Thesis (Ph.D.)--University of Pittsburgh, 2007. / Title from t.p. of pdf file (viewed on Apr 30, 2008). Includes bibliographical references (leaves 136-144). Available online.

Thesis (M.S.)--Missouri University of Science and Technology, 2008. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed February 25, 2010). PDF text: xiv, 162 p. : ill. ; 3 Mb. UMI publication number: AAT 3386754. Includes bibliographical references. Also available in microfilm and microfiche formats.

Sweden has for many years suffered from a shortage of teachers appropriately trained to teach English to young learners. In 1987 The Swedish National Agency for Higher Education decided that English should no longer be a compulsory subject within primary teacher training, instead it was offered as an optional subject within the primary teacher training programmes This policy decision had dire consequences and ultimately led to the current position which sees a mere 30 % of trainee Teachers opting for the English language pathway. Although consensus has been achieved in Europe and beyond relating to the advantages of teaching modern languages at an early age there are significant variations between regions and schools relating to the introduction of English in primary schools and implementation of the national syllabus for English is still undeveloped in many schools. The syllabus for English and the learning objectives to be attained by the end of Year 5 in school (11-year-olds) are very wide. These wide goals can appear very attractive to a qualified teacher, educated in appropriate methodology and having access to plenty of authentic target language teaching material, but for an unqualified teacher these national goals are not easily transferred into practice. This is probably the main reason why the use of textbooks and workbooks seem to be regarded as the most appropriate pedagogy instead of a more communicative approach to teaching and learning of English. This contextual background was the starting point for the design of an in-service course for primary teachers who are unqualified to teach English to young learners but who are obliged to do so as the Swedish primary school system operates mostly on the principle of a generic class teacher who delivers all curriculum areas. The shortage of teachers appropriately trained to teach English to young learners and the lack of parity for English as a subject in the early school years brought about the call for effective in-service training with a built-in capacity for challenging traditions and the development of sustainable change and improvement towards a more communicative approach of teaching and learning in the language classroom. The in-service course was designed as a part-time, distance course of 15 ECTS over a period of 20 weeks, the model being for teachers to divide their delivery and study time on a 50/50 basis, a blend of theory and practice. The aims were to emphasise research-based teaching and strive for a goal of better applications into practise of the centralised syllabus based on the European Framework of References, CEFR, and the communicative approach to teaching and learning of languages. A further aim was to develop more confidence and autonomy in the teachers. An action research module was integrated into the course as it was considered to have the capacity to improve educational practice, promote professional development and enhance classroom performance. Action research is also understood to have a potential for long-term change and commitment through encouraging professionals to reflect critically on their often taken-for-granted practices where uncontested beliefs and values are held by staff members. The results of the action research projects reveal that whilst it is difficult to bring about change in school cultures which have strongly embedded traditional teaching habits there is also an accompanying body of evidence demonstrating improvement in teaching and learning pedagogy for young learners in the north of Sweden. The action research projects have been organised into five themes: (1)An Early start, (2)Target language use,(3) Motivation, (4) Language methodology and didactics and (5)Documentation and progression. A summary of the analysis of 123 action research project reports indicates that teachers seem to be convinced that children as young as 6-7 can benefit from early language learning if the circumstances are right with age-appropriate methodology and a secure classroom climate. Teachers have initiated a more consistent target language approach in their classrooms and the pupils have actively engaged by starting to use the target language more frequently during lessons and even beyond their formal sessions. Both teachers and pupils alike have begun to articulate that English is fun, stimulating and enjoyable. The use of language strategies such as guessing competence and strategic competence has increased together with continuous discussions about the processes of language learning and addressing of didactic core questions revolving around why, how and what. The introduction of small steps of scaffolding technique for learner autonomy has resulted in pupils generating lots of ideas for English to bring the subject alive and English is no longer an isolated stand alone subject instead it is more successfully merged holistically into the generic skill and competence base for Early Learning provision. All kinds of inventive documentation and evaluation ideas, language portfolios and recordings of oral skills have become useful tools for assessing language progress and for assurance of continuity and progression in language learning. Teaching is an increasingly challenging process requiring sophisticated skills, competencies and qualities. Teachers therefore are playing pivotal roles in the drive towards improving language learning amongst our pupils and the application of action research seems to have assisted their practice. With action research as a tool teachers are able to develop their professional learning through systematic investigation rather than by reproduction of disconnected teaching tips. Through action research, teachers will begin to understand what is really happening in their classrooms, why it is happening and how teaching and learning can be systematically improved. This study illustrates how 123 action research projects, carried out by the teachers in their own practices, have encouraged self directed professional learning, increased confidence, competence and pupil engagement.

Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-12T15:16:50Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tarcimara_katia_costa.pdf: 688138 bytes, checksum: 0e61bd2600606324a8e63cff04ebe1bb (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:53:22Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tarcimara_katia_costa.pdf: 688138 bytes, checksum: 0e61bd2600606324a8e63cff04ebe1bb (MD5) / Made available in DSpace on 2017-05-16T18:53:22Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tarcimara_katia_costa.pdf: 688138 bytes, checksum: 0e61bd2600606324a8e63cff04ebe1bb (MD5) Previous issue date: 2016 / Esta pesquisa buscou apreender a percep??o de gestores escolares, supervisores e professores de l?ngua portuguesa de escolas estaduais sobre as avalia??es que integram o Programa de Avalia??o da Aprendizagem Escolar (Paae). Como objetivo geral pretendeu-se conhecer como s?o utilizados os resultados gerados pelo Paae e quais s?o as implica??es desses resultados no cotidiano escolar e no trabalho docente, para tanto, foram selecionadas aleatoriamente duas escolas estaduais do munic?pio de Diamantina, Minas Gerais. Como objetivos espec?ficos verificou-se a percep??o da equipe gestora e professores sobre o Paae, como ? feita a divulga??o e an?lise dos dados para identificar e discutir as a??es implementadas nas unidades escolares pesquisadas, a partir dos resultados do Paae, refletindo sobre suas implica??es no processo ensino e aprendizagem. A metodologia escolhida para esse trabalho foi a pesquisa qualitativa, na qual os dados foram coletados por meio de entrevistas semiestruturadas especialmente elaboradas para esta pesquisa e analisadas pela t?cnica da An?lise de Conte?do. Esta pesquisa concluiu que as escolas pesquisadas n?o assumiram o Paae com propriedade e que a proposta do programa n?o tem sido seguida de acordo com as orienta??es divulgadas pelo Instituto Avaliar. Nesse sentido, essas avalia??es acabam por se tornar provas como qualquer outra, dentro da realidade de exames que vivem as escolas. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This research sought to understand the perception of school administrators, supervisors and teachers of Portuguese language of state schools on the evaluations that integrate the Program of Assessment of School Learning (Paae). As a general objective, it was intended to know how the results generated by Paae are used and what are the implications of these results in school daily life and in the teaching work. Two state schools of the municipality of Diamantina, Minas Gerais, were randomly selected. The objectives were to verify the perception of the management team and teachers about the Paae, how the data are disseminated and analyzed, and identify and discuss the actions implemented in the studied school units, based on the Paae results, reflecting on their implications in the teaching and learning process . The methodology chosen for this work was qualitative research, in which the data were collected through semi-structured interviews specially elaborated for this research and analyzed by the Content Analysis technique. This research concluded that the schools surveyed did not take Paae properly and that the program proposal has not been followed according to the guidelines published by the Instituto Avaliar. In this sense, these evaluations turn out to be evidence like any other, within the reality of examinations that live the schools.

The overall aim of the presented work is the enhancement of the student experience through creating conditions where excellent learning can occur both individually and through working in communities of practice. There was a mixed method approach taken within the studies, with a bias towards a more qualitative slant. Each study had an action research focus through the use of small scale case studies of teaching and learning in practice. A criticism of qualitative research and particularly case studies, is in relation to generalisation of the findings. However, case studies in teaching and learning are context specific and explore the activity as it happens and therefore can contribute to the broader picture, through examples but they cannot provide incontrovertible best practice. The work presents two research objectives, the first being an exploration of the ways in which teaching and learning interventions can create conditions to support excellent learning. Within the studies presented in this thesis, the following are key headlines. PDP was found to be a positive addition to the curriculum in particular the activities of goal-setting and reflection. The intensive and bespoke transition programme delivered to the new students facilitated and enhanced student engagement. The module re-design which focused on authentic assessment, engagement, real-world learning and employability enhanced the student skill set. In addition to interventions to support students, the thesis also contains staff development activity. The two articles based on peer review found that, knowing and developing teacher immediacy plays a part in teacher development and can help create better connections with students. Although different each of the articles presents examples which others might find useful in enhancing practice. The second research objective considered how communities of practice for staff and students can support the conditions to enable excellent and purposeful teaching and learning. One of the articles focuses on an organisation set up to support teaching in higher education. It found that a support network can enhance knowledge and experiences and that a community of practice is one way of creating and maintaining groups of staff interested in teaching and learning. The articles on peer review show that this also has value at a more local level where teaching staff felt that by working together they had developed their individual approaches. This did not work for all staff and the study showed that this type of approach to staff development is very personal. Trust, honesty and commitment came out as important factors, which need to be fostered in a community of practice. For the students, working in peer learning groups (PLGs), connecting with each other very early on in their programme and sharing metaphors was found to have value. Learning in a university has been shown to be an isolating experience and working together has merits for both staff and students. This thesis has been based on small scale case studies and has evidenced developments at a local level, which I contend is the only way to change and develop practice. However, from a knowledge and generalisation perspective my research now needs to broaden, to determine cultural and subject differences, as this will make the evidence more compelling across the sector. Two specific areas from this study that would benefit from further research are, PLG groups in different subject contexts and staff working in communities of practice to support teaching and learning.

Made available in DSpace on 2014-06-11T19:22:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-20Bitstream added on 2014-06-13T19:26:12Z : No. of bitstreams: 1 candido_pt_me_ia.pdf: 1670105 bytes, checksum: c9efeee1acc2df046d8b4a7bd348b907 (MD5) / Esta pesquisa se caracteriza como qualitativa, porque parte de um levantamento teórico a respeito do ensino e aprendizagem da arte e da geometria e das suas relações. Com dados predominantemente descritivos, análise detalhada do processo e conclusões que seguem por raciocínio indutivo a partir dos dados. O foco da pesquisa está nos “olhares que pensam e sentem”, envolvendo professores e alunos das séries iniciais do Ensino Fundamental de uma prefeitura no interior do estado de São Paulo, buscando reflexões acerca da complexidade do olhar, da natureza do objeto e das possibilidades e limites não só destes alunos fruidores, mas também do mediador; pontos essenciais para a realização de um planejamento com ações mediadoras e direcionadas para a aprendizagem. Este trabalho tem por objetivo responder à questão: “Como a didática do professor no ensino da geometria dá sinais de aproximação com o ensino da arte?”. Avaliamos a pertinência das linguagens da arte, sobretudo a visual e a cênica no ensino de geometria e, como o uso dessas linguagens pode contribuir para a formação de conceitos e do pensamento geométrico, além do conhecimento da arte. Os dados da pesquisa foram obtidos por meio de três instrumentos: a observação das aulas dadas pelos professores envolvidos na pesquisa; a análise de documentos por meio dos relatórios das aulas elaborados pelos mesmos professores e os diários produzidos para os encontros de formação em arte. Para efetuar a leitura dos dados obtidos a partir dos instrumentos utilizamos as ideias discutidas por Ginzburg (1991) a respeito do paradigma indiciário. Com base nos estudos realizados por pesquisadores como Dewey (2010), Martins, Guerra e Picosque (2010), Smole e Diniz (2001), Machado (1995), Crouley (1994), Hoffer (1981), Vigotsky (2005)... / This research is defined as qualifying, because it proceeds from a theoretical raising about teaching and learning from art and from geometry and from their relations. The prevailing descriptive data and process‟ detailed analysis lead to conclusions that follow an induced reasoning. The research focus is on “looks that think and feel”, involving teachers and students from the first grades of Fundamental Education from a city hall in the interior of the state of São Paulo looking for reflections relating to the complexity of the look, the nature of the object and the possibilities and limits of not only the students but also of the mediator; essential points for the making of a planning with mediating actions directed to the learning process. This work has the goal to answer the question:” How does the teachers‟ didactics on geometry education give signs of approaching to art education?” We analyze the pertinence of the language of art over all of the visual and the scenic in the teaching of geometry and how the use of those languages can contribute to concept forming and the geometrical thought, besides the art knowledge. The research data were obtained through three methods: the observation of the classes given by the teachers involved in the research; the documents‟ analysis using notes of the classes taken by the same teachers and the diaries that were written for the meetings about formation in art. To make the reading of obtained data based on the instruments we used the ideas discussed by Ginzburg (1991) about the clues methodology. Based on the studies made by researchers like Dewey (2010), Martins, Guerra e Picosque (2010), Smole e Diniz (2001), Machado (1995), Crouley (1994), Hoffer (1981), Vigotsky (2005) among others, we raise hypothesis that there is a possibility of the approach between art and geometry by means of mediation and esthetical nutrition as well as the methodologic

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-20T17:18:13Z No. of bitstreams: 2 Dissertacao_GesiGladisKrossinBecker.pdf: 1544455 bytes, checksum: f61e0c21dacb19bf7370a2175e844560 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-20T17:18:13Z (GMT). No. of bitstreams: 2 Dissertacao_GesiGladisKrossinBecker.pdf: 1544455 bytes, checksum: f61e0c21dacb19bf7370a2175e844560 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-28 / This research correlate the chemistry of the daily life of the students, with the subjects and contents of the discipline of Chemistry of the second year High School at Cruz Alta, RS. The concepts of electrochemistry including redox potential, batteries, which are among the most difficult in student learning. In this work, we investigated the impact of contextualization, the use of experimental demonstration and discussion of relevant aspects as ways of arousing students' interest and favoring the learning of concepts of the content in question. The relevance of problematizing the different models and pedagogical epistemologies in the teaching of science is justified, since the conceptions of the educator and his praxis, involved in the teaching-learning process, are closely related to the quality of teaching and, consequently increasing the degree of understanding of the students. Thus, the research problem is presented: what are the effects of the use of different pedagogical models for teaching the concepts of chemical equilibrium and redox powers in the student learning process? In order to answer it, the general objective is to analyze the effects of two pedagogical models of teaching and evaluation on the content related to the chemical equilibrium and redox processes in batteries, regarding significant learning of students. With regard to the specific objectives: to provide an educational space/ time motivated by exchanges of knowledge, respect for students' previous knowledge and instigating the construction of knowledge in chemistry, based on scientific experiments. Based on a constructivist pedagogy, to produce an educational space/ time dense quantitatively in information of a theoretical nature, starting only with expository classes and with the use of lists to solve problems, based on a traditional pedagogy and To carry out a comparative analysis, with a qualitative and quantitative approach, in order to verify and understand the results, in students' learning, from the application of the different teaching models. The methodologies used as well as the methodological procedures characterize a qualitative and quantitative approach of the type of case study with the application of theoretical/ formal/ traditional evaluation and the resolution of a practical problem culminating in the elaboration by the students of a concrete and conceptual product about the subject. Data analysis was carried out comparatively between different teaching models, namely the traditional and the proposed in this work. All students said they liked the method and wanted to continue learning according to the same method in their school. / A realização desta pesquisa advém da proposta de correlacionar a Química do cotidiano, vivenciada no dia-a-dia pelos educandos, com os temas e conteúdos da disciplina de Química do segundo ano Ensino Médio de uma escola de Cruz Alta, RS e os conhecimentos acerca dos conceitos da eletroquímica, bem como seus tópicos de potencial redox, pilhas e baterias, que estão dentre os de maior dificuldades na aprendizagem pelos estudantes. Neste trabalho, foi investigado o impacto da contextualização, uso de demonstração experimental e discussão de aspectos relevantes como formas de despertar o interesse dos estudantes e favorecer a aprendizagem de conceitos do conteúdo em questão. Justifica-se a relevância de problematizar os diferentes modelos e epistemologias pedagógicas articulando-os ao ensino de ciências, uma vez que as concepções do educador e sua práxis, envolvidas no processo de ensino-aprendizagem, estão intimamente relacionadas a qualidade do ensino e, consequentemente, elevando o grau de entendimento dos estudantes. Assim, apresenta-se o problema de pesquisa: quais são os efeitos da utilização de diferentes modelos pedagógicos para o ensino dos conceitos de equilíbrio químico e de potencias redox no processo de aprendizagem dos estudantes? Com o propósito de respondê-lo compõe-se o objetivo geral: analisar quais são os efeitos de dois modelos pedagógicos de ensino e de avaliação, acerca do conteúdo referente aos temas equilíbrio químico e de processos redox em pilhas, no que tange a aprendizagem significativa dos estudantes. No que tange aos objetivos específicos: oportunizar um espaço/tempo educativo motivador permeado por trocas de saberes, respeito aos conhecimentos prévios dos estudantes e instigante no que concerne a construção do conhecimento em química, a partir de experimentos científicos, de cunho teórico-prático, pautando-se em uma pedagogia construtivista, produzir um espaço/tempo educativo denso quantitativamente em informações de cunho teórico, a partir, somente, de aulas expositivas e com a utilização de listas para a resolução de problemas, pautando-se em uma pedagogia tradicional e realizar uma análise comparativa, de abordagem qualitativa e quantitativa, a fim de verificar e compreender os resultados, na aprendizagem dos estudantes, oriundos da aplicação dos diferentes modelos de ensino. As metodologias utilizadas bem como os procedimentos metodológicos caracterizam uma abordagem qualitativa e quantitativa do tipo de estudo de caso com a aplicação de avaliação teórica/formal/ tradicional e pela resolução de um problema prático culminando na elaboração, pelos estudantes, de um produto concreto e conceitual sobre o tema. A análise dos dados realizou-se comparativamente entre diferentes modelos de ensino, a saber, o tradicional e o proposto neste trabalho. Todos os alunos disseram que gostaram do método e desejavam continuar a aprender de acordo com o mesmo método em sua escola.

Nesta pesquisa analisamos duas atividades práticas, envolvendo alunos do terceiro ano do Ensino Médio, que fazem parte de uma sequência de Ensino de Física Moderna. Na primeira das atividades, os alunos observam e analisam os espectros da luz proveniente de determinadas lâmpadas com o auxílio de espectroscópios construídos com redes de difração provenientes de pedaços de CD, e na outra, buscam identificar quais elementos químicos estão presentes em algumas estrelas, comparando espectros hipotéticos destas com os espectros de alguns elementos químicos. Na Sequência de Ensino adotada, essas atividades estão localizadas exatamente no momento de transição entre a Física Clássica e a Moderna e servem para introduzir o Modelo Atômico de Bohr e a quantização dos níveis de energia como explicação para os espectros de emissão e absorção da luz. Buscamos analisar \"se\" e \"caso ocorra\" como os alunos se apropriam das linguagens científicas e de termos técnicos durante a realização das duas atividades práticas, bem como a presença de indicadores da Alfabetização Científica. Também procuramos analisar as estruturas das argumentações presentes na aula. Por fim, analisamos o envolvimento dos alunos com as atividades. Para tanto, fizemos uma revisão sobre as linguagens científicas, destacando a linguagem verbal/oral, a gestual e de manipulação e sobre estrutura de argumentação no Ensino de Ciências baseados no Modelo de Toulmin (1958), Van Eemeren et al. (1987) e adaptações para esses modelos em trabalhos como os de Jiménez Aleixandre (1998), Villani e Nascimento (2003), Capecchi (2004) e Carmo (2006). As análises foram feitas a partir das transcrições das aulas gravadas em DVD. Tais análises remetem à importância das linguagens científicas e das argumentações para acompanhamento do processo cognitivo em sala de aula. Indicam também a importância que deve ser dada às linguagens para compreensão do processo ensino-aprendizagem, bem como a necessidade de perguntas que estimulem a argumentação por parte dos alunos. / In this research we analyze two practical activities, involving students from the third year of high school, which are part of a sequence of Teaching of Modern Physics. In the first activity students observe and analyze the spectra of light from certain lamps with the aid of spectroscope diffraction networks built with pieces of a CD. The second one seeks to identify which elements are present in some stars, comparing theoretical spectra of it with the spectra of some chemical elements. Following the Education adopted, these activities are located exactly at the transition between the Classical and Modern Physics and are useful to introduce the Atomic Model of Bohr and quantization levels of energy as an explanation for the emission and absorption of the spectra of light. We examined whether, and if it occurs, as students are aware of scientific language and technical terms during the performance of both practical activities and the presence of indicators of scientific literacy. We also seek to analyze the structures of the arguments in the class. Finally, we analyzed the involvement of students with the activity. Thus a scientific language review was made highlighting the verbal/oral language, the gestural and handling ones and on the structure of argument in science education based on the Toulmin Model (1958), Van Eemeren et al. (1987) and adaptations to these models in studies such as Jiménez Aleixandre (1998), Birth and Villani (2003), Capecchi (2004) and Carmo (2006). The tests were made from transcripts of lessons recorded on DVD. These tests refer to the importance of language and scientific arguments for the monitoring of cognitive process in the classroom. They also show the importance of languages to understand the teaching-learning process and the need for questions that encourage reasoning by students.

The diploma thesis deals with e-learning in the sense of using online tools, programmes and websites in the English language teaching. In the current modern society we use internet and electronic devices on daily bases and it is only natural that such trend is infiltrating also the field of education. The aim of this thesis is to provide the teachers, who would like to use e- learning in their lessons, with theoretical background and inspiration. The thesis is divided into two parts - a theoretical part and a practical part. The theoretical part is divided into several chapters, each of them focuses on some theoretical aspect of e-learning. The term can be seen from more points of view, this thesis understands e-learning as any programme, tool, platform or website that needs to be used online - using an internet connection. The next chapters of the theoretical part deal with the advantages and limits that are connected with using e-learning, itsʼ history or place in the Framework Educational Programme. To put together the practical part, which is supposed to be something like a catalogue of the particular e-learning programmes, I decided to use a questionnaire as the main source of the programmes. Apart from the questionnaire my sources were literature on given topic or my own internet search....