The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization. / May 2008

Thesis(Ph.D.)--Case Western Reserve University, 2010 / Title from PDF (viewed on 2010-01-28) Department of Organizational Behavior Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 226-238). Also available for download via the World Wide Web; free to University of Oregon users.

<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo / learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo / responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.</p>

The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization.

The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Bert Goldman; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed Aug. 26, 2009). Includes bibliographical references (p. 101-106).

Orientador: Lourdes de la Rosa Onuchic / Banca: Geraldo Perez / Banca: Edna Maura Zuffi / Resumo: Esta dissertação tem como objetivo principal verificar se a Metodologia de Ensino- Aprendizagem-Avaliação de Matemática através da Resolução de Problemas constitui-se num bom caminho alternativo para a construção de conceitos e conteúdos trigonométricos pelos alunos do Ensino Médio. Dentro da Educação Matemática, atualmente, o ensinoaprendizagem- avaliação de Matemática através da resolução de problemas é visto como uma metodologia alternativa, que visa a um trabalho centrado no aluno, a partir de problemas geradores de novos conceitos e novos conteúdos matemáticos, levando-o a construir um conhecimento matemático através da resolução de problemas. Nessa metodologia, o aluno participa ativamente da construção do conhecimento com a orientação e supervisão do professor que, somente no final desse processo de construção, formaliza as idéias construídas, utilizando notação e terminologia corretas. As unidades temáticas trabalhadas com os alunos foram Conceitos básicos e Trigonometria no triângulo retângulo; A circunferência e arcos trigonométricos e Funções Trigonométricas e resolução de triângulos quaisquer. Constatei que, ao trabalhar com esta metodologia, em sala de aula houve um aumento na motivação, tanto da professora em ensinar quanto dos alunos em aprender. Além disso, em muitas oportunidades, foi possível observar os alunos relacionando suas atividades com alguns tópicos já trabalhados anteriormente. Todos esses fatos, retratados em minha aplicação, reforçam fortemente a relevância desse trabalho. A metodologia de pesquisa adotada neste trabalho é a Metodologia de Romberg. / Abstract: This thesis has as main goal the verification if the teaching-learning-assessment of Mathematics Methodology through the Problem Solving approach is a good alternative way to the construction of trigonometric concepts and contents by high school students. Currently, within Mathematics Education, teaching-learning-assessment of Mathematics through problems solving is seen as an alternative methodology, which aims to work in a student centered way, from problems that might produce new mathematics concepts and contents, leading them to construct mathematics knowledge through problem-solving. Within this methodology, students participate actively in the construction of knowledge with the teacher orientation and supervision who formalize the constructed ideas just at the end of this construction process, using right notation and terminology. The thematic units worked on with the students were: Basic concepts and trigonometry in the right-angled triangle; Circles and trigonometric arcs and Trigonometric functions and solution of problems involving general triangles. I have realized that, working with this methodology, there were a motivation increase in the classroom, both for the teacher to teach, and the students to learn. Furthermore, it was possible to see, in many opportunities, the students connecting their activities with some topics that had already been worked on. All those events happened in my research application, strongly reinforce the relevance of this work. The research methodology adopted in this work is the Romberg’s one. / Mestre

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-13Bitstream added on 2014-06-13T19:11:41Z : No. of bitstreams: 1 huamanhuanca_rr_me_rcla.pdf: 2747717 bytes, checksum: 524fc14b4631e834d79514b5267d0a67 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação tem como objetivo principal verificar se a Metodologia de Ensino- Aprendizagem-Avaliação de Matemática através da Resolução de Problemas constitui-se num bom caminho alternativo para a construção de conceitos e conteúdos trigonométricos pelos alunos do Ensino Médio. Dentro da Educação Matemática, atualmente, o ensinoaprendizagem- avaliação de Matemática através da resolução de problemas é visto como uma metodologia alternativa, que visa a um trabalho centrado no aluno, a partir de problemas geradores de novos conceitos e novos conteúdos matemáticos, levando-o a construir um conhecimento matemático através da resolução de problemas. Nessa metodologia, o aluno participa ativamente da construção do conhecimento com a orientação e supervisão do professor que, somente no final desse processo de construção, formaliza as idéias construídas, utilizando notação e terminologia corretas. As unidades temáticas trabalhadas com os alunos foram Conceitos básicos e Trigonometria no triângulo retângulo; A circunferência e arcos trigonométricos e Funções Trigonométricas e resolução de triângulos quaisquer. Constatei que, ao trabalhar com esta metodologia, em sala de aula houve um aumento na motivação, tanto da professora em ensinar quanto dos alunos em aprender. Além disso, em muitas oportunidades, foi possível observar os alunos relacionando suas atividades com alguns tópicos já trabalhados anteriormente. Todos esses fatos, retratados em minha aplicação, reforçam fortemente a relevância desse trabalho. A metodologia de pesquisa adotada neste trabalho é a Metodologia de Romberg. / This thesis has as main goal the verification if the teaching-learning-assessment of Mathematics Methodology through the Problem Solving approach is a good alternative way to the construction of trigonometric concepts and contents by high school students. Currently, within Mathematics Education, teaching-learning-assessment of Mathematics through problems solving is seen as an alternative methodology, which aims to work in a student centered way, from problems that might produce new mathematics concepts and contents, leading them to construct mathematics knowledge through problem-solving. Within this methodology, students participate actively in the construction of knowledge with the teacher orientation and supervision who formalize the constructed ideas just at the end of this construction process, using right notation and terminology. The thematic units worked on with the students were: Basic concepts and trigonometry in the right-angled triangle; Circles and trigonometric arcs and Trigonometric functions and solution of problems involving general triangles. I have realized that, working with this methodology, there were a motivation increase in the classroom, both for the teacher to teach, and the students to learn. Furthermore, it was possible to see, in many opportunities, the students connecting their activities with some topics that had already been worked on. All those events happened in my research application, strongly reinforce the relevance of this work. The research methodology adopted in this work is the Romberg s one.

Magister Educationis - MEd / South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in. / South Africa