This thesis on the ways of implementation of entrepreneurship education in the Czech business school system describes entrepreneurship and education as two such extraordinary opportunities that need to be leveraged and interconnected if we are to develop the human capital required for building the societies of the future. It sees the entrepreneurship education as the engine fuelling innovation, employment generation and economic growth. The thesis consolidates existing knowledge and good practices in entrepreneurship education around the area that covers the lifelong learning process, starting with youth individuals. It searches for the effective goals of Czech educational system that prepare the current and future generations of entrepreneurs, workers, teachers, managers and individuals with the skills needed to succeed and help others. The research on entrepreneurship and entrepreneurial skills is provided. The core methodology components contain observation, questionnaire survey, school documentation analysis, personal managed conversation and statistical interpretation using the method of T-test. The thesis consolidates sharing and development of innovative new tools, approaches and delivery methods suitable for entrepreneurship courses. Achieving the EU goals, it also urges didactic action and provides recommendations to teachers, government, school management and universities on the development and delivery of effective education programmes for entrepreneurship. Finally, the thesis forms the objectives of entrepreneurship education as a critical component for addressing the global challenges of the 21st century. They should be clear from the start and outcomes should be measured to ensure that the intended results are being delivered.

This case study was undertaken to determine if the mission of the Regional Planning Program at Western State College is being fulfilled. The mission states that the Regional Planning Program should offer interdisciplinary, or integrated, education. The problem is the course work in the Regional Planning Program has become very specialized, creating fragmented education. The research methods, including historical review and in-depth interviews, indicate several findings that support the recommendation for a reorganization of the curriculum at Western State to implement interdisciplinary study. First, an historical analysis of the transformation of the college mission during the early 1900s reveals two major themes. One theme is the need for change in the academic programs to include practical applications. The justification for the creation of the Regional Planning Program at Western was based on the pragmatic aspects of the program. The other theme is the need for integrated education, or education that incorporates the theoretical with practical applications from several related disciplines, to solve problems. The historical review of the Regional Planning Program shows that integrated education is not being offered. Second, a review of the literature on interdisciplinary teaching, or cross-principles teaching, was conducted to determine how interdisciplinary programs are structured and how the Regional Planning Program at Western State compares to these programs. It was found that the interdisciplinary teaching techniques and curricular structure described in the literature are not part of the Regional Planning Program. Third, a series of in-depth, unstructured interviews were conducted with five professors. Two professors are members of the Regional Planning and Geography Department. The other three professors are members of the History, Biology, and Business/Economics Departments. It was found that these professors teach traditional, disciplinary courses. It was concluded from the case study that regional planning at Western State is not treated as an interdisciplinary field. Although the data indicate that the professors believe the Regional Planning Program should offer an integrated education, there have been few attempts to integrate course work. A reorganization to create an interdisciplinary approach at Western State is put forth in the conclusion.

I denna studie undersöks om det finns skillnader mellan lärare som har specialpedagogisk utbildning jämfört med lärare som inte har denna sortens utbildning. Hur påverkar detta elevernas inlärningsmiljö? Kort sagt: ”Lärarnas erfarenheter och dess betydelse för elevernas inlärningsmiljö.”Den studie som jag arbetat efter är Assarsons (2007) studie om kompetens att möta alla elever och den teori som jag använt är praxistriangeln som passar in till lärarnas personliga erfarenhet kopplat till överförd kunskap till andra människor, som i detta fall är eleverna. Empirin består av observationer av idrottslektioner och intervjuer av undervisande lärare. 13 lektioner observerades och fyra lärare från fyra olika skolor intervjuades. De lärare som medverkade i undersökningen arbetade i årskurserna 7-9 på särskolan och två av lärarna har specialpedagogisk utbildning medan de andra två saknade denna utbildning. Tre av lärarna är även behöriga idrottslärare och den fjärde är inte behörig idrottslärare. Vid observationstillfällena lades det fokus på lärarnas engagemang, hur lektionen var planerad och responsen från eleverna gällande lektionsvalet. Vid intervjuerna med lärarna fokuserades det på deras tidigare erfarenheter såsom utbildning och idrottslig bakgrund. Resultatet visar att de lärare som har bakgrund inom en viss sport visar mer engagemang för eleverna när de undervisar i just den sporten. Gällande utbildningsbakgrunden finns det likheter mellan de behöriga lärarna när det kommer till planering och undervisning. Jämfört med de andra lärarna som inte har specialpedagogisk utbildning så har de behöriga lärarna mer tanke bakom planeringen med extra övningar till de elever som inte behärskar alla övningar. / In this study the differences between teachers who have special education compared to the teachers who does not have special education are being examined. How is this affecting the students learning environment? Shortly said: “Teachers’ experiences and its meaning to the students learning environment.”I have worked with Assarsons (2007) studie about the competence to meet every student and I have also worked with theory about praxis triangle. This triangle is about teachers personal experiences connected to transmitted knowledge to others, in this case the students. The collection of the empiricism I used observations of PE lessons and I interviewed the teachers. Altogether I observed 13 lectures and interviewed four teachers at four different schools. The participating teachers are working in year 7-9 in special school and two of the teachers have special education while the other two does not have any special education. Three of the participating teachers are authorized physical education teachers while the fourth teacher is not an authorized physical education teacher. While observing the lectures I focused on the teacher’s participation, how the lectures were planned and the response from the students. During the interviews I focused on the questions about their past experiences such as sports and education. To summarize, the teachers who had a background in sport showed more involvement during lectures. According to the education background there are similarities between the authorized teachers when it comes to lecture planning and education. Compared to the teachers who did not have a Special teaching qualification, the authorized teachers had more thought about planning extra exercises for the students who not master all exercises.

Com o objetivo de compreender os efeitos específicos que a passagem pela Universidade fornece aos estudantes de Licenciatura em Letras (habilitação em português), este estudo analisa relatórios de estágio produzidos em um curso de formação docente inicial, considerando que os estudantes de Licenciatura, em réplica ao processo de formação no qual estão inseridos, constroem, no plano discursivo, imagens que se encontram materializadas textualmente nos relatórios. Como embasamento teórico, admitimos a proposta dos Estudos do Letramento (STREET, 1984, 2003), a concepção bakhtiniana de linguagem (BAKHTIN, 2006) e a teoria das formações imaginárias de Pêcheux (PÊCHEUX, 1997). A análise aponta para diferentes formações imaginárias contidas no plano discursivo dos textos constituintes do corpus, envolvendo o olhar que os sujeitos participantes da pesquisa demonstram sobre a escola, a docência e o processo de formação docente em que estão inseridos. Depreende-se que a passagem pela academia modela o olhar do futuro professor de maneiras diversas, na medida em que os relatos de estágio ancoram-se no discurso acadêmico ao revelar, discursivamente, distintas concepções de docência, descrever a instituição escolar por vezes realçando a negatividade, por vezes complexificando seus aspectos, bem como demonstrar diferentes experiências vivenciadas pelos sujeitos no diálogo estabelecido com todo seu processo de formação docente. / In order to understand specific effects provided by University experience to students who go through Portuguese Language Licentiate Degree, this study analyses internship reports written along initial teaching education, taking into consideration that such students, as a response to the educational process they have been through, build images which are textually materialized on their reports, on discursive level. As theoretical foundation, we have considered New Literacy Studies (STREET, 1984, 2003), Bakhtinian Language Conception (BAKHTIN, 2006) and the theory of imaginary construction by Pêcheux (PÊCHEUX, 1997). Such analysis shows different imaginary constructions within discursive level on texts which constitute corpus, taking into account the view of survey subjects on school, teaching experience itself and teaching education process they belong to. It is surmised that going through the academy molds vision of prospective teachers in many ways, as internship reports anchor on academic speech while disclosing discursively distinct teaching conceptions, describing scholar institution with emphasis on negative aspects, complicating them, as well as showing different situations experienced by subjects on the dialogue with all their teaching educational process.

Metacognition, the knowledge and regulation of our cognitions, is an essential part of our learning. Metacognition has been linked to academic performance at all levels of education. Metacognitive skills, however, are likely to differ depending on that level. The current thesis aims to address four key questions. Firstly, how do metacognitive skills differ between undergraduate and postgraduate education? The metacognitive experiences and skills of 20 doctoral students were examined through semi-structured interviews. Thematic analysis indicated that, whilst doctoral students score above average on metacognitive skills questionnaires, doctoral students’ metacognitive development is influenced by peer interaction and environment. Considering the findings presented at postgraduate level, the second question addressed was what role does social context play in metacognition at undergraduate level? The relationship was measured using both experimental and self-report measures in a first-year undergraduate population. The findings suggested that first year students are not capable of working effectively with others. The lack of capability stems, in part, from normative beliefs suggesting that the participants’ peers think in a similar way to them. These relationships could also be due to individual differences, for example personality. The third question addressed, therefore, was do individual differences play a part in these relationships? Self-report measures of metacognition and personality were administered to undergraduates in all years of study. Correlational and moderation analyses indicated that conscientiousness plays a role in the implementation of metacognition in the later years of study. First-year performance, in comparison, was strongly related to extraversion, suggesting that the previous relationships found between social context and metacognition could potentially be impacted by a person’s personality. Finally, can we implement the information achieved here into an intervention to improve the metacognitive skills of secondary school students? An intervention designed to promote metacognitive skills in group contexts was implemented in a secondary school classroom of 20. The intervention lasted for 6 weeks. By the end of the intervention, analysis of Think Aloud Protocols indicated a marked difference in student’s problem-solving ability and their communication skills. Overall, the findings support the idea that metacognitive skills differ between levels and years of study. Yet, the role of social context and individual differences in metacognition could be key to improving academic performance at all levels of education.

Orientadora: Iraíde Marques de Freitas Barreiro / Banca: Ana Clara Bortoleto Nery / Banca: Maria de Fátima Barbosa Abdala / Resumo: Este estudo comparado aborda o tema da formação de professores para a educação infantil e os anos iniciais do ensino fundamental e tem por objetivo discutir a proposição de dois cursos diferentes para a formação de um mesmo profissional, o professor, nos cursos de Pedagogia e Normal Superior, após a aprovação da Lei de Diretrizes e Bases da Educação Nacional nº 9.394/96. Grande parte das expectativas relacionadas ao sucesso da educação é atribuída ao desempenho do professor, e do mesmo modo lhe são tributadas as responsabilidades pelo fracasso educacional, sendo ele apontado como um profissional despreparado para lidar com questões da atualidade e limitado para promover avanços na educação. Esses são alguns dos argumentos utilizados para a implantação das novas políticas de formação docente. As propostas dos cursos Normal Superior e de Pedagogia na formação inicial de professores, longe de um consenso, apresentam divergências justificadas pelas diferentes concepções de formação do professor entre os formuladores de leis, estudiosos e demais profissionais da educação. O estudo dos cursos de formação docente contribui para a retomada de questões como a incoerência entre a atuação docente almejada expressa na legislação educacional, a formação a que têm acesso e os conhecimentos necessários para o trabalho docente. / Abstract: This comparative study tackles the issue of teacher education for children and the first years of elementary teaching and it aims to discuss the proposition of two different courses for the formation of the same professional, the teacher, in Pedagogical Courses and Normal Courses at superior level, after the law 9394/96. Great part of the expectations related to the success of education is granted to the teacher’s performance, as are the responsibilities for educational failure, and the teacher is seen as an unprepared professional to deal with current issues and too limited to promote progress in education. These are some of the arguments used to the implantation of new policies for teaching formation. The proposals of the Normal Courses at superior level and Pedagogical Courses in the beginning of teacher education, far from reaching a consensus, present unconformities justified by different conceptions of teacher formation among lawmakers, studious and other professionals in education. The study of the courses for teacher education contributes to a return to questions such as the incoherence between the expected teaching performance as expressed in the educational legislation, the formation to which the teacher has access to and the necessary knowledge for teaching. / Mestre

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-02-18T09:22:30Z No. of bitstreams: 2 Tese - Gilka Martins de Castro Campos - 2015.pdf: 2003063 bytes, checksum: addc4ba0846e59aca3b20e2d95f9f0f3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-02-18T09:42:37Z (GMT) No. of bitstreams: 2 Tese - Gilka Martins de Castro Campos - 2015.pdf: 2003063 bytes, checksum: addc4ba0846e59aca3b20e2d95f9f0f3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-02-18T09:42:37Z (GMT). No. of bitstreams: 2 Tese - Gilka Martins de Castro Campos - 2015.pdf: 2003063 bytes, checksum: addc4ba0846e59aca3b20e2d95f9f0f3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-09-14 / This paper discusses the education of music teachers who work with Elementary Education and have attended to undergraduate courses of Universities from Middle-west Region of Brazil. The goal was to acquaint the formative project of such courses, particularly: training conception and action proposed in the political pedagogical projects (PPP) of each course, identifying possible similarities and distinctness they might present. To achieve such goal, there is a discussion on curriculum documents – curriculum matrix and political pedagogical projects (PPP) – of the Music Education Courses of the Federal University of Goiás (UFG), Federal University of Mato Grosso do Sul (UFMS), Federal University of Mato Grosso (UFMT) and University of Brasília (UnB).The discussion was through the study of National policies for teacher training (implemented in the National Curriculum Guidelines for undergraduate courses in Music and for the training of teachers for Basic Education) and its contextualization in teachers training courses in the Middle-west Region (as a development of this legislation in the PPPs of the Undergraduate programs in Music from the Universities of the region). The methodology included bibliographical review, documental research and interviews. The discussions proposed in this research considered as reference the works of authors who research teachers’ education such as Freitas (2002) and Brzezinski (1996a, 1996b, 1996c, 1999 and 2008). In the curriculum field works by Moreira (2003, 2009) and Apple (1994a, 1994b, 2006) were used as reference. In the education politics and legislation Works by Cury (2002, 2009), Catani, Oliveira and Dourado (2001), Carvalho (2011), Dourado (2002), Oliveira (2009), Sguissardi (2000), Silva Júnior (2002), Silva Júnior and Sguissardi (2001, 2005) were considered. In the music education and the education of the music teacher works by Penna (2007, 2010) and Pereira (2012, 2013) were adopted. Among the most significant similarities verified throughout this research, the promptness of the Superior Education Institutions (IES) on accepting totally or partially the statements of the National Curriculum Guidelines for Undergraduate courses in music and for the teaching training programs for Music Education. Also important to mention the emphasis given to musical practice in its different ways of expression in the curriculum. The differences found are punctual and they might be attribute to the specific characteristics and/or problems of each IES. / Este trabalho trata da formação de professores de Música que atuam no Ensino Fundamental, formados nos cursos de Licenciatura em Música das Universidades na Região Centro-Oeste do Brasil. Pretendeu-se conhecer o projeto formativo destes cursos destacando-se: concepções de formação e de práticas assumidas nos projetos político-pedagógicos (PPP) dos cursos, identificando possíveis semelhanças e distinções que apresentam entre si. Para tanto foram discutidos os documentos curriculares – matrizes curriculares e Projetos Político-Pedagógicos (PPP) – dos cursos de Licenciatura em Música da Universidade Federal de Goiás (UFG), da Universidade Federal do Mato Grosso do Sul (UFMS), da Universidade Federal do Mato Grosso (UFMT) e da Universidade de Brasília (UnB). Esta discussão se deu através do estudo das políticas nacionais para a formação de professores (concretizadas nas Diretrizes Curriculares Nacionais para os cursos de graduação em Música e para a formação de professores para a Educação Básica) e sua contextualização nos cursos de formação de professores de Música na região Centro-Oeste (como desdobramento desta legislação nos PPPs dos Cursos de Licenciatura em Música das Universidades da região). Foram adotados como procedimentos metodológicos a revisão bibliográfica, pesquisa documental e a realização de entrevistas. Para a fundamentação das discussões propostas nesta pesquisa tomou-se como referência a produção de autores que trabalham a formação de professores, tais como Freitas (2002) e Brzezinski (1996a, 1996b, 1996c, 1999 e 2008). Na área do currículo recorreu-se aos trabalhos de Moreira (2003, 2009), e Apple (1994a, 1994b, 2006). Na área de políticas educacionais e legislação tomou-se como referência Cury (2002, 2009), Catani, Oliveira e Dourado (2001), Carvalho (2011), Dourado (2002), Oliveira (2009), Sguissardi (2000), Silva Júnior (2002), Silva Júnior e Sguissardi (2001, 2005). Na área da Educação Musical e da formação do professor de Música, os referenciais adotados foram Penna (2007, 2010) e Pereira (2012, 2013). Dentre as semelhanças mais significativas verificadas ao longo da pesquisa podemos citar a disposição das Instituições de Ensino Superior (IES) na aceitação total, ou quase total, do que se encontra disposto nas Diretrizes Curriculares Nacionais para os cursos de graduação em Música e para a formação de professores para a Educação Básica. Há também que se mencionar a ênfase dada nos currículos às práticas musicais em suas diferentes formas de expressão. As distinções elencadas são pontuais e podem ser atribuídas às características e/ou problemas específicos de cada IES.

This study addressed the problem of poor attendance adversely affecting grades and learning. Current school policies do not address problematic attendance for all school-aged children, perpetuating trends of academic failure. The research objective was to determine if unexcused absences had a greater negative impact on a high-stakes test compared to excused absences and then develop a manual of best attendance policies to better serve all school-aged children. This study sampled 10,403 students in a southern United States county. Bivariate regression and ANOVA analyses examined the scores students earned on their first attempt at the Social Studies Georgia High School Graduation Test (SSGHSGT) in relation to these students' excused and unexcused absences for grades 9 through 11. Unexcused absences had a significantly greater impact than excused absences on SSGHSGT scores. Scores decreased an average of 1.33 points for every unexcused absence, whereas each excused absence resulted in a score reduction of only 0.47 points. Given the need demonstrated by these results, a manual of best practices was developed from initiatives that had been empirically proven successful in preventing absences. The initiatives, drawn from the theoretical foundation of family systems, employ schools, parents, neighborhoods, peers, government agencies, and teachers to cumulatively influence student decisions about attendance. By preventing students from developing problematic attendance, positively impacting student grades, raising graduation rates, and reducing delinquency-related crimes these improvements can create a positive social change for students, parents, and particularly school personnel who are held responsible for academic achievement.

Thesis (Ph.D.)--James Madison University, 2009. / Includes bibliographical references.

Bedömning av estetiska ämnen har varit ifrågasatt gällande dess kvalité, rättvisa, funktion och hur det påverkar ämnet och individen. Studien syftar till att beskriva bedömning av det estetiska ämnet Visual Arts vid en lärarutbildning i Sydafrika presenterat ur ett lärarperspektiv. Forskningsfrågorna utgår från ämnesdidaktikens teori gällande Vad bedöms, Hur kommuniseras bedömningen och Varför görs bedömningen. Metoden som använts är ett två månaders fältarbete vid en bildlärarutbildning där jag följt tre lärare och deras arbete genom deltagande observation, samtal, intervjuer och insamling av vissa dokument. Det empiriska materialet har analyserat från de tre didaktiska frågorna. Resultatet visar att lärarna, som var utbildade konstnärer lade ned mycket tid och engagemang på bedömning. Bedömningen utgick från en normativ syn i avseende kvalité på studenters arbete. Studenter bedömdes återkommande summativt genom närvaro, arbetstakt, hur de följde instruktioner och produktens kvalité. Studentarbeten bedömdes i delar där hantverksskicklighet dominerade.  Lärarna utförde kollegiala bedömningar av studentarbeten utifrån ett relativt betygssystem, vid dessa sessioner användes inga uttalade betygskriterier. Kvalitetskriterier kommuniserades till studenter under lektioner och redovisningar i form av korta kommentarer, till exempel nice, good, bad composition och studentarbeten användes ofta som exempel. Feedback gavs återkommande, den beskrev produkten men var sällan formativ i interaktion med studenten.  Under lektioner förbättrade lärarna delar av studentarbeten genom att måla/ teckna på deras produkter vilket kan ifrågasätta en rättvis bedömning. Utifrån samtal och intervjuer med lärarna framgår att de såg bedömning som relativt oproblematisk, de utgick mer från egen erfarenhet än relaterade till befintliga styrdokument. Studenternas process och intention med arbetet användes mycket sparsamt som bedömningskriterier. Studien visar att det är svårt att förena en stark ämnestradition, förändringar utifrån nationella styrdokument och förhållandet att dessa studenter skulle bli bildlärare och inte konstnärer. Studien ger även underlag för diskussion hur den kulturella kontexten påverkar sättet att bedöma och väcker frågor om behovet av att utbyta erfarenheter i relation till kvalité inom utbildning. / Assessment of the Arts has been challenged regarding its quality, fairness, function and how it affects the subject and the individual .  The study examines assessment of Visual Arts in teaching education in South Africa, presented from a teacher’s view. The research questions have been based on a didactics theory .The Method is a two-month field work with participant observations, collection of documents and interviews at the teaching education where the daily work of three teachers, have been followed. The empirical material is analyzed from the three didactic questions what, how and why. The result shows that the teacher’s assessments are based on a normative approach in regards to high and low quality. The teachers performed collegial assessments of student work. A relative rating system were works were compared was used during the assessment. No explicit grading criteria were used. Students were repeatedly summative assessed on attendance, work pace, how they followed instructions and results of the projects. The projects were judged in parts where artistic technical skills dominated the grading process. Criteria were communicated to students during the lesson and presentation as brief comments, such as nice, good, bad composition and pieces student work was often used as an example. Feedback was recurrent describing the product but was rarely formative in interaction with the student. During lessons teachers improved some parts of students work by painting /drawing directly on their products, which might make questionable a fair assessment. The teacher regarded assessment as relatively easy task, referring to personal experience rather than to criteria/aims in course syllabus. Students' intentions of their work were not assessed. The study provides a basis for discussing how cultural context affects the way to assess and raises issues in relation to sustainable quality education of fair assessment. The ethnographic method increases understanding and helps reflections of higher education from a global perspective.