<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

The thesis describes what happens when twelve students learn to read and write. The main purpose of this thesis is to shed light on the learning process of the students, with respect to reading and writing, based on the specific learning environment. Special attention is given to the relationship between the individual and the environment. It is the author's strong belief that one needs to look at both these aspects together. Further, the intention of the thesis is not to compare different environments in terms of good or bad, but rather to use them as examples of situated social practices for reading. The investigation has an ethnographic approach and is based primarily on qualitative data collected by personal studies of the students' reading and writing processes in the classroom environment. Secondly, estimations of the students' reading abilities have been performed in order to validate various kinds of data. Twelve students have been studied from August 1998 when they started in first grade and until March 2001. The analysis derives from Vygotskij's theory, the sociocultural perspective, and to get a better understanding of differences and similarities between the environments, Bernstein's theory about the visible and invisible pedagogic was used. The result indicates that in a classroom, students show a variety of specific behaviours related to the setting in different ways. The conclusion of this thesis is that it is urgent to make teachers observe and pay attention to the behaviour pattern of each group of readers. Teachers hereby receive a tool that gives them a chance to identify students with negative patterns in purpose to make them choose a constructive way of learning. Through guidance the teacher may transfer successful strategies and/or design situations that make it possible for the students to discover an alternative way of learning.

The study's purpose is to describe students' experiences of help and support in mathematics. To investigate this, I adopted the questions: What does it mean, according to the students, to get "help and support in mathematics?" Are there differences in the description of help and support depending on the age of the students? What different kinds of help and support do students feel that they get from their math teachers? What different kinds of help and support would they like to have? The study is based on a qualitative method, group interviews, with three groups of students, one from each stage of primary school in one municipality in Sweden. The students were at the time of the interview in grade 3, 5 and 8. The interviews were analysed from a sociocultural perspective.   The results show that what the students primarily consider as the meaning of help and support it is to get individual support from their teacher. Students feel that other forms of help and support also are provided by teachers; such as the opportunity to work in a group with peers, and that the teachers motivate students in different ways. An example of support the students say they want to have a larger extent of is the opportunity to use a tool for understanding. Here the older students emphasize various ICT tools. / Studiens syfte är att beskriva elevers upplevelser av stöd och hjälp i matematik. För att undersöka detta har jag utgått från frågeställningarna: Vad innebär det, enligt eleverna, att få ”stöd och hjälp i matematikämnet”? Finns det skillnader i beskrivningen av ”stöd och hjälp” beroende av elevernas ålder? Vilka olika sorters stöd och hjälp upplever eleverna att de får av sina matematiklärare? Vilka olika sorters stöd och hjälp skulle de vilja ha?   Studien bygger på en kvalitativ metod, gruppintervjuer, med tre elevgrupper, en från varje stadium inom grundskolan i en kommun i Sverige. Eleverna gick vid intervjutillfället i klass 3, 5 och 8. Intervjuerna har analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att det eleverna främst upplever som innebörden i stöd och hjälp det är att få individuellt stöd av sin lärare. Eleverna upplever att även andra former av stöd och hjälp ges av lärarna; t ex möjligheten att få arbeta i grupp tillsammans med kamrater, och att läraren motivera eleverna på olika sätt. Stöd och hjälp som eleverna säger sig vilja ha i större utsträckning är t ex att få möjlighet att ta hjälp av redskap för att förstå. Här lyfts olika IKT verktyg fram av de äldre eleverna.

The purpose of this qualitative study was to examine the Applied Learning Academy (ALA) and allow the lessons learned from this public school to emerge from the narrative stories of past students, parents, teachers, administrators, and local business associates who have been directly involved and influenced by the applied learning teaching method. Accountability is critical for all public and charter schools. Districts have been trying to raise the standards with new programs and strategies in an effort to make learning experiences relevant to students? daily lives. Revisiting John Dewey?s philosophy from the progressive movement, project-based, service learning, community partnerships, and portfolio assessment helped to create the applied learning method. In the present study, a qualitative case study approach was utilized to identify successful factors, benefits, and drawbacks of applied learning in order to describe the transition of portfolio assessment, project-based learning, and community-based partnerships within the classroom and to understand the impact and misconceptions of applied learning as experienced through the Recognized Campus, ALA, a 6-8th public middle school within a large urban school district. Participant interviews, field observations, and historical records were collected which indicated that student centered project-based curriculum, small school size creating family relationships, community involvement with partnerships, service learning projects, and metacognitive development from portfolio assessments were the major factors that supported academic rigor and relevance because of the real educational applications in this applied learning middle school. Briefly defined, applied learning is when a problem is seen within the surrounding community, and the solution is generated by the students. This progressive 15-year impact of applied learning ultimately leads to the development of four applied learning schools despite the misconception that applied learning was a remedial or gifted program. Redefining applied learning for a better understanding developed a reconceptualized diagram borrowed from the quantum mechanics model. Reconceptualization expands the interpretation by increasing the intellectual flexibility. As the student becomes energized from the acquired knowledge of learning applicable skills through service learning, project-based curriculum, and portfolio assessment, the student?s academic growth should increase to a higher, educational ?energy level? supported by the critical, situated-learning, and feminist theories.

Denna studie syftar till att inom fältet knowledge management, samt ur ett situerat lärandeperspektiv, skapa en ökad förståelse för hur medarbetares tysta yrkeskunnande synliggörs, delas, integreras och reproduceras i organisationen. För att möjliggöra undersökandet av detta syfte har tre frågeställningar definierats; I vilka situationer synliggörs tyst yrkeskunnande? Hur delas tyst yrkeskunnande? Vilken roll spelar organisationskulturen för delande av tyst yrkeskunnande? Det empiriska materialet har samlats in genom nio semistrukturerade intervjuer på det undersökta fallföretaget. Resultatet från intervjuerna har analyserats med utgångspunkt i Säljös (2005) situerade lärandeperspektiv, Alvesson &amp; Kärremans (2001) modell Four Knowledge Management Approaches samt Nonaka &amp; Takeuchis (1995) SECI-modell. Studiens resultat visar att det förekommer tyst yrkeskunnande i verksamheten och att detta kunnande i stor utsträckning handlar om organisationskännedom, relationsmässiga kunnanden samt identifiering med förebilder. Vidare visar resultatet att det tysta yrkeskunnandet främst synliggörs, delas och reproduceras genom social interaktion där medarbetare får möjligheten att interagera med kollegor från olika delar av verksamheten. Resultatet visar också att tyst yrkeskunnande utvecklas i takt med att erfarenheten växer och att kunnandet är en form av erfarenhetsbaserad kunskap. Studien visar också att organisationskulturen har stor inverkan på delandet av det tysta yrkeskunnandet, som främjas genom en tillåtande kultur där delandet av kunskap uppmuntras och integreras i verksamheten i form av en levande coachingkultur. / The purpose of this study is to, within the field of knowledge management as well as from a situated learning perspective, create a better understanding of how employees tacit knowing is being made visible, shared, integrated and reproduced within the organization. To further specify the purpose of this study the three following questions have been created; In what situations are tacit knowing being made visible? How is tacit knowing shared? What role does the organizational culture have when tacit knowing is shared? The empirical data has been collected through nine semi-structured interviews at the examined company. The results of the interviews have been analysed on the basis of Säljö’s (2005) situated learning-perspective, Alvesson &amp; Kärreman’s (2001) model Four Knowledge Management Approaches and Nonaka &amp; Takeuchi’s (1995) SECI-model. The results of this study show that tacit knowing exists within the company and that this knowing is focused around organizational knowledge, interpersonal skills and the identification with role models. Furthermore, the results show that tacit knowing is mostly made visible, shared and reproduced through social interaction where employees have the opportunity to interact with colleagues from different parts of the organization. The study also shows that tacit knowing grows with experience and that it is a form of experience-based knowing. The study also shows that organizational culture has a major impact on the sharing of tacit knowing, promoted by an allowing and supportive culture in which the sharing of knowledge is encouraged and integrated into the organization in the form of a live coaching culture.

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<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

A investigação apresentada nesta tese consiste em um esforço por lançar um olhar antropológico acerca do tema do ensino de Sociologia na escola básica. Esta questão ganhou maior atenção acadêmica no contexto do retorno da obrigatoriedade da presença da disciplina nos currículos do Ensino Médio, por meio do Parecer CNE/CEB 38/2006 e pela Lei 11.684/2008. Nesta pesquisa, busca-se tomar um desvio da perspectiva pedagógica e normativa que vem animando boa parte dos trabalhos sobre o tema, comprometida em justificar e delinear parâmetros para o ensino da Sociologia na escola. Diferentemente, parte-se de um entendimento antropológico sobre o processo de aprendizagem e o conhecimento científico, especialmente ancorando-se nas perspectivas da “aprendizagem situada” de Jean Lave e da “educação da atenção” de Tim Ingold. Entende-se que os professores e estudantes de licenciatura em Ciências Sociais são permanentes aprendizes da prática da docência da Sociologia e, com isso, procura-se identificar quais os espaços privilegiados de participação em práticas de aprendizagem da docência durante a formação universitária e como ela ocorre. Para isso, foi realizada pesquisa etnográfica junto a escolas de educação básica, ao Programa de Bolsas de Iniciação à Docência (PIBID) das Ciências Sociais e junto à disciplina de Estágio de Docência do curso de licenciatura em Ciências Sociais, ambos da Universidade Federal do Rio Grande do Sul (UFRGS). Busca-se menos identificar ou definir as especificidades da docência da Sociologia na escola e mais atentar para os modos pelos quais ela “vaza”, seguindo em um movimento de correspondência com o mundo. / The research presented in this thesis consists in an effort to launch an anthropological approach on Sociology teaching in basic education. This issue has gained more academic attention in the context of the return of the mandatory presence of the subject in high school curricula, through 38/2006 CNE/CEB appraisal and the federal law 11.684/2008. In this research, I try to take a detour from pedagogical and normative perspective which grounds much of the recent research on the subject, committed to justify and outline parameters for Sociology teaching in school. In contrast, I start from an anthropological understanding of learning process and scientific knowledge, especially based on the perspectives of Jean Lave’s “situated learning" and Tim Ingold’s "education of attention". It is understood that teachers and undergraduate students in Social Sciences are permanent learners of teaching Sociology practice and, therefore, we seek to identify which are the privileged spaces of participation in teaching learning practices during university education and how it occurs. For this, ethnographic research was conducted among basic education schools, the Federal Program for Introduction to Teaching (PIBID) of the Social Sciences and the Teaching Internship of Social Sciences degree course, both from the Federal University of Rio Grande do Sul (UFRGS). I attempted less to identify or define the specific features of Sociology teaching at school and more to attend to the ways in which it "leaks", following in a correspondence movement with the world.

abstract: A core reform area of President Obama’s Race to the Top (RTT) framework, the Statewide Longitudinal Data Systems (SLDS) program, offered funding to states for the development of their own data systems. As a result, Arizona received funding to build a longitudinal student data system. However the targeted audience—teachers—needed training to move from a state of ‘data rich but information poor’ to one of developing actionable knowledge. In this mixed methods action research study, six teachers from three schools participated in job-embedded data-informed decision making (DIDM) and root cause analysis (RCA) professional development to improve their abilities to employ DIDM and RCA strategies to determine root causes for student achievement gaps. This study was based on the theories of situated learning, specifically the concept of communities of practice (CoP), change theory, and the Concerns-Based Adoption Model (CBAM). Because teachers comprise most of the workforce in a district, it is important to encourage them to shift from working in isolation to effectively implement and sustain changes in practice. To address this concern, an online wiki provided an avenue for participants to interact, reflect, and share experiences across schools as they engaged in the application of new learning. The results from this ten-week study indicated an increase in participant readiness levels to: (a) use and manage data sources, (b) apply strategies, and (c) collaborate with others to solve problems of practice. Results also showed that participants engaged in collaborative conversation using the online wiki when they wanted to share concerns or gain further information to make decisions. The online collaboration results indicated higher levels of online discussion occurred when participants were attempting to solve a problem of practice during the learning process. Overall, participants (a) used collaborative strategies to seek, create, and/or utilize multiple sources of data, not just student learning data, (b) worked through implementation challenges when making changes in practice, and (c) sought further types of data collection to inform their decisions about root causes. Implications from this study warrant further investigation into the use of an online CoP as an avenue for increasing teacher collaboration across schools. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

A investigação apresentada nesta tese consiste em um esforço por lançar um olhar antropológico acerca do tema do ensino de Sociologia na escola básica. Esta questão ganhou maior atenção acadêmica no contexto do retorno da obrigatoriedade da presença da disciplina nos currículos do Ensino Médio, por meio do Parecer CNE/CEB 38/2006 e pela Lei 11.684/2008. Nesta pesquisa, busca-se tomar um desvio da perspectiva pedagógica e normativa que vem animando boa parte dos trabalhos sobre o tema, comprometida em justificar e delinear parâmetros para o ensino da Sociologia na escola. Diferentemente, parte-se de um entendimento antropológico sobre o processo de aprendizagem e o conhecimento científico, especialmente ancorando-se nas perspectivas da “aprendizagem situada” de Jean Lave e da “educação da atenção” de Tim Ingold. Entende-se que os professores e estudantes de licenciatura em Ciências Sociais são permanentes aprendizes da prática da docência da Sociologia e, com isso, procura-se identificar quais os espaços privilegiados de participação em práticas de aprendizagem da docência durante a formação universitária e como ela ocorre. Para isso, foi realizada pesquisa etnográfica junto a escolas de educação básica, ao Programa de Bolsas de Iniciação à Docência (PIBID) das Ciências Sociais e junto à disciplina de Estágio de Docência do curso de licenciatura em Ciências Sociais, ambos da Universidade Federal do Rio Grande do Sul (UFRGS). Busca-se menos identificar ou definir as especificidades da docência da Sociologia na escola e mais atentar para os modos pelos quais ela “vaza”, seguindo em um movimento de correspondência com o mundo. / The research presented in this thesis consists in an effort to launch an anthropological approach on Sociology teaching in basic education. This issue has gained more academic attention in the context of the return of the mandatory presence of the subject in high school curricula, through 38/2006 CNE/CEB appraisal and the federal law 11.684/2008. In this research, I try to take a detour from pedagogical and normative perspective which grounds much of the recent research on the subject, committed to justify and outline parameters for Sociology teaching in school. In contrast, I start from an anthropological understanding of learning process and scientific knowledge, especially based on the perspectives of Jean Lave’s “situated learning" and Tim Ingold’s "education of attention". It is understood that teachers and undergraduate students in Social Sciences are permanent learners of teaching Sociology practice and, therefore, we seek to identify which are the privileged spaces of participation in teaching learning practices during university education and how it occurs. For this, ethnographic research was conducted among basic education schools, the Federal Program for Introduction to Teaching (PIBID) of the Social Sciences and the Teaching Internship of Social Sciences degree course, both from the Federal University of Rio Grande do Sul (UFRGS). I attempted less to identify or define the specific features of Sociology teaching at school and more to attend to the ways in which it "leaks", following in a correspondence movement with the world.