Teachers face pressures to meet the needs of an ever-changing diverse population of learners while simultaneously attempting to assist students in meeting state standards. There is a body of research that supports emergent bilinguals' growth in reading and writing. However, those practices do not necessarily reflect classroom instruction nor the needs of the students. The purpose of this study was to examine adolescent emergent bilinguals' perceptions about their learning from research-based literacy practices implemented in a classroom designed as a third space. Data were collected using participatory research and photo-elicitation and were analyzed using inductive analysis. The emergent bilinguals provided their insights about class assignments. Findings revealed that research-based literacy practices support emergent bilinguals' perceptions of learning when they are made accessible to them in distinctive yet extensive ways. For students to uncover which literacy activities they value, teachers need to present them with various opportunities to explore their own learning and encourage them to take ownership of their learning. Educators must consider the unique and individual needs of emergent bilinguals when designing the classroom environment and the lessons based on the standards. Recommendations for practitioners, professional development coordinators, and researchers are presented.

This study explores the learning trajectories of four senior managers at the Royal Mail as they confronted new demands at work. These four managers worked at the Royal Mail during the years prior to, and during its privatisation, when it was also undergoing an intense modernisation. Theoretically, I took a sociocultural approach, drawing on Vygotsky (1998), Edwards (2010), Holland et al. (1998), and Sfard and Prusak (2005), among others. I was also provoked by Alasdair MacIntyre's characterisation of the manager and his understanding of practice, which emphasises human ourishing. Data was collected through iterative unstructured and semi-structured interviews, and by work shadowing the managers. Methodologically, I developed a useful interview protocol to capture stories about work and a more nuanced understanding of what mattered to participants. I also built a conceptual framework that draws theoretically from a sociocultural understanding of learning and development, as well as from MacIntyre (2013) and Taylor (1989). e model emerged from the dialectics of theory and empirical data. The research shows that as the Royal Mail underwent organisational change, the managers had to navigate situations of misalignment between what mattered to them and what mattered to other members of the organisation. Such situations of misalignment brought about new demands. As they confronted the demands, the managers realised the need to close a gap between who they were and who they were expected to become. Gap-closing efforts were characterised as a process of learning and development that involved intense identity work. In the process, the managers had to work through a series of contradictions, which can be expressed in the form of questions: Who am I really? Who should I no longer be? Who do I resist becoming? And, who do I struggle to become? Gap-closing was given by a dialectic between the managers' commitments and identi cations, and the stories of what was good in the gured world of managing at the Royal Mail. Contrary to some of MacIntyre's suggestions, I found that the four managers in the study, Linda, Eric, Margaret and Julian did question themselves about some of the ends they pursued. ey also exhibited varying degrees of agency, and did establish a distance with the impositions of their institutional realities. In the eld, I found instances of moral debate, the exercising of virtues and the managers' very human efforts to live a worthy life and to ourish. Yet, I also found empirical grounds for some of MacIntyre's claims. As the managers navigated misalignment, they used an array of strategies intended to persuade others in a manipulative way, sometimes treating ends as given, and sometimes eluding moral debate. The study contributes to the literature of learning and development through its original theoretical approach that draws from both sociocultural and MacIntyrean ideas.

abstract: This study explored female identity formation, of Ethiopian women and women of Ethiopian heritage as they participate in a coffee (buna) ceremony ritual. The study is anchored in the theoretical framework of a sociocultural perspective which enabled an examination of culture as what individuals do and believe as they participate in mutually constituted activities. Participants in Ethiopia were asked to photograph their daily routine beginning from the time they awoke until they retired for the night. Thematic analysis of the photographs determined that all participants depicted participation in the Ethiopian coffee ceremony in their photo study. Utilizing the photographs which specifically depicted the ceremony, eight focus groups and one interview consisting of women who have migrated from Ethiopia to Arizona, responded to the typicality of the photographs, as well as what they liked or did not like about the photographs. Focus groups were digitally recorded then transcribed for analysis. A combination of coding, extrapolation of rich texts, and identifying themes and patterns were used to analyze transcripts of the focus groups and interview. The findings suggest that this context is rich with shared meanings pertaining to: material artifacts, gender socialization, creation of a space for free expression, social expectations for communal contributions, and a female rite of passage. / Dissertation/Thesis / Ph.D. Educational Psychology 2011

abstract: One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical sensibilities, and the contextual awareness to provide quality educational access, participation, and outcomes for all students; however, research on teacher learning for inclusive education has not yet generated a robust body of knowledge to understand how teachers become inclusive teachers in institutions where exclusion is historical and ubiquitous. Drawing from socio-cultural theory, this study aimed to fill this gap through an examination of teacher learning for inclusive education in an urban professional learning school. In particular, I aimed to answer the following two questions: (a) What social discourses are present in a professional learning school for inclusive education?, and (b) How do teachers appropriate these social discourses in situated practice? I used analytical tools from Critical Discourse Analysis (CDA) and Grounded Theory to analyze entry and exit interviews with teacher residents, principals, site professors, and video-stimulated interviews with teacher residents, observations of classroom practices and thesis seminars, and school documents. I found two social discourses that I called discourses of professionalism, as they offered teachers a particular combination of tools, aiming to universalize certain tools for doing and thinking that signaled what it meant to be a professional teacher in the participating schools. These were the Total Quality Management like discourse (TQM-like) and the Inclusive Education-like discourse. The former was dominant in the schools, whereas the latter was dominant in the university Master's program. These discourses overlapped in teachers' classrooms practices, creating tensions. To understand how these tensions were resolved, this study introduced the concept of curating, a kind of heuristic development that pertains particularly to the work achieved in boundary practices in which individuals must claim multiple memberships by appropriating the discourses and their particular tool kits of more than one community of practice. This study provides recommendations for future research and the engineering of professional development efforts for inclusive education. / Dissertation/Thesis / Ph.D. Special Education 2011

This thesis aims to bring together the area of pragmatics in second language learning (SLL), and dynamic assessment (DA), and in doing so offer an alternative way of both assessing pragmatics and providing its instruction. DA aims to provide a detailed analysis of not only a learner’s current stage of development, but also their still developing abilities. Unifying instruction and assessment, the learner and a mediator co-construct a task, with the mediator providing assistance when necessary. By examining both the types of mediation practices and their frequency, insights can be gained as to the learner’s still maturing abilities, and future potential. DA also aims to uncover sources of learner difficulty, offering a diagnostic function as part of assessment. Drawing on conversation analysis research, the work of Gal’Perin and DA methodology, this study carried out a DA of the speech act of requesting in spoken interaction, assessing the effectiveness with which the DA promoted development in the learners. Further, the ability of the DA to uncover specific locations of learner difficulty was examined, as well as the ways in which the interlocutors successfully negotiated the opening and closing of mediation sequences. Six Japanese EFL learners in a university context co-constructed a number of role-play type language tasks with the researcher. In the first stage of the study, the researcher did not offer support to the learners, while in the following stage, mediation was provided when appropriate. The findings were used to inform the enrichment programme (EP) portion of the study, in which the learners met with the researcher for a period of four weeks, receiving tutoring. This was followed by further non-dynamic and dynamic assessments, to allow analysis of learner development. The study’s findings indicate that DA methodology, when applied to the speech act of requesting, can be an effective way to both promote learner development and assess learners’ abilities. Compared with the pre-EP assessments, participants produced more complex interactions that frequently showed evidence of taking the social context of the role-plays into account, as well as assuming greater responsibility for successfully completing the tasks. Participants were also more frequently able to verbally explain their language choices with reference to the target concepts of the assessments and EP. Further, overall, the opening and closing of mediation sequences were accomplished with more implicit negotiation practices, indicating increased interactive competence. The DA was also successful in locating specific locations of learner difficulty.

ARRUDA, Juliana Silva. Tecnologias digitais e emergência de zonas de desenvolvimento proximal em sala de aula. 2016. 105f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-09-22T13:22:51Z No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-22T16:34:13Z (GMT) No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) / Made available in DSpace on 2016-09-22T16:34:13Z (GMT). No. of bitstreams: 1 2016_dis_jsarruda.pdf: 3571578 bytes, checksum: bf4966a1777257a5f02840cc145943e2 (MD5) Previous issue date: 2016 / Brazil is experiencing a period of technological immersion in all areas of society and every day, technologies are created that power the various human activities. The school should monitor the resulting changes of technological resources and be open to new educational possibilities to develop contemporary practices, from the inclusion of computers in school activities. Computers are features that enable interaction in group activities, the exchange of ideas and opinions; or the research of other realities. Thus, this study aims to analyze how the computer through digital resources used in activities collaboratively, can emerge Proximal Development Zone (ZDP). This research was developed in a municipal school in Aquiraz / CE, in groups of two or more learners. Qualitative methodology with interpretative character was used. The research technique involved participant observation, with micro genetic analysis and as tools for collecting videos and daily data field. Planned activities included the curriculum subjects, the use of computer and some Internet resources. The methodological procedures were considered from a micro genetic approach, and defined with the statement of contemporary researchers, as Meira and Lerman (2009) and Colaco et al. (2007) which expanded and interpreted new concepts of the ZDP Vygotsky (1994). The results were analyzed according to categories at the time of data analysis. In the first category, interaction among peers, was detailed as group activities, and peer contribution contributed to the development of the zone. In the second category, interaction with someone more experienced, involved contributions and assistance from someone more experienced, contributing to facilitating learning. The next third, technology support, has detailed the use of technology by students and contributions of this resource for teaching and learning processes. In the last category, student Protagonism discussed how students managed to overcome their level of development and can act as author of knowledge itself, and observed two characteristics: Activism and autonomy. The results highlighted times when resources combined with peer interaction promote and facilitate the emergence of ZPD, resulting in learning, promoting performances and authoring postures of these learners in the process. / O Brasil vivencia um período de imersão tecnológica em todas as áreas da sociedade, e a cada dia são criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanças advindas dos avanços tecnológicos e ficar atenta às novas possibilidades educacionais para desenvolver práticas contemporâneas, a partir da inserção de computadores em atividades curriculares. Estes recursos possibilitam a interação nas atividades em grupo, na troca de ideias e opiniões; ou para a pesquisa de outras realidades. Dessa forma, este estudo tem por objetivo analisar como o computador, por meio de recursos digitais, utilizados em atividades realizadas colaborativamente, pode fazer emergir Zonas de Desenvolvimento Proximal (ZDP). Esta pesquisa foi desenvolvida em uma escola pública municipal de Aquiraz/CE, em grupos de dois ou mais aprendentes. Foi utilizada a metodologia qualitativa, com caráter interpretativo. A técnica de pesquisa envolveu a observação participante, com análise microgenética, e, como instrumentos de coleta de dados, vídeos e diários de campo. As atividades planejadas envolveram as disciplinas curriculares, o uso do computador e alguns recursos da Internet. Os procedimentos metodológicos foram considerados a partir de uma abordagem microgenética, e definidos com a fundamentação de pesquisadores contemporâneos, como Colaço et al. (2007) e Meira e Lerman (2009), que ampliaram e interpretaram novos conceitos da ZDP de Vygotsky (1994). Os resultados foram analisados de acordo com categorias, no momento da análise dos dados. A primeira categoria – Interação entre pares – foi detalhada como as atividades em grupo, e a participação dos pares contribuiu no desenvolvimento de ZDP. A segunda categoria – Interação com alguém mais experiente – envolveu contribuições e assistência de alguém mais experiente, contribuindo para facilitação da aprendizagem. Na categoria seguinte – Suporte da tecnologia – foram detalhados o uso da tecnologia pelos alunos e as contribuições desse recurso para os processos de ensino e aprendizagem. Na última categoria – Protagonismo estudantil – foi discutida a maneira como os alunos conseguiram ultrapassar seu nível de desenvolvimento, podendo atuar como autores do próprio conhecimento, sendo observadas duas características: Ativismo e Autonomia. Os resultados destacaram momentos em que os recursos, aliados à interação entre pares, promovem e facilitam a emergência de ZDP, acarretando aprendizagem e promovendo atuações e posturas de autoria desses aprendentes em seu processo.

abstract: The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are offered. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-11-26T17:48:01Z No. of bitstreams: 2 Dissertação - Letícia Martins Côrtes - 2013.pdf: 7705086 bytes, checksum: a85d4b2b380427603fca9c1bf72cdeed (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-04T14:04:45Z (GMT) No. of bitstreams: 2 Dissertação - Letícia Martins Côrtes - 2013.pdf: 7705086 bytes, checksum: a85d4b2b380427603fca9c1bf72cdeed (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-12-04T14:04:45Z (GMT). No. of bitstreams: 2 Dissertação - Letícia Martins Côrtes - 2013.pdf: 7705086 bytes, checksum: a85d4b2b380427603fca9c1bf72cdeed (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-05 / This study aims at investigating how the ways the students from the Ensino Fundamental review their text productions, when engaged in collaborative tasks, can influence the individual text revision in the English language. Our goal was to understand the revision strategies used by the learners during the collaborative task, analyze the text changes after the peer interactions considering affective factors, as well as examine the students’ perceptions about the collaborative and individual revision activities. Six students from the ninth year of the Ensino Fundamental of a public state school participated in this study case from August to December 2012. In order to collect the data, we made use of qualitative research principles and, at some moments, quantitative resources. For a better understanding of the learning, interaction and collaboration process, this study is based on the sociocultural theory, on theories about collaborative learning and on the affective factors in correction. The results show that the collaborative revision does not only promote a student’s text production improvement, through the positive atmosphere in which it is possible to learn from and teach his/her peer, but also the gradual development of the perception of the possibility of selfcorrection. The individual and collaborative reviews fostered a growing improvement in the level of preoccupation with lexical items, in terms of grammar, text organization and semantic content. Furthermore, these students have changed their awareness about the English language and the rewriting approach by understanding the necessity of revising and the importance of collaboration in the learning process. / Este estudo de caso tem por objetivo investigar de que forma as revisões que os alunos do ensino fundamental efetuam em seus textos escritos ao se engajarem em atividades colaborativas podem influenciar a revisão individual do texto na língua estrangeira inglês. Nosso objetivo foi compreender as estratégias de revisão utilizadas pelos aprendizes durante o processo colaborativo, analisar as modificações textuais após as interações com os pares observando os fatores afetivos, bem como observar as percepções dos alunos sobre as atividades de revisão colaborativa e revisão individual. Seis alunos do nono ano do ensino fundamental de uma escola da rede pública estadual participaram deste estudo de caso de agosto a dezembro de 2012. Para a coleta de dados, utilizamos os princípios da pesquisa qualitativa e, em alguns momentos, recursos quantitativos. Para melhor compreensão do processo de aprendizagem, interação e colaboração, este estudo fundamenta-se na teoria sociocultural, nas teorias sobre a aprendizagem colaborativa e nos fatores afetivos na correção. Os resultados demonstram que a revisão colaborativa promove não somente a melhoria na produção textual do aluno mediante o ambiente positivo no qual é possível aprender e ensinar o outro, mas também promove o desenvolvimento gradativo da percepção de possibilidade da autocorreção. As revisões individuais e colaborativas propiciaram uma crescente melhora no nível de preocupação com itens lexicais, de gramática, de organização textual e de conteúdo semântico. Ademais, os alunos mudaram a sua percepção sobre a língua inglesa e a proposta de reescrita, compreendendo a necessidade de revisão e a importância da colaboração no processo de aprendizagem.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-20T12:27:30Z No. of bitstreams: 2 Gabriele_Engelmann2017.pdf: 16926653 bytes, checksum: c44c3f5b18dc55d509aee77e90f667a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T12:27:31Z (GMT). No. of bitstreams: 2 Gabriele_Engelmann2017.pdf: 16926653 bytes, checksum: c44c3f5b18dc55d509aee77e90f667a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-17 / The images of scientists and the History of Science (HC) presented in textbooks (LDs) of chemistry are also part of the school knowledge about Science, we believe that these can influence students realize the story of scientists as a result of work influenced by social, cultural and political contexts consistent with the era in which they lived. In this sense, the problem of this research is to analyze the perceptions of students on the images of a scientist and the history of science in textbooks of chemistry, indicated by the Textbook Guide National Textbooks Program (PNLD – Programa Nacional de Livros Didáticos) (2014) 2015. We Select all pictures of scientists and historical approaches of 4 (four) textbooks intended for the 1st (first) grade of high school. For analysis of perceptions, we use the Vygotsky's Sociocultural Theory and, in a first step, we conduct an individual activity and writing, in which the same image and text that accompanies that image was observed for 3 students. In a second step, we use the methodology of Focus Group (FG) with audio and video recording. The lines of the GF and individual writings were transcribed and your content has been parsed according to assumptions of the analysis of Bardin’s (2011) content. As results point that students realized general characteristics of the image and textual elements on HC, including: gender, age, clothing, actions of the scientist, environment in which he finds himself, scientific theories and social recognition. In addition, they realized aspects relating to the exposure of the scientist in LD, among them, the shape of image display in LD and the relation between image and text. The data refer to the suggestions about configuration mode of the image of the scientist and the history of science texts accompanying the invited person; the contextualization scientific production; the characteristics of internal and outside approaches of science. / As imagens de cientistas e a história da ciência (HC) apresentadas em Livros didáticos (LDs) de química também fazem parte do conhecimento escolar sobre ciência. E consideramos que estas imagens podem influenciar estudantes em perceber a história dos cientistas como resultado do trabalho influenciado por contextos sociais, culturais e políticos coerentes com a época em que estes viveram. Neste sentido, o problema dessa investigação consiste em analisar as percepções de estudantes sobre as imagens de cientista e história da ciência em livros didáticos de química, indicados pelo Guia de livros didáticos do Programa Nacional de Livros Didáticos (PNLD) (2014) 2015. Selecionamos todas as imagens de cientistas e abordagens históricas de 4 livros didáticos destinados a 1ª série do Ensino Médio. Para análise das percepções, utilizamos a Teoria Sociocultural de Vigotski e, em uma primeira etapa, realizamos uma atividade individual e escrita, na qual uma mesma imagem e texto que acompanha essa imagem foi observada por 3 estudantes. Em uma segunda etapa, utilizamos a metodologia de grupo focal (GF) com gravação de áudio e vídeo. As falas do GF e escritas individuais foram transcritas e seu conteúdo analisado de acordo com pressupostos da análise do conteúdo de Bardin (2011). Como resultados apontamos que os estudantes perceberam características gerais da imagem e dos elementos textuais sobre HC, dentre elas: gênero, vestimenta, idade, ações do cientista, ambiente em que ele se encontra, teorias científicas e reconhecimento social. Além disso, perceberam aspectos referentes à exposição do cientista no LD, dentre elas, a forma de exposição da imagem no LD e as relações que há entre imagem e texto. Os dados obtidos remetem à sugestões sobre: o modo de configuração da imagem do cientista e dos textos de história da ciência que a acompanham; as contextualizações das produções científicas; as características das abordagens internalista e externalista da ciência.

In this study it is argued that spelling correction as a collaborative process benefits students. It is also argued that the correction process is a structured process which means that pupils tend to follow a pattern when it comes to who initiates and who executes the correction. As a teacher student within the subject of English as a foreign language, I find it interesting and useful to know more about spelling correction in collaborative writing and what pedagogical implications it has. Correction and repair from a Conversation Analytical point of view is a phenomenon which has been the main object of investigation for many researchers. I noticed that correction is used a lot in written assignments among the students as well as in conversational contexts. In the literature it is also clear that research about written correction is limited and hard to find. Hence, there was a need to investigate this area in the field of correction and repair.The process of spelling correction was investigated using conversation analysis and from a sociocultural point of view the pedagogical implications of this process were considered. The study is based on video-recordings of four pairs in an upper secondary school in Sweden within the subject of English as a foreign language. I found that there is a preference for self correction and that the pupils only intervene in the correction process when necessary. I also found correction to be a collaborative process which benefits the construction of knowledge as students scaffold each other during a correction sequence.