Thesis (M.A.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 23-25).

The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.

Thesis (M.S.)--Kutztown University of Pennsylvania, 1992. / Source: Masters Abstracts International, Volume: 45-06, page: 2783. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves).

SOUSA, Kamila Costa de. Percursos e projetos de vida das juventudes egressas da escola do campo. 2016. 215f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-07T14:48:15Z No. of bitstreams: 1 2016_dis_kcsousa.pdf: 3288746 bytes, checksum: 7a05f1a095a995159cfa457b5352b631 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-04-08T14:43:12Z (GMT) No. of bitstreams: 1 2016_dis_kcsousa.pdf: 3288746 bytes, checksum: 7a05f1a095a995159cfa457b5352b631 (MD5) / Made available in DSpace on 2016-04-08T14:43:12Z (GMT). No. of bitstreams: 1 2016_dis_kcsousa.pdf: 3288746 bytes, checksum: 7a05f1a095a995159cfa457b5352b631 (MD5) Previous issue date: 2016 / Este trabalho tem por objetivo compreender como a Educação do Campo repercute nos percursos iniciados pelos/as jovens egressos/as e nos seus projetos de vida, após a conclusão do ensino médio na escola do campo. São sujeitos e lócus, respectivamente, sete educandos/as que concluíram o segundo grau, entre os anos de 2013 e 2014 na Escola Estadual de Ensino Médio João dos Santos de Oliveira (Escola João Sem Terra), localizada no Assentamento 25 de Maio, em Madalena, Ceará. Baseada na concepção da Educação do Campo, foi a primeira escola a funcionar no estado com essa proposta. Para a discussão de juventude do campo, a pesquisa dialogou com autores/as que estudam a temática, como CARNEIRO (2008) e SALES (2006). Nas reflexões sobre Educação do Campo, propõe interlocuções com ARROYO (2006), CALDART (2002, 2004, 2012), CARVALHO (2006). Para responder os objetivos da pesquisa, foi necessária uma aproximação com os/as jovens, através da inserção no seu cotidiano para entender como elaboram seus percursos e projetos de vida. A escolha metodológica é fundamentada na pesquisa qualitativa, em conformidade com BOGDAN e BIKLEN (1994), MINAYO (2015), sendo de cunho etnográfico DAMATTA (2010), PEIRANO (2014). Essas juventudes revelaram formas diferentes de vivenciar o campo, com inserções plurais. Os percursos iniciados pelos/as egressos/as se constroem a partir do assentamento, na mobilidade para as cidades em busca de estudo e trabalho; ou na participação das lutas da comunidade e inserção no MST; mas também no trabalho na agricultura, com a produção de canteiros; ou por meio da cultura camponesa, através das danças populares. Assim, no assentamento ou na mobilidade entre o campo e a cidade, eles/as constroem seus caminhos em um constante dialogo entre sonhos e possibilidades. A Educação do Campo, nesse sentido, proporcionou às juventudes experiências práticas para o convívio com o campo, também formação política, engajamento e articulação nas lutas pela Reforma Agrária. Sua repercussão é imaterial, invisível, se entranha na formação de um novo ser que é inconcluso e que experimenta o mundo de múltiplas formas. Os percursos e os projetos de vida desses/as egressos/as da escola do campo registram criatividade, potencialidade, desejo de mudança, jogo com as oportunidades, táticas (CERTEAU, 2013) de resistência, de permanência e aspiração. Essas juventudes redesenham a relação campo-cidade e produzem outros sentidos para o “ficar ou sair” do campo.

Submitted by RONILCE MAIRA GARCIA LOPES null (romagalo@ymail.com) on 2016-07-12T11:44:33Z No. of bitstreams: 1 Dissertação.pdf: 3047143 bytes, checksum: 4f9b29fdb251940375a19b509559830c (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-12T13:15:26Z (GMT) No. of bitstreams: 1 lopes_rmg_me_rcla.pdf: 3047143 bytes, checksum: 4f9b29fdb251940375a19b509559830c (MD5) / Made available in DSpace on 2016-07-12T13:15:26Z (GMT). No. of bitstreams: 1 lopes_rmg_me_rcla.pdf: 3047143 bytes, checksum: 4f9b29fdb251940375a19b509559830c (MD5) Previous issue date: 2016-05-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Essa narrativa tem como escopo principal contar a história de uma pesquisa(dora), em uma escola do campo, com professores que lecionam Matemática. Cujo intuito era responder à pergunta de pesquisa: como os professores que lecionam Matemática em uma escola do campo tem percebido e compreendido esse espaço? A partir dos acontecimentos ocorridos durante a produção dos dados e como esses acontecimentos afetaram, atravessaram a pesquisa(dora) a história foi contada. Essa é uma história que acontece entre. Entre discursos ideológicos da Educação do Campo, da Educação Matemática no que tange a Educação do Campo e principalmente, o que ocorre entre o dia a dia, a rotina, as vozes, as pegadas, os trieiros de uma escola do campo. Essas ideologias são compostas pelo Referencial Curricular do Estado de Mato Grosso de Sul, a Proposta Pedagógica da escola, e, alguns marcos normativos no que tange a legislação da Educação do Campo. A Filosofia da Diferença compõe o movimento de discussão dos acontecimentos, metodologicamente, essa história s inspirou na Cartografia. A produção de dados ocorreu no chão da Escola Municipal Dom Bosco – Pólo e Extensões: Cirilo Anoena da Costa situada na zona rural do município de Inocência, no Estado de Mato Grosso do Sul. / This narrative has as the main scope tell the story of a research(er), in a countryside school, with teachers who teach mathematics. Whose aim was to answer the research question: how teachers who teach mathematics in a countryside school has perceived and understood this space? From the events that occurred during the production of data and how these events affected, crossed the research(er) the story was told. This is a story that happens between. Between ideological discourses of Field Education, Mathematics Education regarding the Rural Education and especially what happens between the day to day routine, the voices, the footsteps, the trieiros a school field. These ideologies are composed by the Referential Curriculum of the State of Mato Grosso do Sul, the school's pedagogical proposal, and some regulatory frameworks with respect to the field of education law. The difference of philosophy makes up the discussion movement of events, methodologically, this story's inspired in Cartography. The production data was on the floor of the Municipal School Dom Bosco - Campus and Extensions: Cirilo Anoena da Costa located in the countryside of Inocência, in the state of Mato Grosso do Sul.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015. / The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.

Orientador: Roxane Helena Rodrigues Rojo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T10:11:12Z (GMT). No. of bitstreams: 1 Alencar_MariaCristinaMacedo_M.pdf: 1556007 bytes, checksum: 0b8793ef5567ddcfc963962fdd7348e3 (MD5) Previous issue date: 2012 / Resumo: Neste estudo analisamos narrativas de trabalhadoras e trabalhadores rurais não alfabetizados, integrantes do Movimento dos Trabalhadores Rurais Sem-Terra (MST), a fim de apreender como estes sujeitos significam suas experiências com a escrita e a sua inserção em práticas de letramento, no cotidiano do acampamento Lourival Santana, no Sudeste Paraense. Esse objetivo se desdobrou nas perguntas sobre como um grupo de adultos não alfabetizados se representa em relação às demandas de leitura e escrita surgidas nas práticas de letramento do acampamento e como (re)constrói suas identidades e os sentidos da escrita. Na procura por respostas a esses questionamentos realizamos pesquisa de cunho etnográfico e interpretativista que se pautou no pressuposto de que se deve investigar a linguagem em uso, uma vez que o sujeito e seu contexto sociocultural constituem o fazer científico (MOITA-LOPES, 2006; SIGNORINI e CAVALCANTI,1998). A partir de tal perspectiva pudemos gerar dados que possibilitaram: a) descrever dois principais eventos de letramento observados no cotidiano do acampamento: assembleia geral ou reunião de coordenação do acampamento e reuniões de Núcleo de Família (NF) e de Setor; b) analisar discursos de um grupo de adultos não alfabetizados sobre suas histórias de letramento e inserção nas práticas de letramento no acampamento Lourival Santana. Na análise dos dados apoiamo-nos em discussões realizadas no âmbito dos estudos socioculturais de letramento (KLEIMAN,1995; ROJO,2009; BARTLETT, 2007; 2003; STREET, 2003; 1984; BARTON; HAMILTON, 1998; ), estudos enunciativos bakhtinianos (BAKHTIN, 2004[1929]; 2002), estudos sobre cultura (SOUSA-SANTOS, 2010; 2000; CANDAU, 2002; CUCHE, 1999; MAHER, 2007), representações sociais e construção de identidades (SILVA, 2010; HALL, 1998; 1997; BAUMAN, 2005). Os resultados nos mostram que há uma supervalorização do poder da escrita nas representações dos sujeitos da pesquisa, particularmente do modelo de escrita escolar que eles têm construído. Assim, se representam como sujeitos de falta e significam negativamente as práticas de letramento que vivenciam no cotidiano do acampamento, apesar de muitos terem se percebido capazes de aprender a ler e escrever a partir da inserção nessas práticas / Abstract: This study analyzes narratives of illiterate rural workers who are members of the Landless Rural Workers Movement (MST) in order to assimilate the strategies theses workers take to give sense to their experiences with writing as well as their insertion in literacy practices of the everyday life of Santana Lourival village, located in southeast of the state of Pará. This goal has given rise to some questions ont how a group of illiterate adults represent themselves in relation to the demands of written literacy practices which have been occurring in the village and who these workers (re) construct their identities and the meaning of writing. In searching for answers to these questions we made ethnographic and interpretative research based on the assumption that one should investigate language in its current use, since the speakers and their social and cultural environment comprise the scientific work (MOITA-LOPES, 2006 ; SIGNORINI; CAVALCANTI, 1998). From this view point our data allowed us a) to describe two leading literacy events observed in the daily life of the citizens of the village: the general assembly or village's coordination and Family Center (NF) and Sector b) analyzing the discourses a group of illiterate adults about their histories of literacy and inclusion in the literacy practices in Lourival Santana village. In order to develop our analysis of the data we took into account reliable discussions on sociocultural studies of literacy (KLEIMAN, 1995; ROJO, 2009; BARTLETT, 2007; 2003; STREET, 2003, 1984; BARTON; HAMILTON, 1998;), enunciative Bakhtinian studies ( BAKHTIN, 2004[1929], 2002), cultural studies (SOUSA-SANTOS, 2010, 2000; CANDAU, 2002; CUCHE, 1999; MAHER, 2007), social representations and identity construction (SILVA, 2010; HALL, 1998; 1997; BAUMAN, 2005). The results show that speakers overestimate the power of the written representation, specially the model of writing they have constructed. Thus, they represent themselves as speakers without literacy abilities and, thus, evaluate negatively the literacy practices they experience in daily life although many of the residents of the village have already noticed they are capable of learning to read and write from the insertion of these practices / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.

abstract: This study examined the forty-five year history of a rural band program in Coolidge, Arizona from 1935–1980. Research questions included investigation into the band’s place in the diverse populations with whom they interacted, the stakeholders, and support from the community. Circumstances of the creation of the town, the high school and band, the stakeholders involved in those processes, the ensembles (including learning and teaching), and outside influences such as national level music policies, ecological, and socio-political events were a necessary part of the study. High school yearbooks, student-written newspapers, and local newspapers were consulted for the bulk of the primary-source data. Other sources were also used to corroborate biographical information about band directors, administrators, and influencers outside of Coolidge High School. The most significant finding was that over the forty-five years investigated, the unwavering community support sustained a strong music program in the rural town, even though teacher turnover was high. Publicly demonstrating learning and teaching, the Coolidge High School Band program engaged the local community with numerous performances, drew positive attention from state-level community, and was recognized outside of Arizona at least once regionally. The local community demonstrated tremendous support for the band program over the years, including constant communication in the newspapers, attendance at performances, providing of scholarships, and approval of various bond elections to improve facilities that would be used by the band. More research is recommended on rural music programs and community engagement. / Dissertation/Thesis / Doctoral Dissertation Music Education 2019

The state of Tennessee was the ideal place to implement Pre-K programs because of the number of children living in poverty, health-care issues, and student’s poor performances on academic measures. This chapter will explore the development of Pre-K, the use of pilot programs, the major expansions, and the period of sustainment. The fi nal section will identify lessons learned and recommendations for expansion of quality Pre-K programs for all young children.