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No description available.

<p>Skolans styrning genom användande av läroplaner och kursplaner kan skilja mellan två olika länder. Vilka dessa skillnader kan vara mellan Sverige, som ett industraliserat i-land och Kenya som en gammal koloni ännu under utveckling inom ämnet biologi är vad detta arbete är tänk att behandla. För att kunna utföra en bra jämförelse mellan de två kursplanerna har jag valt att studera läroplansteori. </p><p>Läroplansteori formulerar hur innehåll för utbildningar, hur formulering av utbildningens mål och hur innehållet organiseras. Teorierna visar hur samhällets struktur påverkar skolans utformning och styrningsmetoder. Pedagogisk forskning angående hur arbetet bör bedrivas i skolan är en av de många faktorer som påverkar hur en läroplan och kursplan formuleras. </p><p>Utifrån denna litteraturstudie har jag sedan jämfört de två olika kursplanerna i biologi för att se om det finns likheter i vad som anses som viktig kunskap i både Sverige och Kenya. </p><p>Jämförelsen visade att det finns många likheter i grundkunskaperna men att det skiljer sig i hur kursplanern a uttrycker sina mål för undervisningen. Det förekommer mål i den kenyanska kursplanen som är anpassat för Kenya i det utvecklingsstadiet som landet befinner sig på. Den svenska kursplanen innehåller mer kunskapsmässiga mål som inte har en direkt användning för eleverna utan ska ge eleverna större kunskaper senare i livet. Den kenyanska kursplanen uttrycker en större vilja att eleverna ska kunna ha användning av skolans innehåll direkt då många elever slutar skolan tidigt.</p>

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国立情報学研究所で電子化したコンテンツを使用している。

While researchers have identified student incivility as a problem in higher education in the United States, little is known about how students and faculty perceive the issue within the classroom environment at a private university in the northeast. Uncivil behavior can negatively impact the learning environment. The purpose of this mixed-methods case study was to compare students' and faculty's perceptions of civility in the classrooms and explore how civility is addressed in course syllabi and artifacts. The theoretical base was Clark's continuum of incivility, and the conceptual framework was Bandura's social cognitive theory. Types and frequency of uncivil behaviors were measured using Bjorklund and Rehling's survey tool. Sixty-one faculty members and first-year students selected using purposeful sampling participated in an electronic survey and data was analyzed statistically. Findings showed students and faculty perceive the severity and frequency of behaviors in a similar manner. A document analysis was conducted using coding and thematic analysis of key words related to civility. Results showed that syllabus documents and classroom artifacts were not being used to communicate expectations about the behaviors faculty and students found most severe. A professional development project was created to share results with faculty, discuss student perspectives of civility, and create civility statements for inclusion in future syllabus documents. Methods regarding how to address uncivil behavior in the classroom can continue to be developed with both faculty and student perspectives taken into account. An increase of civil behaviors will result in positive social change at this institution.

Studien undersöker om maskininlärning kan användas för att klassificera kursplaner tillräckligt bra för att eventuellt kunna användas som ett hjälpmedel i processen för att bedöma nya kursplaner. Studien undersöker även om man med unsupervised learning kan se tydliga skillnader gällande semantiken i de olika delarna av lärandemålen i kursplaner.En experimentell forskningsansats har använts och tillvägagångssättet är inspirerat av de olika stegen i CRISP data mining process. I praktiken innebar detta att det byggdes ett antal applikationer för att hämta och bearbeta data i form av kursplaner och därefter skapades maskininlärning-modeller som användes experimentellt för att kunna besvara de forskningsfrågor som formulerats.Resultatet av studien har visat att klassificerings-modellerna inte är tillräckliga för att kunna användas som ett hjälpmedel i processen att bedöma nya kursplaner. Modellernas bedömning om en kursplan är godkänd eller icke godkänd presterade med hög träffsäkerhet på den data som samlades in och användes för att träna och testa modellerna. För att testa hur väl en modell kunde användas i verkligheten jämfördes sedan klassificeringen av ett set andra kursplaner med en lärares bedömning av samma kursplaner. I detta sammanhang stämde modellens och lärarens bedömningar mycket dåligt överens. Resultaten gällande användning av unsupervised learning i relation till lärandemålen i kursplaner visade att denna maskininlärningsstrategi ser ut att vara effektiv för detta ändamål. Resultatet här visade att det inte finns några klara skillnader mellan indelningen av lärandemålen i de kursplaner som användes som data för modellerna. / The study investigates whether machine learning can be used to classify syllabuses well enough to possibly be used as an aid in the process of assessing new syllabuses. The study also examines whether with unsupervised learning one can see clear differences regarding the semantics of the different parts of the learning objectives in syllabuses.An experimental research approach has been used and the approach is inspired by the various steps in the CRISP data mining process. In practice, this meant that a number of applications were built to retrieve and process data in the form of syllabuses and then machine learning models were created that were used experimentally to answer the research questions formulated.The results of the study have shown that the classification models are not sufficient enough to be used as an aid in the process of assessing new syllabuses. The model’s assessment of whether a syllabus is approved or not approved had a high accuracy on the collected data that was used to train and test the models. To test how well a model could be used in a real context, the classification of another set of syllabuses was compared to the evaluation of the same syllabuses by a teacher of Malmö University. In this context the result of the model’s and the teacher’s evaluation matched very poorly. The results regarding the use of unsupervised learning in relation to the learning objectives in syllabuses showed that this machine learning strategy appears to be effective for this purpose. The results here showed that there are no clear differences between the classification of the learning objectives in the syllabuses used as data for the models

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Esta Tesis Doctoral nace con el propósito de ofrecer a los docentes italianos de lengua española algunas herramientas útiles para ayudarles a desempeñar su labor. Actuar dentro de un marco de referencia claro es fundamental para el desarrollo correcto de la profesión, por tanto, tras un primero recorrido dentro la historia del sistema educativo italiano desde la Unificación de Italia (1861) hasta nuestros días, analizamos las principales reformas del sistema educativo que, sobre todo a partir del año 2000, han estado marcadas por las indicaciones emanadas a nivel europeo y, por consiguiente, vemos cómo ha influido el Marco común europeo de referencia (MCER) en la enseñanza y aprendizaje de las lenguas. Seguimos presentando los diferentes institutos de Educación Secundaria y la normativa de referencia de cada uno de ellos, fijándonos en las competencias y objetivos previstos para nuestra asignatura, tratando de evidenciar aquellas que son las Debilidades, Amenazas, Fortalezas y Oportunidades de las indicaciones de las que disponemos (análisis DAFO). Se habla, además, de la situación del español en Italia, de la formación del profesorado y de la captación de profesores. Finalmente, se encuentran algunos syllabus pensados para determinados cursos de la Educación Secundaria.

Esta pesquisa tem como objetivo principal compreender como vem sendo conduzida a avaliaÃÃo de aprendizagem em uma escola da rede municipal de ensino de Fortaleza, a partir dos textos oficiais (SistemÃtica de avaliaÃÃo do processo ensino-aprendizagem, Proposta curricular do municÃpio â da alfabetizaÃÃo à 4 sÃrie, Diretrizes pedagÃgicas para a implementaÃÃo das instituiÃÃes de educaÃÃo â creches e prÃ-escolas na rede municipal de ensino de Fortaleza, Projeto PolÃtico-PedagÃgico e Regimento Escolar) e da prÃtica avaliativa da professora da 1 sÃrie. A pesquisa privilegia a abordagem qualitativa, constituindo-se um estudo que considera princÃpios da fenomenologia e da etnografia. AlÃm disso, usa como instrumentos na coleta dos dados a observaÃÃo participante, entrevista e pesquisa documental. A anÃlise dos dados revela que os espaÃos, materiais, formaÃÃo docente, acompanhamento pedagÃgico ao professor, planejamento, interaÃÃo entre famÃlia e escola sÃo aspectos significativos para a prÃtica avaliativa docente. Todavia, na escola municipal, os espaÃos e materiais nÃo estÃo sendo usados de forma que venha incentivar a diversidade, tÃo necessÃria na avaliaÃÃo. AlÃm disso, a formaÃÃo docente, acompanhamento pedagÃgico ao professor, planejamento, interaÃÃo entre famÃlia e escola carecem de cuidados. Os aspectos citados influenciam na prÃtica avaliativa da professora da 1 sÃrie, que esboÃa um currÃculo distante das atividades diferenciadas, centrado na Linguagem e no Conhecimento lÃgico-matemÃtico, ocasionando uma avaliaÃÃo ancorada nas atividades escritas, longe de observaÃÃes, registros escritos diariamente e intervenÃÃes possÃveis de efetivar uma maior aprendizagem. Outrossim, apesar de a professora ser graduada em Pedagogia e pÃs-graduada em Psicopedagogia e Psicodrama, desconhece ela as teorias de avaliaÃÃo. Os resultados mostram ainda que os textos oficiais municipais nÃo esclarecem satisfatoriamente o processo avaliativo e sÃo pouco conhecidos no Ãmbito da escola, por via de conseqÃÃncia a prÃtica avaliativa da professora nÃo à orientada por eles. Nesse sentido, a prÃtica avaliativa docente se desenvolve em meio Ãs dificuldades relatadas. / The present research aims to understand how learning assessment has been conducted in a municipal school from Fortaleza. Research was done based on official texts (Assessment of the teaching-learning process systematic, municipal syllabus proposal â from kindergarten to 4th grade, Pedagogical directresses for the implementation of educational institutions â municipal day care centers and pre-schools of Fortaleza, Pedagogical-Political and Scholastic Regime project) assessment practice of a 1st grade teacher. The research privileges the qualitative approach, constituting a study which considers phenomenological and ethnographic principles. Besides that, it uses participant observation, interview, and documental research as tools for data sampling. Data analysis reveals that the spaces, materials, professoriate formation, pedagogical monitoring of the teacher, planning, and interaction between family and school are all significant aspects for professoriate assessment practice. Nevertheless, at municipal schools, spaces and materials are not being used in a way that stimulates diversity, which is extremely important for assessment. Moreover, professoriate formation, pedagogical monitoring of the teacher, planning, and interaction between family and school need special care. The aspects listed above influence assessment practice of the 1st grade teacher, who outlines a syllabus distant from the differentiated activities, centered on Linguistics and Logical-Mathematical Knowledge, occasioning an assessment anchored on written activities, far from observations, daily written reports, and interventions possible to put into effect better learning. What is more, despite the teacherâs graduation in Pedagogy and post-graduation in Psychopedagogy and Psychodrama, she is not aware of the assessment theories. The results also show that municipal official texts do not satisfactorily clarify the assessment process and are poorly known within the ambit of the school, and, as a result, the teacher is not oriented by them. This way, professoriate assessment practice develops amongst the previously mentioned difficulties.