Thesis (D.Eng.)--University of Delaware, 2006. / Principal faculty advisor: Dennis L. Loftus, School of Education. Includes bibliographical references.

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, June, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 177-191)

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Studies about native and non-native language teachers have found that these two groups are perceived as different from each other in language abilities and teaching styles. However, most of the existing research has investigated the perspective of teachers or students separately and has rarely triangulated their opinions. Therefore, the purpose of this study was to contribute to the body of literature related to the native and non-native teacher dichotomy by triangulating perceptions from native and non-native teacher samples and a student sample. Particularly, this study set out to examine the problem in the context of the English language teaching and learning system in Vietnam. This study involved three participant groups: 30 native English teachers (NETs), 30 Vietnamese teachers (VETs), and 30 Vietnamese EFL students in Vietnam. The instrument included two versions of an online Likert scale survey, one for the students and the other for the teachers (both NETs and VETs). The questions covered 4 areas of teaching efficacy: teaching language skills, teaching language aspects, teaching methodology, and assessment. The data were analyzed through statistical analyses, including Cronbach alpha, two MANOVAs, and 16 dependent t-tests. The results of this study revealed that NETs, VETs, and students did not differ significantly in how they perceived the teaching efficacy of NETs and VETs. Instead, they had similar judgments which overall were in the upper part of the scale, showing rather positive perceptions of the teaching efficacy of both NETs and VETs. NETs were favored in teaching pronunciation; teaching culture; teaching speaking; involving students; balancing lecture, pair work, and group work; organizing classes; measuring students' progress; and grading. VETs were found more effective in teaching grammar and giving feedback. Both NETs and VETs were perceived as equally effective in teaching listening, teaching reading, teaching writing, teaching vocabulary, preparing classes, and giving an appropriate number of tests.

The topic of the diploma thesis named "Teacher´s Authority from the perspective of participants of educational process" is the authority perceived from the student´s and their teachers´ perspective. Besides other things, the thesis deals with different concepts and definitions of authority and its development from a historical point of view. A look at the teaching profession and the teacher´s position within the society also make a part of this thesis. The second part of the thesis is focused at the research dealing with finding out about the relationships of students and teachers towards authority within one school.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-04-22T16:50:20Z No. of bitstreams: 2 Dissertação - Joice Duarte Batista Lôbo - 2012.pdf: 1193755 bytes, checksum: 9a0ef0020bbbc657d3c73a3760afc08e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-04-22T16:51:52Z (GMT) No. of bitstreams: 2 Dissertação - Joice Duarte Batista Lôbo - 2012.pdf: 1193755 bytes, checksum: 9a0ef0020bbbc657d3c73a3760afc08e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-04-22T16:51:53Z (GMT). No. of bitstreams: 2 Dissertação - Joice Duarte Batista Lôbo - 2012.pdf: 1193755 bytes, checksum: 9a0ef0020bbbc657d3c73a3760afc08e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2012-03-01 / This dissertation has chosen as its objective the study of violence by students against teachers in state schools in the city of Goiania. Permeating the understanding of violence by students against teachers. The study aimed to conceptualize the terminology of violence in schools, contextualizing its nature, cause and consequence. The intention was also to identify the social mechanisms of school that contribute to the characterization of social practices, values and behaviors that indicate violence within the school unit. The study was also to meet the violent practices of students against teachers to contribute to building a database specific to the issue of violence in schools. For both the research paper talks about the factors that generate violence by students against teachers in public schools in Goiânia-GO. To account for this work was the study of literature about the violence, focusing on aspects related to the proposed objectives. The theoretical framework and methodology of this study is the theory of social representations, guiding the foundation of understanding representations of violence in schools. Data collection occurred through the empirical selection of eight public schools in the city of Goiania. For the data collection questionnaire was administered to 360 students and 40 teachers in these schools. The results from the literature and empirical research indicate that for adolescents to violence is linked to their life experiences, being a phenomenon present in everyday school, neighborhood, family and society. Violence at school and with teachers, manifested through physical and verbal aggression as a way of resolving interpersonal conflicts. / A presente dissertação elegeu como objetivo o estudo da violência de alunos contra professores nas Escolas Públicas Estaduais do Município de Goiânia. Permeando a compreensão dos atos violentos de alunos contra os professores. O trabalho objetivou conceituar a terminologia da violência nas escolas, contextualizando sua natureza, causa e conseqüência. Pretendeu-se também identificar os mecanismos sociais do contexto escolar que contribuem para a caracterização das práticas sociais, valores e comportamentos que indicam as violências no âmbito da unidade escolar. O estudo consistiu ainda em conhecer as práticas violentas de alunos contra professores de forma a contribuir com a construção de um banco de dados específico para a questão da violência nas escolas. Para tanto o trabalho de pesquisa discorre a cerca dos fatores que geram a violência de alunos contra professores nas escolas públicas estaduais de Goiânia-GO. Para dar conta deste trabalho foi realizado o estudo da literatura a cerca da violência, focalizando aspectos relacionados aos objetivos propostos. O marco teórico e metodológico deste trabalho tem na teoria das Representações Sociais, as bases norteadoras da compreensão das representações violentas no âmbito escolar. A obtenção dos dados empíricos ocorreu por meio da seleção de oito escolas públicas estaduais do município de Goiânia. Para a coleta de dados foi aplicado questionários a 360 alunos e 40 professores dessas escolas. Os resultados advindos da literatura e da pesquisa empírica indicam que para os adolescentes a violência está vinculada às suas experiências de vida, sendo um fenômeno presente no cotidiano da escola, bairro, família e sociedade. A violência na escola, e para com os professores, se manifesta por meio de agressões físicas e verbais, como uma forma de resolução dos conflitos interpessoais.

A presente pesquisa visa testar e avaliar o uso da cartografia digital como instrumento de apoio didático da disciplina Geografia em escolas públicas da rede estadual, do município de Manaus-Amazonas, bem como medir o conhecimento prévio na área de informática por parte dos alunos e identificar o nível de conhecimentos em cartografia e novas tecnologias por parte dos discentes e docentes. Seguindo esse objetivo, foram aplicados questionários de sondagem de conhecimentos em informática e cartografia aos alunos. Prosseguindo, foram ministrados cursos de utilização do software Google Maps, com alunos da 1ª série e 3ª série do ensino médio, abordando o estudo do espaço geográfico. A partir daí procedeu-se a aplicação do software Philcarto com os alunos da 3ª série do Ensino Médio da Escola Estadual Senador João Bosco Ramos de Lima, que elaboraram tabelas, a partir de dados obtidos do site do Sistema IBGE de Recuperação Automática (SIDRA), que proporcionou aos alunos conhecerem as sub-regiões do Estado do Amazonas. Finalizados estes estudos foram aplicados questionários avaliativos com o objetivo de sondar o nível de dificuldade e motivação dos alunos em relação à utilização da cartografia digital. As dificuldades encontradas foram insignificantes face a grande aceitação por parte dos alunos pela cartografia digital, isto é, a familiaridade dos alunos com relação aos recursos tecnológicos leva ao entrosamento de alunos e professores no processo de aprendizagem. Como o ensino não é de memorização, mas de levar um espírito critico aos alunos, através da construção de seu próprio conhecimento. No tocante aos professores foram aplicados questionários com o intuito de formar um perfil dos conhecimentos cartográficos, dados sobre as novas tecnologias e a cartografia digital na disciplina Geografia no Ensino Médio. O resultado dessa ação mostrou que os conhecimentos dos professores em relação à cartografia são de regular a bom com um nível aceitável de conhecimentos cartográficos e das novas tecnologias, demonstrando que a utilização do computador para preparar e ministrar as aulas é uma alternativa eventualmente com a maior porcentagem, o que representa o nível de anseio do uso do computador nas aulas de Geografia no Ensino Médio. Embora grande parte dos docentes considerem as novas tecnologias importantes para o ensino, a utilização do computador como ferramenta didática apresenta uma fraca utilização. Através deste material, fica a certeza da viabilidade de uso da cartografia digital no Ensino Médio com a superação de alguns obstáculos (como o aprofundamento do conhecimento na área da informática em geral e do manuseio dos softwares utilizados no caso Google Maps e Philcarto pelos docentes), além da necessidade de conhecimentos sólidos em cartografia digital. Superados esses desafios, é possível e prazeroso o uso da cartografia digital no ensino de Geografia para o Ensino Médio, proporcionando o ensino inserido no mundo em que vivemos, mais dinâmico e atrativo para professores e alunos. / The present research aims to test and evaluate the use of digital cartography as a tool to support teaching of the discipline of geography in public schools statewide network, the city of Manaus, Amazonas, and measure the previous knowledge in information technology by students and identify the level of expertise in cartography and new technologies by students and teachers. Following this objective, survey questionnaires were applied knowledge in computer science and cartography students. Continuing, courses were using Google Maps software, with students from first grade and third grade of high school, approaching the study of geographical space. From there we proceeded to the software application Philcarto with students in the 3rd grade of High School School State Senador João Bosco Ramos de Lima, who drew up tables, based on data obtained from the site System IBGE Automatic Recovery (CIDER) that provided the students know the sub-regions of Amazonas State. These studies were completed assessment questionnaires applied in order to probe the level of difficulty and students\' motivation towards the use of digital mapping. The difficulties encountered were insignificant compared to wide acceptance by students for digital mapping, ie, the familiarity of students with regard to technological resources leads to the relationship of students and teachers in the learning process. Since teaching is not memorization, but to bring a critical spirit to the students, by building their own knowledge. Concerning the teachers questionnaires were applied in order to form a profile of cartographic knowledge, data on new technologies and digital cartography in geography in school discipline. The result of this action showed that teachers\' knowledge about the mapping are fair to good with an acceptable level of cartographic knowledge and new technologies, demonstrating that the use of computers to prepare and teach the classes is an alternative with the greatest possible percentage, which represents the level of craving for computer use in geography classes in high school. Although most teachers consider important new technologies for teaching, using the computer as a teaching tool has a low utilization. Through this material, is sure of the feasibility of using digital mapping in high school to overcome some obstacles (like the deepening of knowledge in computer science in general and the handling of the software used in Google Maps and if Philcarto by teachers) , besides the need for solid knowledge in digital cartography. Overcome these challenges, it is possible and pleasurable use of digital cartography in teaching geography to high school, providing education entered the world we live in, more dynamic and attractive to teachers and students.

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