No description available.

This paper sets out from Taiwan and China’s overseas students’ numbers, countries and majors, and is aimed at the return situation and the contribution of overseas return students for further study and comparison. The research is of the opinion that because the rise of China and the reformed opening-up, the Chinese Government even places more importance on studying abroad students. Similarly, those students are even more patriotic feeling and sense of missions for their motherland. So they hope in the future they are able to return home after graduation to contribute what they had studied. Because of this, the China studying abroad students and overseas return students are increasing every year. In recent years, because Taiwan Institutes for enrollments have a substantial increase; thus, the number of Taiwan studying abroad students is far less than the number of China studying abroad students. Taking the international advanced technology, culture and management knowledge and experience back to their countries is the largest contribution to the study of education. Therefore, in the face of Taiwan students to choose to stay at home study, in fact, it will have a negative impact on Taiwan’s international competitiveness in the future. The research shows that if the number of Taiwanese studying abroad remains in the doldrums, then, the cultivation of international talents of Taiwan might occurred the fault.

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

Esta tese tem por objetivo descrever, analisar e interpretar as práticas de leitura literária de adolescentes que frequentam a escola. Para tanto, optou-se por uma pesquisa de caráter exploratório realizada com alunos do primeiro ano do ensino médio matutino de quatro escolas paulistas, duas da rede pública estadual e duas da rede particular, três delas situadas na capital e uma delas pertencente à região metropolitana da cidade de São Paulo. A coleta dos dados, realizada nos estabelecimentos escolares no segundo semestre de 2011, se deu por meio da articulação entre questionários com perguntas fechadas e abertas respondidas por 289 alunos e entrevistas realizadas com 63 desses alunos em aproximadamente cinco horas de gravações. A análise dos dados evidencia: 1) o forte apelo da cultura de massa presente nas práticas de leitura literária de best-sellers que os adolescentes de todos os extratos sociais escolhem fazer por conta própria; 2) a tensão existente entre os estudantes e a leitura dos livros requisitados pela escola causada pela obrigatoriedade, pelas dificuldades encontradas de ordem linguística ou de intelecção e pelos prazos e avaliações implicados nessas leituras; 3) a desconsideração, por parte dos agentes escolares, das leituras que os alunos praticam espontaneamente; 4) a demanda por uma mediação adequada para a leitura dos livros indicados pela escola por parte dos alunos; 5) a influência do nível socioeconômico e de formação das famílias de origem dos estudantes no que tange aos espaços e tempos disponíveis para a prática da leitura e ao acesso tanto no que refere ao objeto livro de modo geral, como à literatura considerada legítima dentro do campo literário. Observa-se, assim, o modo como a escola interfere na formação de leitores literários, tendo sido possível vislumbrar caminhos para o ensino da leitura literária para os adolescentes de hoje. A análise dos dados relativos ao que prende esses jovens nas leituras que praticam por conta própria e ao que os distancia da leitura dos clássicos escolares foi realizada à luz de conceitos da Psicologia Social (S. Moscovici); da História Cultural do Livro e da Leitura (R. Chartier); da Sociologia da Leitura (P. Bourdieu, B. Lahire, C. Baudelot, M. Cartier e C. Detrez); da crítica literária (H. R. Jauss, W. Iser, U. Eco, S. Fish, J. P. Paes, M. Sodré e S. Reimão); e das pesquisas sobre ensino de literatura e de leitura literária (J. M. Goulemot, A. Rouxel, V. Jouve, M. Butlen, M. T. F. Rocco, A. Vieira, C. Leahy-Dios, W. R. Cereja, M. Z. Versiani Machado, M. P. Pinheiro, N. L. Rezende, entre outros). / This dissertation aims at describing, analyzing and interpreting the literary reading practices by adolescents that are registered in schools. Therefore, an exploratory research was conducted with students from the first year of Ensino Médio High School in four schools in São Paulo, two at the public system and two private, three of them in the capital and one in the metropolitan area of São Paulo. The data collection was conducted in the schools during the second semester of 2011 and it was arranged through open-ended and closed questionnaires answered by 289 students and interviews made with 63 of those students including approximately five hours of recordings. The data analysis shows: 1) the strong appeal of mass culture present in the best-sellers in which adolescents from all social extracts choose to read on their own; 2) the existing tension between the students and the required reads demanded by the school caused by the obligation, the linguistic and comprehension difficulties and the deadlines and evaluations implied by these reading; 3) the disregard from the school agents of the readings made by the students; 4) the need of an adequate mediation for the reading of the required books for the students; 5) the influence of the socioeconomic level and the students families backgrounds regarding the spaces and time available for the practice of reading and access both as for the book as an object in general and as for what is considered legitimate literature inside the literary field. It is observed, thus, the way in which the school interferes in the training of readers, making it possible to see ways for the teaching of literary reading for the adolescents today. The analysis of the data related to what keeps the teenagers reading on their own and to what distances them from reading the school classics was carried out in the light of the concepts of social psychology (S. Moscovici); cultural history of the book and reading (R. Chartier); sociology of reading (P. Bourdieu, B. Lahire, C. Baudelot, M. Cartier and C. Detrez); literary criticism (H. R. Jauss, W. Iser, U. Eco, S. Fish, J. P. Paes, M. Sodré e S. Reimão); and research on the teaching of literature and literary reading (J. M. Goulemot, A. Rouxel, V. Jouve, M. Butlen, M. T. F. Rocco, A. Vieira, C. Leahy-Dios, W. R. Cereja, M. Z. Versiani Machado, M. P. Pinheiro, N. L. Rezende and others).

Thesis advisor: Audrey Friedman / As increasing numbers of international students enroll at US universities, these institutions must consider how best to create inclusive campus environments that serve varied learning needs. While international student enrollment at schools of education remains low, some elite programs are drawing growing numbers, but there is a dearth of research regarding international students' transitions into this culturally-embedded field. These experiences warrant investigation so that faculty, administrators, and fellow students might better understand, accommodate, and empower the international students in their midst. The purpose of this dissertation is to describe how 7 female international students from China, South Korea, and India perceive their transition experiences in Master’s programs at an elite US graduate school of education. Three interviews were conducted with each woman, using questions based on Charmaz's (2006) life change protocol. Research sub-questions concerned: a) the decision to study in the US, b) the women’s personal characteristics and background experiences, c) challenges and changes, d) strategies, and e) forms of support. Grounded theory was paired with narrative methods to analyze and present findings, highlighting themes within and across participants’ transitions. Schlossberg’s transition model (Anderson et al., 2012) was used to interpret results, especially women's coping resources. Three main themes emerged: the complexity of self-determination, hard work and its limits, and marginalization and attempts to minimize it. Despite positive experiences, the women faced challenges. While most gained a sense of independence, some resented their new responsibilities and missed previous support networks. All women reported hard work as a key academic strategy, but their diligence was not always enough to transcend language and cultural barriers. Faced with segregation and/or marginalization in America, most women attempted to enrich their experience, surrounding themselves with caring people, volunteering, or seeking resources to achieve goals. The findings suggest that institutions of higher education should assess the social and academic needs of international Master's students and offer tailored support services that address language and cultural barriers inherent in their programs. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Denna studie undersökte aktiv prokrastinering och tillfredsställelse med studieprocess. Prokrastinering kan definieras som ett uppskjutande av arbetsuppgifter med negativa konsekvenser som följd. Till skillnad från traditionell prokrastinering är aktiv prokrastinering adaptiv till sin natur och förknippad med fördelaktiga personliga egenskaper och konsekvenser, vilket lett till att kritiker inte anser att det kan kallas för prokrastinering. Syftet med studien var att undersöka aktiva prokrastinerares tillfredsställelse med sin studieprocess i syfte att nyansera bilden av aktiv prokrastinering samt att utröna huruvida aktiv prokrastinering går att definiera som en form av prokrastinering. Data samlades in genom självskattningsformulär som delades ut till studenter på Linnéuniversitetet. Grupperna aktiva, passiva och ickeprokrastinerare jämfördes på variabeln tillfredsställelse med studieprocess och korrelationer gjordes. Signifikanta skillnader mellan alla grupper hittades, där ickeprokrastinerare var mest tillfredsställda, och passiva prokrastinerare minst tillfredsställda. Resultatet indikerar att aktiva prokrastinerare upplever negativa aspekter av sitt beteende, trots dess adaptiva natur. Självskattningsformuläret för aktiv prokrastinering utvärderas och implikationer av studien diskuteras. / This study examined active procrastination in relation to satisfaction with the studying process. Procrastination can be defined as a delay of tasks that lead to negative consequences for the individual. In contrast to traditional procrastination, active procrastination is adaptive in nature and associated with positive characteristics and consequences, which has spawned criticism that active procrastination cannot properly be defined as procrastination. The purpose of this study was to examine active procrastinator’s satisfaction with their studying process in order to nuance the view of active procrastination as well as determining whether active procrastination can be defined as a form of procrastination. Data was collected through self-report questionnaires distributed to students at Linnaeus University. The groups active, passive and non-procrastinators were compared on the variable satisfaction with the studying process, and correlations were made. All groups were statistically different, with non-procrastinators being the most satisfied and passive procrastinators the least satisfied. The results indicate that active procrastinators experience negative aspects of their behaviour, despite its adaptive nature. The measure of active procrastination is evaluated and implications of the present study are discussed.

Made available in DSpace on 2016-04-04T18:33:22Z (GMT). No. of bitstreams: 1 CAROLINA APARECIDA ARAUJO TENCA.pdf: 1393499 bytes, checksum: caa87d7c7d249b92eb05aece94b64fdf (MD5) Previous issue date: 2015-02-13 / The implementation of projects that aim to develop the self-regulation of learning and, consequently, the development of attitudes that contribute to the study has been shown to be an important tool for improving the academic performance of students and the quality of education. From this perspective this work has as its main objective to identify attitude changes on the studies, manifested by students of the 5th year of primary school, participating in a learning self-regulation project. As specific objectives we aimed to (a) verify the views of students and teachers about the learning developed by the students during the project; (b) review, based on the narratives of the students, the possible transfers of learning that occurred during the project to everyday situations; and, finally, (c) to evaluate the influence of the project for the improvement of self-regulation, the volitional control and student procrastination in school situations. The first part of the work was intended to address the linked concepts of self-regulation of learning that are intertwined in social cognitive theory and learner autonomy in study situations. In the second chapter, before starting the methodology and the partial presentation of data, we designed a Brazilian educational scenario in which there has been bibliographic survey research on the subject, beyond the approach of quality indicators and the National Curriculum Parameters document that guides the work of teachers in the formation of autonomy and the development of attitudes of students in different curriculum subjects. The fieldwork took place in three rooms of the 5th year of primary school, from three public schools in the Metropolitan Region of Campinas, which adopted the self-regulation of learning project. Research participants were three teachers and eighty-five students. The data collected through interviews and narratives highlight the perception of change by the students regarding their attitudes towards learning moments. The interviews of the teachers go back to what was described by students as they also highlight behavioral changes in group living and also in the way of relating to learning situations. Overall, the data support the premise that an intervention project can contribute to better relations of students with their own learning process. / A implanta??o de projetos de interven??o que objetivam desenvolver a autorregula??o da aprendizagem e, consequentemente, o desenvolvimento de atitudes que contribuam para o estudo tem se mostrado como uma importante ferramenta para a melhoria do desempenho escolar dos alunos e da qualidade educacional. A partir dessa perspectiva, o presente trabalho teve, como objetivo geral, identificar as mudan?as de atitudes sobre os estudos, manifestadas por alunos do 5? ano do Ensino Fundamental, participantes de um projeto de autorregula??o da aprendizagem. Como objetivo espec?fico buscamos: (a) verificar as concep??es dos alunos e professores acerca das aprendizagens desenvolvidas pelos alunos durante o projeto; (b) analisar, a partir das narrativas dos alunos, poss?veis transfer?ncias das aprendizagens ocorridas durante o projeto para situa??es cotidianas; e, por fim, (c) avaliar a influ?ncia do projeto para a melhoria da autorregula??o, do controle volitivo e da procrastina??o dos alunos em situa??es escolares. A primeira parte do trabalho se destinou a abordar os conceitos atrelados a autorregula??o da aprendizagem que est?o imbricados na teoria sociocognitiva e, a autonomia do aluno em situa??es de estudo. No segundo cap?tulo, antes de iniciar a metodologia e a apresenta??o parcial dos dados, foi elaborado um panorama educacional brasileiro em que foi realizado um levantamento bibliogr?fico de pesquisas sobre a tem?tica, al?m da abordagem dos indicadores de qualidade e o dos Par?metros Curriculares Nacionais, documento que orienta o trabalho do professor quanto ? forma??o da autonomia e o desenvolvimento de atitudes dos alunos nas diferentes disciplinas curriculares. A pesquisa de campo ocorreu em tr?s salas de 5? ano do Ensino Fundamental, de tr?s escolas p?blicas da Regi?o Metropolitana de Campinas, que adotaram o projeto de autorregula??o da aprendizagem. Foram participantes da pesquisa tr?s professoras e oitenta e cinco alunos. Os dados coletados por meio de narrativas dos alunos e entrevistas com os professores evidenciam a autopercep??o de mudan?a por parte dos alunos com rela??o ?s suas atitudes perante os momentos de aprendizagem. As entrevistas das professoras v?o ao encontro do que foi descrito pelos alunos, pois elas tamb?m destacam mudan?as comportamentais na conviv?ncia em grupo e tamb?m na forma de se relacionar com as situa??es de aprendizagem. Al?m desses instrumentos, para a an?lise quantitativa dos dados, os alunos preencheram o Invent?rio de Processos de Auto-Regula??o da Aprendizagem (IPAA), instrumento validado que comp?e o projeto; o Question?rio de Estrat?gias de Controle Volitivo (QECV); e o Question?rio de Procrastina??o (QP) em quatro momentos: um antes do in?cio do projeto, dois durante e um ao final do projeto. Pela an?lise dos dados referentes a estas tr?s vari?veis, ? poss?vel concluir que, tamb?m quantitativamente, o programa Travessuras do Amarelo foi eficaz para promover a autorregula??o das estrat?gias de aprendizagem, promover a voli??o dos alunos e baixar a sua procrastina??o na realiza??o de tarefas escolares. De maneira geral, os dados corroboram a premissa de que um projeto de interven??o pode colaborar para melhores rela??es dos alunos com seu pr?prio processo de aprendizagem.

Studien syftar till att undersöka fiollärares upplevelse av fiolelevers motivation samt hur olika former av motivation determinerar motivation till att öva mer och att fortsätta spela. Detta görs med forskningsfrågorna: Hur upplever fiollärare att de befrämjar elevernas motivation att öva fiol? Hur anser fiollärare få sina elever motiverade att vilja fortsätta spela fiol? Studiens teoretiska utgångspunkt är Self determination theory och dess syn på motivation och övning. Den forskningsmetod som används är semistrukturerad intervju och det är tre fiollärare som intervjuats. Intervjuerna har transkriberats och bearbetats med tematisk analys. Hur informanterna erfar motivation och deras arbetssätt har belysts och sedan ställts bredvid varandra och jämförts. Studiens resultat utgörs av de svar som informanterna gett. Resultatet är uppdelat i tre huvudteman: Lärarens möte med eleven, Lärarens syn på sin roll att stimulera elever att öva och Miljöns betydelse för elevens motivation. I det avslutande kapitlet i studien diskuteras resultatets teman i relation till studiens tidigare forskning, vetenskapliga utgångspunkt och teoretiska perspektiv. / The aim of the study is to explore and compare the ways in which violin pupils experience motivation and how different forms of motivation determinates motivation to practice and to continue playing the violin. The study has two research questions: How do violin teachers experience that they promote student´s motivation to practice violin? How do violin teachers think their students are motivated to continue playing the violin? The theoretical foundation is Self Determination Theory concerning motivation and practicing. The research method is semistructured interviews and three violin teachers have been interviewed. The interviews were transcribed and processed using thematic analysis and the results presents the phenomenon of motivation. The results are divided into three themes: The teachers encounter with the pupil, The teachers view of how to stimulate pupils to practice and The environments effect on the motivation of the pupil. The result is discussed in relation to former research and the theoretical perspectives of the study in the final chapter of the study.

Made available in DSpace on 2017-07-21T20:32:02Z (GMT). No. of bitstreams: 1 Viviane T Koga.pdf: 1442650 bytes, checksum: dab5c775d95be2e7e47f22543e3e4d7f (MD5) Previous issue date: 2012-12-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This investigation consists of a study on the social representations of elementary school 9th grade students. It was carried out in three State schools in Ponta Grossa – PR, two of which achieved good IDEB results whereas the performance of the third was below average. Due to the low performance the students have in external evaluations, such as SAEB and PISA, poor study habits and the increasing lack of interest in studying, besides constant complaints from teachers about this situation, the aim of the investigation was: a) to reveal social representations of students in the 9th grade about studying; b) to present the confront of social representations of studying in schools of higher and lower IDEB results; c) to analyze deeply social representations of studying in the school with the lowest IDEB score. This research is quali-quantitative, with a pluri-methodological approach. It is based on the Social Representations Theory, proposed by Moscovici and co-workers; and, in special, the structural approach and the concepts of autonomy and heteronomy, according to Piaget. Data collection was carried out in two phases which corresponded to the application of a questionnaire (N=213) in the three schools and the interviews (N=40) in the lowest IDEB score school. The data was analyzed aided by the software SPSS, EVOC, SIMI and ALCESTE, as well as by the content analysis. Results indicated that: a) the 9th grade students have an ambivalent social representation of studying: sometimes it is seen in a positive way, as something important for the future, others negatively, described as boring and tiring; sometimes it appears that the positive representation is characteristic of the lowest IDEB school, and the negative one is present in schools with higher IDEB score; b) students answers reveal that the IDEB good results are a consequence of the school control mechanisms, longer hours dedicated to studying and lower failure rates; c) most students said they did not have studying habits; d) in the higher IDEB score schools, students opted for more memorization alternatives and study control, in the lowest IDEB score school the most chosen alternative was study elaboration. / A investigação aqui apresentada teve o estudo nas representações sociais dos alunos do nono ano do ensino fundamental como tema. Foi realizada em três escolas estaduais da cidade de Ponta Grossa - PR, duas das quais têm bons resultados no IDEB; já a terceira escola está com desempenho abaixo da média. Tendo em vista os baixos desempenhos que os alunos têm em avaliações externas, como as do SAEB e do PISA, a falta de hábitos de estudo e o crescente desinteresse desses alunos pelo estudo, além dos constantes reclames dos professores acerca dessa situação, essa investigação objetivou: a) desvelar as representações sociais dos alunos do nono ano sobre o estudo; b) explicitar o confronto das representações sociais do estudo nas escolas de maior e de menor IDEB; c) analisar em profundidade as representações sociais do estudo na escola de menor IDEB. A referida pesquisa caracteriza-se como quali-quantitativa, do tipo plurimetodológica. Para a sua fundamentação teórica foram utilizadas a Teoria das Representações Sociais, proposta por Moscovici e colaboradores; e, em especial, a abordagem estrutural e os conceitos de autonomia e heteronomia, propostos por Piaget. A coleta das informações foi realizada em duas etapas que corresponderam à aplicação de questionário (N=213) nas três escolas e à realização de entrevistas (N=40) na escola de menor IDEB. Os dados foram analisados com o apoio dos softwares SPSS, EVOC, SIMI e ALCESTE, e também pela análise de conteúdo. Os resultados indicaram que: a) os alunos do nono ano possuem uma representação social ambivalente sobre o estudo: ora ele é representado de forma positiva, como importante para o futuro, ora de forma negativa, como chato e cansativo; por vezes parece que a representação positiva é mais característica da escola de menor IDEB, e a negativa das escolas de maior IDEB; b) as respostas dos alunos dão sinais de que os bons resultados no IDEB são decorrentes de maiores mecanismos de controle da escola, de mais horas dedicadas ao estudo e de uma menor reprovação; c) a maioria dos alunos diz não possuir hábitos de estudo; d) nas escolas de maior IDEB, os alunos optaram mais por alternativas de memorização e controle do estudo, já na escola de menor IDEB a elaboração no estudo foi a alternativa de maior opção.

Esta tese tem por objetivo descrever, analisar e interpretar as práticas de leitura literária de adolescentes que frequentam a escola. Para tanto, optou-se por uma pesquisa de caráter exploratório realizada com alunos do primeiro ano do ensino médio matutino de quatro escolas paulistas, duas da rede pública estadual e duas da rede particular, três delas situadas na capital e uma delas pertencente à região metropolitana da cidade de São Paulo. A coleta dos dados, realizada nos estabelecimentos escolares no segundo semestre de 2011, se deu por meio da articulação entre questionários com perguntas fechadas e abertas respondidas por 289 alunos e entrevistas realizadas com 63 desses alunos em aproximadamente cinco horas de gravações. A análise dos dados evidencia: 1) o forte apelo da cultura de massa presente nas práticas de leitura literária de best-sellers que os adolescentes de todos os extratos sociais escolhem fazer por conta própria; 2) a tensão existente entre os estudantes e a leitura dos livros requisitados pela escola causada pela obrigatoriedade, pelas dificuldades encontradas de ordem linguística ou de intelecção e pelos prazos e avaliações implicados nessas leituras; 3) a desconsideração, por parte dos agentes escolares, das leituras que os alunos praticam espontaneamente; 4) a demanda por uma mediação adequada para a leitura dos livros indicados pela escola por parte dos alunos; 5) a influência do nível socioeconômico e de formação das famílias de origem dos estudantes no que tange aos espaços e tempos disponíveis para a prática da leitura e ao acesso tanto no que refere ao objeto livro de modo geral, como à literatura considerada legítima dentro do campo literário. Observa-se, assim, o modo como a escola interfere na formação de leitores literários, tendo sido possível vislumbrar caminhos para o ensino da leitura literária para os adolescentes de hoje. A análise dos dados relativos ao que prende esses jovens nas leituras que praticam por conta própria e ao que os distancia da leitura dos clássicos escolares foi realizada à luz de conceitos da Psicologia Social (S. Moscovici); da História Cultural do Livro e da Leitura (R. Chartier); da Sociologia da Leitura (P. Bourdieu, B. Lahire, C. Baudelot, M. Cartier e C. Detrez); da crítica literária (H. R. Jauss, W. Iser, U. Eco, S. Fish, J. P. Paes, M. Sodré e S. Reimão); e das pesquisas sobre ensino de literatura e de leitura literária (J. M. Goulemot, A. Rouxel, V. Jouve, M. Butlen, M. T. F. Rocco, A. Vieira, C. Leahy-Dios, W. R. Cereja, M. Z. Versiani Machado, M. P. Pinheiro, N. L. Rezende, entre outros). / This dissertation aims at describing, analyzing and interpreting the literary reading practices by adolescents that are registered in schools. Therefore, an exploratory research was conducted with students from the first year of Ensino Médio High School in four schools in São Paulo, two at the public system and two private, three of them in the capital and one in the metropolitan area of São Paulo. The data collection was conducted in the schools during the second semester of 2011 and it was arranged through open-ended and closed questionnaires answered by 289 students and interviews made with 63 of those students including approximately five hours of recordings. The data analysis shows: 1) the strong appeal of mass culture present in the best-sellers in which adolescents from all social extracts choose to read on their own; 2) the existing tension between the students and the required reads demanded by the school caused by the obligation, the linguistic and comprehension difficulties and the deadlines and evaluations implied by these reading; 3) the disregard from the school agents of the readings made by the students; 4) the need of an adequate mediation for the reading of the required books for the students; 5) the influence of the socioeconomic level and the students families backgrounds regarding the spaces and time available for the practice of reading and access both as for the book as an object in general and as for what is considered legitimate literature inside the literary field. It is observed, thus, the way in which the school interferes in the training of readers, making it possible to see ways for the teaching of literary reading for the adolescents today. The analysis of the data related to what keeps the teenagers reading on their own and to what distances them from reading the school classics was carried out in the light of the concepts of social psychology (S. Moscovici); cultural history of the book and reading (R. Chartier); sociology of reading (P. Bourdieu, B. Lahire, C. Baudelot, M. Cartier and C. Detrez); literary criticism (H. R. Jauss, W. Iser, U. Eco, S. Fish, J. P. Paes, M. Sodré e S. Reimão); and research on the teaching of literature and literary reading (J. M. Goulemot, A. Rouxel, V. Jouve, M. Butlen, M. T. F. Rocco, A. Vieira, C. Leahy-Dios, W. R. Cereja, M. Z. Versiani Machado, M. P. Pinheiro, N. L. Rezende and others).