiam esta pesquisa e constituem-se em categorias, fornecendo elementos para a análise dos dados coletados na investigação, permitindo a definição da questão que norteia esta pesquisa: Quais são os limites e possibilidades que perpassam a formação superior, na modalidade à distância, considerando a cultura do estudo autônomo, a prática pedagógica levada a efeito pelos professores/tutores e a estrutura curricular de um curso de Pedagogia? Definida a questão, determinamos o lócus e os sujeitos da pesquisa. Este estudo tem como objetivo geral contribuir com as discussões sobre os limites e as possibilidades da formação superior, na modalidade à distância, considerando a cultura do estudo autônomo, a prática pedagógica levada a efeito pelos professores/tutores e a estrutura curricular do curso de Pedagogia, objeto desta análise. Especificamente, esta pesquisa objetiva identificar se o aluno que opta pela educação à distância possui a cultura do estudo autônomo; identificar se a cultura digital está presente no cotidiano do aluno que opta pela modalidade à distância; relacionar práticas pedagógicas inovadoras, cultura do estudo autônomo e ensino a distância; reconhecer a importância de conceitos como autonomia, emancipação, reflexividade, trabalho colaborativo, relações interpessoais, aprendizagem significativa, enquanto categorias a serem contempladas nos cursos estruturados na modalidade à distância. Nesta pesquisa, a abordagem qualitativa orienta tanto a coleta dos dados quanto à análise dos dados coletados, Assim, abstrai-se, enquanto hipótese, que o aluno que opta pela formação, na modalidade à distância, não possuiria a cultura do estudo autônomo. Com este recorte, este trabalho de pesquisa visa contribuir para uma melhor compreensão da condição discente na EaD. Esta condição se estabelece a partir da discussão contemporânea sobre a cultura do estudo autônomo, alterando a arquitetura curricular, a geografia educacional e a prática pedagógica do professor

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2004Bitstream added on 2014-06-13T20:34:53Z : No. of bitstreams: 1 quiroga_vv_me_assis.pdf: 300239 bytes, checksum: cceb3f0b8e6ae4317604197a6fc03774 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa tem como objetivo verificar se o estudo autônomo é desenvolvido e como isso se realiza pelos estudantes de Espanhol como Língua Estrangeira, num curso que visa a formação de professores. A possibilidade desta pesquisa surgiu a partir de algumas inquietações relacionadas ao processo de ensino-aprendizagem de línguas estrageiras. Tal tipo de investigação foi possível através de leituras acerca da Pesquisa Heurística, que proporciona o auto-conhecimento do pesquisador e as implicações de suas características pessoais com o objeto investigado, conforme ensina Moustakas (1990). Utilizo, também, nesta pesquisa, a metodologia qualitativa. Os dados coletados estão a cargo de observações da sala de aula, respostas a questionários específicos e entrevistas áudio-gravadas. Todos estes dados convergem para uma análise interpretativista, com as intervenções necessárias para modificar certas situações, quando necessário. Este é o modelo indicado pela pesquisa-ação, pontuada por Thiollent (2003)... / The purpose of this research is to investigate whether students enrolled in a University Spanish Language and Literature Teacher Education Course engage themselves in self-study activities and, in positive case, how and in what extent they do it. The inicial adea for this work was raised in answer to my concern about foreign language learning and teaching questions and processes. The development of the investigation is related to Heuristic survey which brings the possibility of including the researcher's personal history as part of the study, as pointed out of Moustaka's (1990). The metodology is grounded on a qualitative approach. Data were gathered through classroom observation, questionaries and audio-recorded interviews, on an action-research basis (THIOLLENT, 2003)... (Complete abstract click electronic access below)

Teachers work within a context of competing stories, including pressures regarding English language learners (ELLs), a deficit view of teachers, and high-stakes testing and accountability, all of which impact teachers' emotions. Within this context, teachers prioritize what is most important to them. This self-study using narrative inquiry methods lays the author's stories of teaching alongside those of two other teachers of ELLs. The author conducted a series of interviews with the participants, analyzed the interviews for themes and tensions, negotiated meaning with participants, and created interim texts to represent the participants' priorities in teaching ELLs. Three teachers' priorities, as indicated by their stories of teaching, are relationships with students, and helping students continue to progress. Implications include the importance of teachers' understanding of their own priorities, which helps alleviate some of the pressure that teachers are under, positively impacting students as well. Recommended research includes future research on teachers' priorities regarding their ELL students, and further self-studies with narrative inquiry methods.

The purpose of this study was to explore what I, a general education classroom teacher, know about using arts integration to build English Learners (ELs) reading comprehension. As the primary researcher, I am a fifth-grade, general education teacher in an intermountain West, Title 1, urban school where the typical classroom contains over 50% EL students. The studys two other participants were Martha, the director of the universitys arts partnership, and Camilla, a fellow faculty member who integrates arts into her curriculum. This qualitative Self-Study of Teaching and Teacher Education Practice research methodology was utilized to uncover my knowledge of teaching practices and pedagogy while simultaneously focusing on student learning (LaBoskey, 2004; Loughran, 2007; Pinnegar & Hamilton, 2009). I used Miles and Huberman (1994) to examine three arts-integrated curriculum units, first and second annotations, and critical friend commentaries in order to uncover the practical and theoretical influences resident in my teaching (Fenstermacher, 1984; Miles & Huberman, 1994; Pinnegar & Hamilton, 2009). The findings revealed five main themes: arts integration, reading comprehension, intentional planning, teacher knowledge, and class culture. Arts integration increased ELs abilities to build requisite schema, acquire essential vocabulary, and attend to oral reading fluency to increase text comprehension. Furthermore, by understanding these themes and their subcategories, I uncovered my tacit knowledge (Polyani, 1967) as it related to my decision-making process for using arts integration. Likewise, the self-study methodology allowed me to articulate my personal practical knowledge of ELs needs and why I employed art-integrative practices to introduce and reinforce content area understandings.