Thesis (Ph. D.)--Oklahoma State University, 2007. / Vita. Includes bibliographical references.

This dissertation was designed to gain insight in the area of central office instructional leadership support from the perception of the high school principal. With increasing standards and high student performance expectations coupled with strict federal and state accountability measures, it is impossible for the high school principal to bear the sole responsibility of meeting the needs of their students, staff, and community without further support. Central office is a critical factor in school improvement. The primary aim of this study was to provide insight and a deep understanding how successful high school principals feel supported as the instructional leader specifically in the area of planning, coordinating, and evaluating teaching and the curriculum. The research was guided by a single overarching question: What are high school principal perceptions of support given to them by district central office administrators in the areas of planning, coordinating, and evaluating teaching and the curriculum? Qualitative research was selected for this study to allow for deep and thorough investigation of a small group of high school principals' beliefs regarding the central office administrator instructional leadership support. Interviews were conducted with six successful high school principals from three large school districts. The findings that emerged from the interviews were categorized into eight themes including: the school district focus; instructional leader toolbox; effective use of data; deployment of curriculum and instruction; quality professional development; collaboration; connections; and communication. A synthesis of participants' responses and prior research lead to three overall conclusions: setting high learning expectations; focusing on curriculum and instruction; and establishing district-campus partnerships. Campus principals need assistance in meeting the high standards and challenges they face today. District central office administrators can assist principals become the instructional leader all schools need. This study begins to fill the gap in the literature on how high school principals can be supported by district central office administrators in the areas of planning, coordinating, and evaluating of teaching and the curriculum.

<p>Savremeni svetski tokovi u oblasti obrazovanja i izvr&scaron;ene reforme nastavnih planova i programa, uslovili su promenu obrazovnog sistema u i reformu geografske nastave u Srbiji u osnovnom obrazovanju. Dobro struktuiran geografski kurikulum Srbije obezbediće adekvatno mesto geografiji u na&scaron;em obrazovnom sistemu.</p> / <p>Modern world actions in the field of education and reformscarried out in teaching plans and programmes have caused changes in the educational system and reforms of geaography teaching in Serbia on the level of primary school education. Well structioral geographic curriculum of Serbia will provide a suitable place for geography in our educational system.</p>

A thesis submitted to the Faculty of Education in partial fulfillment of the Degree of Master of Education in the Department Educational Planning & Administration at the University of Zululand, 2017 / This investigation studied the challenges faced by the School Management Teams in promoting quality teaching and learning. The outcry of unsatisfied and demotivated educators and the poor academic performance of learners that is experienced as a result of challenges faced by SMTs in their daily function of school management, administration and leadership prompted me to conduct this investigation. Most South African schools, particularly the state schools perform poorly. It is believed that this study will alert the stakeholders in the education fraternity about challenges encountered and contributions each stakeholder has to make to help remedy the situation. The interpretive paradigm was used and the research design was qualitative. I generated data by means of literature reviewed and empirical research. The multi-case or multiple collective case study method was used for data collection. Data gathering techniques used were the semi-structured interviews for both individuals (school principals) and Focus Groups (all other SMTs excluding the principal), observation, documents and artefacts. Three data gathering techniques were used in order to ascertain credibility and trustworthiness of the results. The tools used were the Interview Schedule, Observation Checklist, Field Notes Pads, and the Voice Recorder. The research covers areas which include problems encountered by SMTs that result in poor academic performance, the role of the SMTs in promoting quality teaching and learning, and measures to employ in solving problems encountered. The findings indicated that some practices and policies of the department of education, uncommitted employees and the lack of full involvement of stakeholders, particularly parents and learners, affect academic results. Urban, township and rural schools are all challenged, but the complexity of problems encountered varied, as did the performance standard. Recommendations made include reviewing departmental policies and practices, giving incentives to hardworking employees, and the need for stakeholders to join hands in supporting teaching and learning in South Africa.

No description available.

Made available in DSpace on 2014-12-17T14:36:47Z (GMT). No. of bitstreams: 1 ThiagoEAS_DISSERT.pdf: 5568054 bytes, checksum: 1f8c45069acb5b01e9bfb29de113c133 (MD5) Previous issue date: 2013-02-22 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Most knowledge and techniques developed by mankind since ancient times had the main purpose to study and understand the various phenomena of Nature. Science, like one of these narratives, works as a translation, transcribing what, is systematically observed. Within the set of transformations on the modern sciences, the dialogue with related areas became quite narrow and, occasionally, functional, and the dialogue with non-related areas, in turn, does not takes place by any matters. The focus of this research is the teaching of Biological Sciences, and the undergraduate courses as strategic places to disseminate a broad understanding of Nature, that broadens the conceptual relations between different disciplinary axes, previously fragmented. In order to do so, I take a four-way metaphorical approach as a methodological construction base. Three of them proposed by Jo?l de Rosnay, represented by artifacts: The Telescope, The Microscope and the Macroscope. And finally, a proposition that complements the approach, that i named The Naked Eye. In Telescope, which allows a more general construct of a phenomenon, I discuss the teaching of Biological Sciences in Brazil. In the microscope, which allows us to analyze in detail a scenario, I construct a rank of the major courses in biological sciences and propose a discussion on the understanding of nature on the undergraduate programs. In Macroscope, who allows, at the same time, zoom in and out to the phenomenon observed, I call for a transdisciplinary dialogue, based on the authors Ilya Prigogine, Basarab Nicolescu, Henri Atlan and Bruno Latour, which can certainly contribute to the curriculum of the Biologists training programs, that builds knowledge pertinent to a complex observation of Nature. I complete the set of the quaternary reading and understanding of the world from the Naked Eye, as the first strategy of perception in our species. For this, I invite the philosopher of Nature Chico Lucas da Silva as my interlocutor / Desde tempos antigos a maioria dos saberes e t?cnicas desenvolvidas pela humanidade tiveram como prop?sito compreender e estudar os fen?menos da natureza. A ci?ncia, como uma destas narrativas, funciona como instrumento de tradu??o, transcrevendo aquilo que, sistematicamente ? observado. Como parte do protocolo das ci?ncias modernas, as Ci?ncias Biol?gicas compreendem um meti? de saberes e t?cnicas que se disp?em a estudar os fen?menos da vida. Mas n?o s?. Dentro do conjunto das transforma??es que passam as ci?ncias modernas o di?logo com ?reas correlatas tornou-se bastante estreito e pontualmente funcional, enquanto que, por sua vez, o di?logo com ?reas n?o correlatas tornou-se inexistente. Nesta pesquisa problematizo o ensino de Ci?ncias Biol?gicas como lugar estrat?gico para construir uma compreens?o de natureza que amplie as rela??es conceituais entre diferentes eixos disciplinares, anteriormente fragmentados. Para isto, tomo como base quatro vias de aproxima??o metaf?ricas para problematizar a forma??o do bi?logo no Brasil. Tr?s delas propostas por Jo?l de Rosnay, representadas pelos artefatos: O Telesc?pio, O Microsc?pio e O Macrosc?pio. E por fim, uma proposi??o complementar que intitulo o Olho Nu. Por meio da met?fora do Telesc?pio, que permite construir um olhar mais geral sobre um fen?meno, trato do ensino de Ci?ncias Biol?gicas no Brasil. Por meio da met?fora do Microsc?pio, que permite analisar o detalhe, construo um ranking dos principais cursos de Biologia e proponho uma discuss?o sobre as compreens?es de natureza que fundamentam a forma??o do bi?logo. Por meio da met?fora do Macrosc?pio, que permite religar e distanciar a parte e o todo de um fen?meno observado, problematizo as bases para um di?logo transdisciplinar tendo como refer?ncia autores como Ilya Prigogine, Basarab Nicolescu, Henri Atlan e Bruno Latour. Completa esse conjunto quatern?rio de met?foras uma leitura e compreens?o do mundo a partir do Olho Nu, como estrat?gia de uma percep??o mais pr?xima da natureza. A refer?ncia para este dom?nio ? o fil?sofo da natureza Chico Lucas da Silva

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2018-02-16T16:14:35Z No. of bitstreams: 1 VeronicaMartins.pdf: 2071452 bytes, checksum: a9626c88fffd626b51350ed65e24f8b7 (MD5) / Made available in DSpace on 2018-02-16T16:14:35Z (GMT). No. of bitstreams: 1 VeronicaMartins.pdf: 2071452 bytes, checksum: a9626c88fffd626b51350ed65e24f8b7 (MD5) Previous issue date: 2017-11-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The central theme of this research is the pedagogical practice as reference of a formal education program. The research has as general objective to reflect on the insertion of blended learning from the angle of the teacher that acts as mediator and focuses on personalization and on technology integration to the curriculum. In relation to specific objectives, and regarding both experiences here narrated and the interlacing of the stories (participants and researcher), we analyze the points of interconnection with the challenges, the afflictions and the discoveries of a teacher in view of the use of DICT (Digital Information and Communication Technologies) in the promotion of knowledge construction. This is a qualitative investigative research elaborated in the autobiographical narrative modality and supported by hermeneutic-phenomenological approach for interpretation of learning narratives, considering that the description of phenomena leads to the essence of lived experience. With inspiration in the narrative research of Clandinin and Connelly (2011), this study is based on the theoretical principles of the biographical approach of Delory-Momberger (2012), Passeggi (2011) and Larrosa (1999), as well as on the hermeneutic-phenomenological formulation of M. Freire (2012). The theoretical contributions are based on the following authors: Horn and Staker (2015); Zabala (1998); Mizukami (1986); Moran (2015); Costa (1989); Almeida and Valente (2011); Perrenoud (2013); Santos (1994); Vieira Pinto (2005) and Vygotsky (1997). The research also presents a brief historical review of traditional school and active learning, besides covering didactic strategies of learning spaces reconfiguration and teaching challenges in the contemporary world. Technology, knowledge and personalization are contextually addressed as concept, instrument and support for the efficient use of data in blended learning, without losing sight of the application of intelligence technologies. Finally, we seek to identify the perceptions of teachers of basic education __ for example, in relation to teaching practice and technology __ from public and private networks, regarding the use of digital media in pedagogical practices and the promotion of learning using blended learning. / O tema central deste estudo é a prática pedagógica como referência de um programa de educação formal que traz como problema de pesquisa “Quais percepções emergem quando os professores da educação básica, redes privada e pública, promovem a aprendizagem com foco na personalização utilizando o ensino do ensino híbrido?” A pesquisa aqui conduzida tem como objetivo geral refletir sobre a experiência dos docentes a partir da mediação que integra, com o uso da metodologia, a tecnologia ao currículo. Em relação aos objetivos específicos, e tendo por base as experiências narradas e o entrelaçar das histórias (participantes e pesquisadora), analisam-se quais são os pontos de interconexão com os desafios, as aflições e as descobertas da docência em vista do uso da TDIC (Tecnologias Digitais de Informação e Comunicação) na promoção da construção do conhecimento. Trata-se de uma pesquisa qualitativa de cunho investigativo elaborada na modalidade narrativa autobiográfica e amparada na abordagem hermenêutico-fenomenológica para a interpretação das narrativas, considerando que a descrição dos fenômenos conduz à essência da experiência vivida. Com inspiração na pesquisa narrativa de Clandinin e Connelly (2011), este estudo apoia-se tanto nos princípios teóricos da abordagem biográfica de Delory-Momberger (2012), Passeggi (2011) e Larrosa (1999), quanto na formulação hermenêutico-fenomenológica de M. Freire (2012). Os aportes teóricos se fundamentam nos seguintes autores: Horn e Staker (2015); Zabala (1998); Mizukami (1986); Moran (2015); Costa (1989); Almeida e Valente (2011); Perrenoud (2013); Santos (1994); Vieira Pinto (2005) e Vygotsky (1997). A investigação ainda apresenta um breve recorte histórico da escola tradicional e das aprendizagens ativas, além de citar estratégias didáticas de reconfigurações dos espaços de aprendizagem e desafios da docência na contemporaneidade. A tecnologia, o conhecimento e a personalização são aqui contextualmente abordados nas qualidades de conceito, de instrumento, de linguagem e de apoio, sem perder de vista as narrativas das experiências dos participantes. Ao fim, identificaram-se as percepções – por exemplo, em relação à prática docente e à tecnologia – de professores da educação básica, das redes pública e privada, com relação ao uso dos meios digitais em práticas pedagógicas e à promoção da aprendizagem personalizada com a utilização da metodologia do ensino híbrido.

Made available in DSpace on 2014-07-29T15:13:51Z (GMT). No. of bitstreams: 1 TESE SANDRA VALERIA LIMONTA.pdf: 1394751 bytes, checksum: d6d6111e256a8c3e90b931f9e0b66960 (MD5) Previous issue date: 2009-08-07 / This study is related to the Teacher&#8223;s Formation and Professionalisation research guideline. The work theme can be generally defined as teacher&#8223;s formation, however, the specific object is the curriculum proposal for teaching training of the pedagogics course on Goiás State University. The principal objective of this research is to analyses the limits and possibilities of curriculum´s pedagogics course of this education institution and its relations with the educational policies for teacher training in higher education in Brazil. The research part of the understanding of the curriculum as a cultural and social construction, and also a conflicting field of debate, in which different perspectives of training will affect. Such epistemological perspectives are a landmark and a guideline policy that can be perceived when considering the curriculum components and when it discusses the curriculum in action. The guiding questions of the thesis are: What are the limits and possibilities of the unified curriculum of the teacher&#8223;s training course and how this curriculum is articulated to the educational policies for teacher training? As was the UEG and the course of education in the context of Brazilian higher education? Who are the teachers and students of the pedagogics course? How teachers and students have understood and realized the proposed structure of the unified curriculum? With the search method of the historical and dialectical materialism, from a context of higher education and the teaching formation course on pedagogics in Brazil, the university is presented as the place of production and criticism of culture and knowledge and as a privileged and essential training of teachers place. and analyze the policies of teacher education and the National Curricular Guidelines for the Course of Pedagogy in Brazil. In this scenario, is presented the UEG as social and political institution, highlighting the contradictions between the role of universities in offering higher education in the state, particularly in inland regions, and its characteristic of government program, that generated an accelerated process of expansion and diversification and also various problems. From empirical evidence and taking the teaching as the primary category of analysis, presenting the social and professional profile of teachers and students of the pedagogics course, is described and analyzed how they evaluate the curriculum in action. The analyze of the empirical data resulted in the construction of a thesis on planning and curriculum development in the pedagogics course of teaching formation, presented as a reflection on the integrated curriculum, the teaching and research in a historical-critical as formative principles and priorities guiding to the planning and development curriculum of this course / Este estudo vincula-se à linha de pesquisa Formação e Profissionalização Docente, tem como temática de estudo a formação de professores e como objeto de pesquisa o currículo do curso de Pedagogia da Universidade Estadual de Goiás (UEG). O objetivo geral é identificar e analisar os limites e possibilidades de formação do currículo do curso de Pedagogia desta instituição e suas relações com as políticas educacionais para a formação de professores no ensino superior no Brasil. A pesquisa parte do entendimento do currículo como uma construção social e cultural em processo, constituindo-se também num conflitante campo de debates, no qual diferentes perspectivas de formação irão repercutir. Tais perspectivas possuem um marco epistemológico e um marco político que podem ser percebidos quando se analisa os componentes curriculares e quando se discute sobre o currículo em ação. As questões norteadoras da tese são: Quais são os limites e possibilidades formativas do currículo unificado do curso de Pedagogia da UEG e como este currículo se articula às políticas educacionais para a formação de professores? Como se constituíram a UEG e seu curso de Pedagogia no contexto do ensino superior brasileiro? Quem são os professores e alunos do curso de Pedagogia da UEG? Como se estrutura a proposta do currículo unificado e como professores e alunos têm compreendido e realizado este currículo? Tendo por método de pesquisa o materialismo histórico-dialético, a partir de uma contextualização do ensino superior e do curso de Pedagogia no Brasil, aponto a universidade como o lugar da produção e crítica da cultura e do conhecimento e como espaço fundamental e privilegiado da formação de professores. Também analiso as políticas de formação de professores e as Diretrizes Curriculares Nacionais para o Curso de Pedagogia no Brasil. Neste cenário, apresento a UEG enquanto instituição social e política, destacando as contradições entre o papel relevante da universidade na oferta de ensino superior no estado, particularmente nas regiões interioranas, e sua característica de programa de governo, contradição que gerou um processo de expansão e diversificação acelerado e permeado de problemas de várias ordens. A partir de dados empíricos e tomando o trabalho docente como principal categoria de análise, apresento o perfil social e profissional dos professores e alunos do curso de Pedagogia da UEG e descrevo e analiso como estes avaliam o currículo em ação. O esforço de análise dos dados empíricos resultou na construção de uma tese sobre planejamento e desenvolvimento curricular no curso de Pedagogia, apresentada sob a forma de uma reflexão sobre o currículo integrado, o trabalho docente e a pesquisa numa perspectiva histórico-crítica como princípios formativos e eixos norteadores do planejamento e desenvolvimento curricular deste curso

Orientador: Maurício Compiani / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-26T08:35:56Z (GMT). No. of bitstreams: 1 Briguenti_EdersonCosta_D.pdf: 8682673 bytes, checksum: 6dd356fa8ee76535a4c2d5b41dedf074 (MD5) Previous issue date: 2014 / Resumo: As relações escolares, de modo geral, carecem de posturas mais participativas dos alunos e didáticas mais dialogadas por parte dos professores. No âmbito de tais demandas, uma parceria estabelecida entre Universidade e Escola Pública proporcionou alicerces teórico-metodológicos que resignificaram práticas e pesquisas escolares. O projeto de formação de professores "Ribeirão Anhumas na Escola" contribuiu para o reconhecimento do papel da mediação docente no tratamento dos saberes científicos e cotidianos nos processos de aprendizagem, buscando a contextualização do local nos currículos de distintas disciplinas. A presente pesquisa consiste um aprofundamento em tais perspectivas, utilizando-se da Cartografia como suporte linguístico e metodológico para integrar conhecimentos locais e sistematizados. O principal objetivo deste estudo foi discutir a mediação cartográfica de processos de aprendizagem em práticas escolares. Na Geografia, esta aprendizagem/formação volta-se para uma noção espaço-temporal que contemple a multiplicidade e simultaneidade de relações, interesses, trajetórias que o espaço geográfico se constitui. Investigou-se as maneiras de como o simbolismo viso-verbal da grafia geográfica auxiliou a construção do conceito amplo e complexo de espaço. Isso foi feito em união com uma visão vigotskiana de ensino-aprendizagem, em que os aspectos socialmente vivenciados pelo aluno são determinantes nos processos psicológicos, que ao serem envolvidos na ação docente, contribui-se para um aprofundamento da perspectiva histórico-cultural no ensino de Geografia. Neste contexto, o cotidiano proporciona atividades de ensino autênticas, dimensionando resultados da prática docente e significações das aprendizagens dos alunos. Enfatiza-se que em tais caminhos pedagógicos, relações pessoais e percepções espaciais estão atreladas ao próprio desenvolvimento cognitivo. Deste modo, o simbolismo viso-verbal norteia a nossa pesquisa, com estudos voltados ao papel que os signos exercem em processos mentais, como: abstração, generalização e conceituação de aspectos e fatos cotidianos. Esses processos podem ser espacializados pela mediação do simbolismo geográfico/cartográfico, que as relações dialéticas entre o interno e o externo, a parte e o todo, o "eu" e o ambiente permitem. As intrínsecas relações epistemológicas entre Cartografia e Geografia são aqui tratadas com uma "permissão" em ousar, gerando representações com múltiplos signos e sentidos, configurando alternativas de expressão exploradas e socializadas nas/pelas relações escolares. Calcadas em aspectos das representações da sala de aula, entorno da escola, bairros, etc., as produções cartográficas ao expressarem riscos ambientais, sensações, lembranças e demais subjetividades afetivas, também envolvem dinâmicas geográficas. Busca-se no "ensinar Cartografia" uma base pedagógica no tratamento das relações e dinâmicas espaciais. Deste modo, Simbologias, história e conceitos da cartografia são, abordadas em função de suas estratégias didáticas, apresentando ao leitor produções e propostas discutidas com um olhar para práxis docente, a fim de favorecer reflexões a serem debatidas no âmbito do ensino de Geografia, sem no entanto, a pretensão de apresentar um modelo sistemático a ser reaplicado, mas sim, contextualmente apontar caminhos / Abstract: The school relations, in general way, require more participatory attitudes of students and more didactics dialogued of the teachers. In the scope of such demands, a partneships stablished between University and Public School provided theoretical and methodological foundations that reframe practices and academic research. The project of teachers training "Ribeirão Anhumas in School" contributed to the recognition of the role of teacher medition in the treatment of scientific knowledge and daily in the learning processes, seeking to contextualize the place in the resumes of distinct disciplines. The present research consists of a deeping in such perspectives, using the Cartography as linguistic and methodological support to integrate local and systemized knowledge. The main objective of this study was to the discuss cartography mediation of processes of learning in school practices. In Geography, this learning/ training turns to a notion timeline that contemplates the multiplicity and concurrence of relationships, interests, trajectories that the geography space becomes. One investigated the ways of as the visual-verbal symbolism of the geographical spelling helped build of the ample and complex concept of space. This was done in union with a Vigotskian with a vision of teaching and learning, where the aspects socially experienced by the student determinates the psychological processes, that are involved in the teaching activities contributes to a deeping of cultural perspective on the teaching of Geography. In this context, the routine provides the authentic teaching activities of sizing results of the teaching practices and meanings of students learning.It is emphasized that such pedagogical ways in personal relationships and space perceptions are linked to the own cognitive development. Since way, the visual-verbal symbolism guides our research, with studies directed on the role that signs play in mental processes, such as: Abstraction, generalization and conceptualization and daily events. These processes can be specialized for mediating the symbolism cartorgraphic/ geographic that the dialetical relationship between the intern and external, the part and the whole, the self and the environment allow. The intrinsic epstemological relations between Cartography and Geography are treated here with permission in daring, generating representations with multiple signs and directions, configuring alternative explored expression and socialized in/by school relations. Sidewalk in aspects of the epreentations of the classroom, around of school, neighborhoods, etc, cartographic produtions to express environmental risks, affective sensations, memories and other emotional subjectivities also envolve geography dynamics. Search on the "teaching Cartography" one pedagogical base in the treatment os the spatial relationships and dinamics.In this way, Symbologies, concepts and historyof cartography are discussed in terms of their didactic srategies, presenting the productions and proposals discussed with na eye to teaching praxis reader, in order to encourage refletions to be discussed within the framework of the teaching of Geography, without,claim to present a systematic model to bereapplied, but yes, contextually indicate ways / Doutorado / Ensino e Historia de Ciencias da Terra / Doutor em Ciências

LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...