Studiens syfte är att utveckla vårt arbetssätt i musik och hem- och konsumentkunskap samt öka förutsättningarna för elevers förmåga att kombinera teori och praktik. Forskning om lärande i utbildningssammanhang visar stort intresse för begrepp som teori och praktik, vilket vi tar fasta på i föreliggande studie. Studien har en aktionsforskande ansats där vi för in aktioner i både musik- och hem- och konsumentkunskapsundervisning. Aktionerna har genomförts i årskurs åtta och nio. De valda aktionerna gick ut på att synliggöra hur eleverna utifrån valda aktioner arbetade med och kombinerade teori och praktik i våra ämnen. Vi har genom att vi filmat eleverna under deras arbete och sedan analyserat materialet fått fram tre huvudteman: elever visar, elever använder begrepp och elever visar och använder begrepp. Eleverna uttryckte sig i vissa situationer enbart teoretiskt och i andra situationer enbart praktiskt. I resultatet tycker vi oss se att om eleverna använder sig av begrepp de är vana vid i ämnet samt får möjlighet att använda redskap för att förtydliga vad de menar, bidrar det till att lärandet går djupare. Samlärande, vilket aktionerna uppmuntrade, tycks också fungera bättre när eleverna både visar praktiskt och beskriver vad de gör med kända begrepp. Implikationerna för vår fortsatta undervisning är att det behövs ett aktivt arbete både från lärarens och elevens sida för att kunna koppla samman det teoretiska med det praktiska arbetet. Det är även viktigt att eleverna känner till och kan använda ämnesspecifika begrepp. / The aim of this study is to develop our working methods regarding the subjects of Music and Domestic Science, as well as develop the necessary tools to enable pupils to combine both theory and practice. Research relating to learning for educational purposes shows great interest in terminology such as “theory and practice”, which we have focused on in our presented study. The study has an action research approach where we have applied teaching actions in both Music and Domestic Science. The actions have been carried out for school years eight and nine. The chosen actions were to make transparent how pupils work with, and combine theory and practice in our subjects. We have through filming the pupils during their work and subsequent analysis of the material come to three main themes: pupils show, pupils use terminology and pupils show and use terminology. The pupils expressed themselves in some situations purely theoretical and in other situations only practically. Our conclusion is that deeper learning was possible for pupils that expressed themselves in terms that they normally use in the subject and had the possibility to use utensils to explain what they were doing. Cooperative learning, which the actions encouraged, was considered to work well when the pupils showed both practical as well as described what they did with already known terminology. The implications for our continued lessons are that active work is needed both by teachers and pupils in order to combine the theoretical with the practical work, as well as the importance in that pupils know and can use subject-specific terminology.

Goal of the thesis is to present main topics of L. S. Vygotsky's cultural-historical theory, especially with respect to the question of nature and character of human being. It's focused on philosophical and scientifical sources of the cultural-historical theory and the development of Vygotsky's thinking during his professional career. It attempts to picture his concept in the context of his life, as well as in the context of ideas and historic events of his era.

Lucie Paříková: Revival of the Khmer Culture Faculty of Arts, Charles University in Prague, Department of Cultural Studies, MA Thesis, 106 pages, 2012 This paper is about issues of Khmer culture after the collapse of Khmer Rouge regime in Cambodia. The subject of this paper is a theoretical analysis of revitalization of Khmer culture after 1979 in the process of sociocultural changes that occurred due to communist revolution and subsequent Khmer Rouge rule. The process of revitalization of the Khmer culture is studied mainly on the level of sociocultural regulatives and ideas. The aim of this work is to contribute, from the perspective of culturology, to the clarification of the process of sociocultural change, which Cambodia experienced under the Khmer Rouge rule. Key words: Khmer culture, revival, sociocultural change, Khmer Rouge

Resume (AJ) The diploma thesis deals with the influences of sociocultural environment on the formation (shaping) of the music interests of pupils. Two factors influence the music development of children - inherited dispositions and abilities; and the influence of the environment. It is necessary to stimulate the development of abilities. Without this stimulation even the most talented child can't be successful. The first influential factor is a family, especially in the early child's years. Later on, it is a school and musically-educational process. Music interests are further formed by television and radio, the Internet, or friends and the environment where one moves. Nowadays, pupils have the opportunity to do various activities in their leisure time. They can attend different clubs and courses, learn English or another foreign language, get educated in music or another field, spend time chatting with their friends, playing computer games or watching films. How to provide pupils with being interested in music? At one time, Prof. Václav Holzknecht wrote that it is necessary to take care of transferring music towards people on time and suitably. It was said that people had to recognize music and become fond of it - and this can be achieved only during children and young ages. To achieve good results, two...

Doctor of Philosophy / Department of Curriculum & Instruction / M. Gail Shroyer / Home computer ownership and Internet access have become essential to education, job security and economic opportunity. The digital divide, the gap between those who can afford and can use computer technolgies remains greatest for ethnic/racial groups placing them at a disadvantage for economic and eductional opportunties. The purpose of the study was to gain understanding and insight into the sociocultural factors influencing the digital divide as related to Latinos as a group, specifically a group of non-traditional Latina pre-service teachers from Southwestern Kansas in a required online instructional media and technology course. The folowing sociocultural factors 1) generational status, 2) English language ability, 3) educational attainment, 4) socioeconomic status and 5) gender identity are defined and identified in relationship to the success of eight Latina non-traditional, pre-service teachers in a required online instructional media and technology course as a requirement in their pursuit of a degree in elementary education. Four of the five sociocultural factors explored in this study; generational status, educational attainment, socioeconomic status, and gender roles appeared to influence the success of Hispanic, non-traditional pre-service teachers enrolled in the required online instructional media and technology course. Only one of the factors, English language ability, did not appear to have any direct influence on the success of these particular students. Although many of the students struggled with conventional use of English and this undoubtedly influenced their success in other courses, it did not inhibit their success in the on-line media and technology course. Participants were most expressive in their personal interviews about the influence of gender roles, both as a motivator and an inhibitor of success. These sociocultural factors also influence one another, particularly as generational status influences, English language ability, educational attainment, gender roles, and ultimately socioeconomic status. Socioeconomic status, in turn, highly influences computer ownership and Internet access which leads to reduced familiarity with computer and technology terminology, prior experience with computers, and the participant’s perceived self-efficacy in using computer technology for teaching. These factors all then influence the digital divide and the gaps that exist between Hispanics and other racial / ethnic groups.

For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in various ways, but most teachers agree that they should offer written feedback to students (Beach & Friedrich, 2006). However, little research has been conducted to determine how teachers’ written feedback practices reflect their beliefs about the purpose of such feedback. This qualitative study explores the relationship between English composition teachers’ beliefs about written feedback and their actual written feedback practices. The participants were a sample of four instructors of freshman English composition at a mid-sized metropolitan public university. Interviews, classroom observations, course documents, and samples of teachers’ written comments were analyzed to determine teachers’ written response practices and their beliefs related to the purposes of freshman writing and their roles as writing teachers. Results suggest that teachers were aware of their beliefs, and their written response practices were consistent with their beliefs. Teachers utilized different approaches to respond to student writing, but those approaches are consistent with current recommendations for responding to student writing. Three major themes emerged from the study. First, teachers must be given the opportunity to reflect about and articulate their beliefs about written response so they will know why they respond in the way they do. Second, teachers work within the boundaries of their specific writing program to organize their written responses to student writing. Third, teachers must respond to student writing from varying perspectives as readers of the text. The findings support studies which indicate that written response is a sociocultural practice and teacher beliefs are just one aspect of the complex nature of teacher written response. The study should add to the fields of response theory and the formation of teacher beliefs.

L’objectif de ce travail était d’étudier la santé bucco-dentaire et une partie de ses déterminants et de comprendre les représentations socioculturelles en rapport avec l’odontologie chez les populations Peulhs du Ferlo. Pour ce faire, nous avons mené une étude descriptive et transversale ayant un caractère mixte avec un volet quantitatif et qualitatif portant 300 personnes pour le volet quantitatif et 50 pour le qualitatif. Il ressortait de cette étude, que les hommes étaient plus nombreux que les femmes avec un sex ratio (homme/femme) de 1,2. La moyenne d’âge était de 36,13 ans ±14. Près de la moitié de l’échantillon était des éleveurs et la proportion de personnes scolarisées ou alphabétisées était relativement faible (22%). La consommation de lait sous forme liquide, de viande de mouton, de légumes ou de feuilles était très fréquente. Il en était de même pour le tabagisme actif avec La consommation de l’alcool communément appelé « boulfalé » (eau de Cologne entre 45 et 90°) concernait 11% de l’échantillon. Par rapport aux habitudes d’hygiène, 76,3% ne disposaient pas de brosse à dent alors que 88,6% utilisaient le cure-dent au moins une fois par jour. La prévalence de la carie dentaire était de plus de 90% et les besoins de traitements parodontaux étaient de près de 50%. Par rapport aux pathologies générales, 16% de l’échantillon étaient hypertendus ; près de 21% souffraient d’une pathologie digestive déclarée. Plus de 70% de l’échantillon (71,3%) faisaient recours aux thérapeutiques traditionnelles. Le CAO était associé à la pathologie digestive et aux types de soins utilisés après ajustement sur l’âge et le sexe. / The objective of this work was to study the oral health and its determinants part and to understand the socio-cultural representations related to dentistry in Fulani populations in the Ferlo. To do this, we conducted a descriptive and cross-sectional study a mixed character with a quantitative and qualitative component 300 people for the quantitative component and 50 for the quality. It was apparent from this study that men were more likely than women with a sex ratio (male/female) 1.2. The average age was 36.13 ±14. Almost half of the sample was breeders and the proportion of persons educated or literate was relatively low (22%). The consumption of milk in liquid form of meat sheep, vegetables or leaves was very frequent. It was the active smoking with the consumption of alcohol commonly referred to as "boulfale" (eau de Cologne between 45 and 90 °) was 11% of the sample. Relation to hygiene practices, 76.3% had no toothbrush while 88.6% used the toothpick at least once per day. The prevalence of dental caries was over 90% and the needs of periodontal treatments were close to 50%. Compared to the General pathologies, 16% of the sample were hypertensive; almost 21 per cent had a declared digestive pathology. More than 70% of the sample (71.3%) were the traditional therapeutic use. The DMFT was associated with the digestive pathology and the types of care used on the age- and sex-adjusted. Periodontal indices were broadly higher in hypertensive patients. On the qualitative level, Ferlo Pulaar felt that dental disease could have a dual causality even if a vast majority originally was a natural.

Depuis des années, les mutations de la société chinoise sont un sujet fréquemment mentionné dans les médias et les travaux scientifiques. Outre l’essor économique, cette transformation est parallèlement accompagnée par des problèmes sociaux : les écarts élargis et les conflits intensifiés entre les classes sociales ; les discriminations envers les groupes marginaux, etc. Pourtant, très peu d’attention se focalise sur une de leurs origines ou de leurs conséquences : l’ignorance et les incompréhensions concernant l’éducation. En Chine, la famille joue souvent un rôle très important, par rapport à d’autres institutions éducatives, car la société chinoise est fondée, jusqu’à nos jours, sur les relations familiales et les valeurs familialistes. Dans une certaine mesure, si nous ne l’étudions pas, nous ne pouvons pas comprendre cette société et analyser ses risques. C’est pour cette raison que nous avons entrepris cette recherche sur les changements dans l’éducation familiale en Chine et ses dimensions socio-culturelles. Pour mettre en avant le lien entre l’éducation familiale et son environnement, nous nous intéressons uniquement à l’adolescence, car c’est à partir de cette phase de la vie que les influences de l’environnement deviennent de plus en plus puissantes et concurrencent celle de la famille. Par une enquête auprès des familles d’adolescents dans une ville chinoise, nous explorons des corrélations fortes entre les univers intrafamilial et extrafamilial et de nouveaux défis pour l’éducation familiale d’aujourd’hui, tels que le rejet des vertus traditionnelles dans l’éducation morale, la différenciation des perceptions éducatives entre les classes sociales, etc.. / Since years, the transformation of Chinese society has been frequently mentioned in media and scientific works. Except the economic boom and further progress, this transformation is simultaneously accompanied by social problems, such as widened gaps and intensified conflicts between social classes; the discriminations against marginalized groups… However, very little attention focuses on one of their origins or their consequences: the ignorance and the misunderstandings about educational issues. Speaking of this theme, comparing with other educational institutions, family in Chinese society often plays the most significant role, because family relationships and values built the whole society until today. To a certain extent, if we don’t study this theme, then we couldn’t understand Chinese society and analyze its risks. For this reason, we undertake this research on the transformations of family education in China and its sociocultural dimensions. In order to highlight the link between family education and its environment, we choose to focus only on the adolescence, because from this step of life, the influences of environments become more and more powerful and compete with those of the family. By a survey with teenagers’ families in a Chinese city, we thus explore some strong correlations between the domestic world and exterior space and the challenges for today’s Chinese family education, such as the rejection of traditional virtues in the moral education, the differentiation in educational perceptions between social classes, etc..

The main topic of this thesis is the translation of the food-related cultural references. The theoretical part is primarily focused on translation techniques and strategies which are usually used for the translation of cultural elements. Furthermore, the other objective of this part is to introduce this topic in the context of the teaching of Spanish as a foreign language. Specifically, it deals with the incorporation of a sociocultural component in the Spanish courses and the translation as a pedagogical tool. The theoretical foundations are put into practice in a translation techniques analysis and there is also a didactic proposal designed for Czech students of Translation and Interpreting.

Thesis advisor: Curt Dudley-Marling / As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom contexts. In different classrooms, there were markedly different constructions of teacher practice and participant roles. The implementation of the coteaching model also resulted in the creation of an interconnected network of colleagues. In the resulting learning community, coteachers supported one another's developing practice and critically examined their shared practice. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.