Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-11T13:56:29Z No. of bitstreams: 1 lucilenecruzdeandrademacedo.pdf: 864038 bytes, checksum: 59a0b2b7324a927ab4898490bb459e8c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-11T15:01:43Z (GMT) No. of bitstreams: 1 lucilenecruzdeandrademacedo.pdf: 864038 bytes, checksum: 59a0b2b7324a927ab4898490bb459e8c (MD5) / Made available in DSpace on 2018-04-11T15:01:43Z (GMT). No. of bitstreams: 1 lucilenecruzdeandrademacedo.pdf: 864038 bytes, checksum: 59a0b2b7324a927ab4898490bb459e8c (MD5) Previous issue date: 2017-12-20 / O presente estudo analisa o Projeto Avançar, mais especificamente as dificuldades na oferta de formação continuada aos professores que nele atuam. O Projeto foi criado pela Secretaria de Estado da Educação e Qualidade do Ensino do Amazonas (SEDUC/AM), em 2006, e possui uma Proposta Pedagógica Curricular específica para atender a uma política educacional de correção do fluxo dos alunos do ensino fundamental Anos Iniciais e Finais. A Proposta Pedagógica, aprovada pela Resolução nº83/2007 (AMAZONAS, 2007a), do Conselho Estadual de Educação do Amazonas (CEE/AM), assegura, aos alunos do Projeto, uma metodologia diferenciada, que visa proporcionar aos discentes oportunidades de desenvolvimento de competências e habilidades em curto período de tempo. Todavia, para desenvolver uma proposta diferenciada, é preciso oferecer a formação para os docentes que compõem a iniciativa. Porém, mediante a ausência de uma sistematização de encontros de formação para os professores que atuam no programa, faz-se necessário questionar: quais as dificuldades para oferta de uma formação continuada para os docentes que atuam no Projeto Avançar? A hipótese aqui defendida é a de que o projeto Avançar não prevê formação continuada para os seus professores. As formações estão a cargo do Centro de Formação Profissional Padre Anchieta (CEPAN), e são oferecidas conforme a demanda dos professores. Esta demanda é encaminhada pelas escolas às Coordenadorias que, por sua vez, encaminham as solicitações. Entretanto, nem sempre o fluxo destas demandas é obedecido, o que faz com que os docentes fiquem sem a formação de que necessitam para atuar no PA. Assim, o objetivo geral desta pesquisa é identificar os entraves que a SEDUC/AM enfrenta para ofertar a formação continuada aos professores do Projeto Avançar, além de propor ações para minimizá-los. Os objetivos específicos são: I) descrever as dificuldades da SEDUC/AM em oferecer a formação com regularidade para os professores do Projeto Avançar; II) analisar os fatores que dificultam a oferta, aos professores, de formação específica para lidar com a metodologia do Projeto Avançar e, por fim, III) propor um Plano de Ação Educacional (PAE), com uma estrutura de formação continuada aos professores do Projeto Avançar, que possa contribuir para a prática pedagógica dos docentes que atuam nas turmas do Projeto. Como fundamentação teórica, buscou-se suporte nos estudos de Nóvoa (1992), Candau (1997) Tardif (2011), Hengemuhle (2008), Mainardes (2006), Gatti (2010) e Condé (2012). A metodologia de estudo é qualitativa e, para tanto, utilizou-se as entrevistas como instrumentos de pesquisa. / The present study analyzes Avançar Project (Projeto Avançar), more specifically the difficulties in offering continuing education to the teachers who work in it. The Project was created by the State Secretariat of Education and Teaching Quality of Amazonas (SEDUC-AM) in 2006, and has a specific Curricular Pedagogical Proposal to attend an educational policy to correct the flow of final elementary school students. The Pedagogical Proposal approved by Resolution nº 83/2007 (AMAZONAS, 2007a of the State Council of Education of the Amazon (CEEAM), assures the students from this Project a differentiated methodology, which aims to provide students opportunities to develop competencies and skills in a short period of time. However, in order to develop a differentiated proposal, it is necessary to offer training to the teachers who make up the initiative. However, due to the absence of a systematization of training meetings for the teachers who work in the program, it is necessary to question: what are the difficulties to offer a continuous training to the teachers who work in Avançar Project? The hypothesis defended here is that Avançar Project does not provide continuing education for its teachers. The training is provided by Padre Anchieta Vocational Training Center (CEPAN- SEDUC-AM), and is offered according to the teachers' demand. This demand is sent by the schools to the Coordinators who, in turn, forward the requests. However, the flow of these demands is not always obeyed, which means that the teachers do not have the training they need to work with Avançar Project. Thus, the general objective of this research is to identify the obstacles that SEDUC-AM faces in order to offer continuing education to the teachers from Avançar Project, and propose actions to minimize them. The specific objectives are: I) to describe the difficulties of SEDUC-AM in providing regular training for the teachers from Avançar Project; II) to analyze the factors that make it difficult for teachers of specific training to deal with the methodology of Avançar Project and, finally, III) to propose an Educational Action Plan (PAE) with a continuous training structured to contribute to the pedagogical practice of the teachers who work in the classes of the Project. As a theoretical basis, we sought support in the studies of Nóvoa (1992), Candau (1997) Tardif (2011), Hengemuhle (2008), Mainardes (2006) and Gatti (2010) and Condé (2012). The study methodology is qualitative, and interviews were used as research instruments.

This study aims to outline, describe, and analyse, using interviews, phenomenology and Marxism, the manner in which EFL teachers in Sweden have experienced the methodological impacts and the ideological implications of the 2011 syllabus reforms. By means of phenomenological reduction, this study aims to accurately represent the life-world of the Swedish EFL professional. Doing so yields insight into the connections between ideology, syllabi, teaching methodologies, and the manner in which these are experienced. The study is based on a text analysis of the 2011 syllabus grounded in Marxist philosophy and four interviews with teachers active in southern Sweden. The design of the interviews was drawn from the phenomenological approach, meaning that the teachers were asked to describe and conceptualise freely. In this manner the phenomena will occur as they are, enabling the researcher to describe without intruding, and extrapolate without interrupting. The interviews revealed the syllabus to be a document with which EFL professionals have little quarrel. Its communicative approach was well-received by the teachers, but by no means overwhelmingly revolutionary. Its openness and interpretative aspects were positive and negative, as it created both freedoms and risks in terms of content and assessment. In ideological terms, the syllabus represented a skill-value relation, where skills and knowledge are subject to criteria of usefulness and marketability within the learners’ future work life.

The subject Music in junior secondary schools in Botswana exhibits areas of concern. While commendable efforts have been made in ensuring access to and equity in education, a corresponding commitment to the improvement and quality of education, by way of ensuring effective delivery in the classroom, has not been realised. The objectives of the Music syllabus are more inclined toward music literacy, at the expense of listening, movement, singing and instrumental playing. The syllabus design undermines the potential of music education to foster creativity, imaginative thinking and self-actualisation among the learners. Also, Western music receives more coverage than non-western musical genres. The following research question guided the study: <ul> <li> What are the problems regarding the teaching of Music in the junior secondary schools in Botswana, and what solutions can be recommended?</li> </ul> The following sub-questions received attention: <ul> <li> To what extent are the teaching methodologies used effective (or ineffective)?</li> <li> To what extent does the teaching of Music take into account a learner’s acquired skills, knowledge, attitudes and experiences?</li> <li> What is the amount and quality of professional support given to music teachers?</li> <li> To what extent are the assessment strategies used effective?</li> <li> To what extent are the available resources adequate (or inadequate)?</li> </ul> Thus, the aim of the study has been to determine the status quo, to make an analysis of the progress (or lack thereof) made in the development of music education, to identify the problems associated with teaching Music as a subject, and to come up with proposals for coping with and managing the situational constraints. Information was gathered from an intensive scrutiny of the Music curriculum and a literature study. To this was added information gleaned from questionnaires sent to selected Music teachers and school pupils. The study determined that: there are definite imbalances in the treatment of learning objectives and genre coverage, with an inclination towards music literacy, and unclear directions towards the development of creativity, imaginative thinking and self-actualisation; there is an over-emphasis on Western models and music; there is a prevailing feeling that the performance and listening aspects of Music are difficult to assess; the amount of professional support provided to music teachers and to schools is minimal with a lack of proper mentorship for less experienced teachers; and, there is insufficient allocation of facilities and resources. Thus the following recommendations have been suggested: more indigenous musical arts should be incorporated into the curriculum, with an increase in the Popular music content as a way of responding to the learners’ interests; capacity-building workshops should be conducted; methods of appraising teachers should be reviewed to make them more subject specific; supervisors of music education programmes in schools should be further equipped with the necessary skills to appropriately carry out supervision; the Department of Curriculum Development and Evaluation should involve South African experts in their Arts and Culture curriculum in order to make assessment more relevant and accurate; the Teaching Service Management and the Teacher Training and Development departments should take appropriate steps towards an across-the-board improvement of music education through subject Music.Copyright / Dissertation (MMus)--University of Pretoria, 2012. / Music / unrestricted

O corpus deste trabalho trata do ensino da Música na escola aliado ao ensino da História, uma vez que ambos, como componentes do sistema nacional de ensino, têm sido temas recorrentes nos debates tanto acadêmicos como no âmbito da educação básica. A Lei de Diretrizes e Bases da Educação Nacional, 1996, recomenda o trabalhado com temas transversais e sugere metodologias diversas que almejam abranger os problemas educacionais e amparar o multiculturalismo presente no meio escolar e comunitário. Neste sentido, a pesquisa propõe problematizar o não cumprimento da Lei nº 11.769/2008 que trata sobre a obrigatoriedade da música na educação básica, se constituindo como provocadora de debates e ponderações acerca do ensino de Música, História e questões interdisciplinares entre ambas. Tendo por base o resultado de entrevistas aplicadas junto a professores de história de escolas públicas, municipais e estaduais, de Caxias do Sul, pretende ainda avaliar o material didático e pedagógico existente sobre o assunto e as consequentes práticas dos professores em sala de aula. A partir disto, almejou-se construir um material acessível e de apoio ao professor que pretende trabalhar com a Música nas aulas de História, além do que já é proposto, de forma a considerar o sublime. A metodologia utilizada baseou-se na revisão bibliográfica com ênfase na história cultural proposta por Roger Chartier, juntamente com as entrevistas que compuseram uma análise, sobretudo, qualitativa dos dados, além de todo campo bibliográfico visitado a respeito do ensino das disciplinas em questão. Por fim, concluiu-se que a Música oferece amparo para a formação do educando uma vez que a proximidade da mesma com o seu dia a dia permite relações que ultrapassam as questões puramente teóricas, possibilitando através da leitura de vários signos musicais, interpretações nos mais diversos campos do saber, principalmente na área de ciências humanas e em particular, no ensino de História, significando a consciência de si e do outro. / The corpus of this work deals with the teaching of music in schools coupled with the teaching of history, since both, as components of the national education system, have been recurrent themes in both academic debates and in the context of basic education. The Law of Directives and Bases of National Education, 1996 recommends working with cross-cutting issues, and suggests several methods that aim to cover the educational problems and bolster this multiculturalism in the school and community environment. In this sense, the research proposes to question the failure of Law No. 11,769 / 2008, which deals with the obligation of music in basic education, constituting as provocative discussions and considerations about music education, history and interdisciplinary issues between them. Based on the results of interviews applied along the history of public school teachers, municipal and state, of Caxias do Sul, intends to evaluate the existing teaching and learning materials on the subject and the consequent practices of teachers in the classroom. From this, he craved to build an affordable material and teacher support you want to work with music in history classes, beyond what is already proposed in order to consider the sublime. The methodology used was based on the literature review with emphasis on cultural history proposed by Roger Chartier, along with interviews that comprised an analysis, especially, qualitative data, plus all bibliographic field visited about the teaching of the subjects in question. Finally, it was concluded that Music provides support for elementary education since the proximity of the same with your day to day allows relationships that go beyond the purely theoretical questions, enabling by reading various musical signs interpretations in more various fields of knowledge, especially in the humanities and in particular, the teaching of History, meaning the awareness of self and other.

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.

Desde el colegio siempre pensé que la educación en el Perú era muy rígida, pasar horas de clases teóricas no compensaban a las practicas, además, mediante un censo nacional, uno de los problemas principales es que la infraestructura no produce un interés en el aprendizaje del alumno y que las aulas no funcionaban en las nuevas metodologías de enseñanza, es por esto, que empieza mi interés por buscar un edificio con ambientes para el confort del alumno. A partir del siglo XX, la educación tomo un camino distinto, aparecieron nuevas metodologías de enseñanza que motivara al alumno a aprender a su ritmo y que sobre todo le ayude en su formación persona y profesional. La metodología ASIRI lleva pocos años en el mercado educativo, pero con una ardua investigación sobre la psicología y el aprendizaje del niño, el cual me pareció interesante como este modo de educación repercute en los alumnos, teniendo en cuenta su formación espiritual personal, su aprendizaje cultural y profesional. El distrito de Lurin, actualmente, se encuentra en vías de desarrollo y en la búsqueda de integrar nuevas escuelas privadas; el objetivo de esta tesis es la construcción de una escuela con la metodología ASIRI a los niveles socioeconómicos bajos para demostrar que estas nuevas enseñanzas también pueden ser aptas en bajos recursos. / When I was at school, I always thought that the education in Peru was very strict, to spend hours attending theoretical classes did not outweigh the practice. Moreover, because of a national poll, I learnt that one of the main problems was the infrastructure which did not raise interest in the student’s learning, and the classrooms were not appropriate to the new approaches of teaching. This is why my interest in looking for an adequate building started, with enough comfort for the students. Since the beginning of the twentieth century, the education has taken a different road. New methods of teaching have come to light, to motivate students to learn at their own pace, but overall to help them in their development as a professional and a human being. The ASIRI methodology has been in the educative market for few years; however, with deep investigation about the psychology and learning process of the child, it seemed to me interesting to know how this teaching approach affects in the students, taking into account their spiritual formation as well as culturally and professionally. The district of Lurin, currently, is in a stage of development and search for integrating new private schools. The objective of this thesis is the construction of a school which offers the ASIRI methodology, focused on people who have low levels of income. This is to demonstrate that this new learning methodology can also be used with children who do not have enough economical resources. / Tesis

The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains in subject knowledge between the groups. Then a second evaluation of the treatment was conducted. Group A received the treatment and took a post-posttest. Score gains for Group A before and after receiving the treatment were compared. After these tests, all participants took a survey to determine if their appreciation of math grew as a result of the treatment. Finally, interviews were conducted to provide better understanding of the results. The research questions of this study were: to what extent does the integration of Get the Math in Music improve students' academic performance in a remedial geometry review of ratio, proportion, and cross multiplication, and to what extent does participation in the Get the Math activity improve students' attitudes towards math? My hypotheses were that students would perform significantly better on a subject knowledge test after receiving the treatment, and that all students would have a more positive attitude towards math after receiving the treatment. Quantitative results did not triangulate to support or refute these hypotheses. Greater improvement from pretest to posttest was statistically correlated with Group B, which was the group first receiving the treatment. But later, between posttest and post-posttest Group A did not show statistically significant greater gains after receiving the treatment. Surveys results showed that students did not necessarily like math any more after the treatment. Interviews revealed that several of these students were apathetic to geometry in particular, if not to math in general. The case of one student's improvement suggested that positive teacher-student relationships are more effective than any particular method to increase academic performance and student engagement. Survey results were consistent with earlier psychological studies claiming teenagers care about music. Additional studies in the future on the merits of using music to teach high school math would be useful. Claims that proportional reasoning is challenging were supported. It would be beneficial to evaluate the treatment in an Algebra or Pre-Algebra setting when students first study proportions.

The implementation of scientific inquiry in the high school classroom has proven to be not only relevant and exploratory, but challenging and engaging as well. This style of curriculum design has been recognized as a primary means of achieving the goals and objectives set by the National Resource Council (NRC, 1996). While much research has shown that science inquiry helps students to gain understanding of content knowledge, little research has been conducted to assess gains in higher order thinking skills, specifically those related to data analysis (Anderson, 2002; Germann and Aram, 1996; Hofstein, Navon, Kipnis, and Mamlok-Naaman, 2005; Miner, Levy, and Century, 2009; Windschitl, Thompson, and Braaten, 2008; Zohar and Dori, 2003). Through a better understanding of the scientific inquiry process as well as insights into students' struggles with data analysis, we can better understand how to effectively implement strategies in the classroom that encourage the higher order thinking skill of data analysis. This mixed methods, multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland, Oregon metropolitan area and the data analyses that students produced in their accompanying work samples. The results of this study indicate that students struggle to produce proficient analysis and interpretations of data. The areas of student struggle were in the areas that required higher order thinking: analyzing results, drawing conclusions, and communicating results. Furthermore, this research discusses areas of data analysis instruction that may benefit from professional development opportunities.

Indiana University-Purdue University Indianapolis (IUPUI) / Nursing education is faced with addressing the challenge of educational reform as a result of the rapid changes in the complexity of health care delivery systems, increased technology and biomedical knowledge, a shortage in nursing faculty, and increased enrollment in schools of nursing. Although national nursing organizations have called for reform and innovation in nursing education little is known about the factors that are related to educators’ adoption of such changes. The purpose of this descriptive, exploratory, correlational, survey study was to explore the adoption of socioculturally-based teaching strategies (SCBTS) by examining the following variables in relation to their adoption using Everett Rogers’ diffusion of innovations model: (a) clinical nurse educators’ perceived characteristics of SCBTS, (b) clinical nurse educators’ perceived organizational support for innovation, and (c) selected demographic characteristics. Minimal research has been conducted regarding the factors related to clinical nurse educators’ adoption of SCBTS, which may better prepare nurse graduates for today’s health care system. Findings from this study suggest that adoption is not straightforward, but the perceived characteristics of teaching strategies play an important role in the clinical nurse educator’s decision to adopt or not adopt SCBTS. Rogers’ model was partially supported based on the findings that clinical nurse educators were more likely to adopt a teaching strategy if it was perceived to be advantageous, compatible, and not too complex. On the other hand, clinical nurse educators were more likely not to adopt teaching strategies that they must “try out” or that must be observable by others, which was not supportive of Rogers’ model. Adopters of SCBTS were more experienced clinical educators who felt supported by their academic organizations in terms of innovation; however organizational support for innovations was not associated with adoption of the teaching strategies. Holding a certificate in a nursing specialty, the type of program in which the educator taught, and the age of the educator were not associated with the adoption of SCBTS. Future research using Rogers’ model or other appropriate models is called for to further explore the adoption of SCBTS by clinical nurse educators.

Standardization has been part of teaching and learning in the United States since the late 19th century. This technocratic approach has gained more traction in the past two decades beginning with the passage of the landmark No Child Left Behind law in 2001and continuing through the recent standardization movement to restrict content and pedagogical autonomy. These efforts have one thing in common: The knowledge and expertise of teachers are not considered. In contrast, this study positioned teachers as experts. The purpose of this study was to demonstrate how middle school teachers conceptualize themselves as readers, engage in reading for justice, and envision these concepts in their own classrooms as they participate in a young adult (YA) literature book club. This work brings together two often separate scholarly approaches to reading: reading lives (reading as pleasure) and social justice literature (reading as political) to see how teachers inform or reimagine literacy (reading as pedagogical) in their classrooms. This study was grounded on the notion that theory and practice are not separate endeavors. Critical sociocultural theory undergirds this collaborative teacher inquiry group. Teachers take a critical stance as they read YA titles that center social justice issues. Through semi-structured interviews, teachers reflected on their own reading histories and lives as well as their ideas about literacy in their classrooms. This study adds to the existing scholarship on literacy and teacher learning. Methodologically, the researcher utilized a practice (book clubs) that is used academically in school settings and socially among friends. The book club exists in a liminal space between the academic and the social, suggesting it is an alternative space for teacher learning. This study has the potential to contribute to a greater emphasis on the value and importance of teacher-centered learning communities.