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Youth unemployment and schooling in relation to human resources development in Papua New GuineaKereme, Philip Tene, n/a January 1997 (has links)
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Innehållsanalys av begreppet ”Det vidgade textbegreppet” : – I kursplanerna för Svenska och Bild, respektive Filosofi och ReligionskunskapTollstedt, Maria January 2008 (has links)
<p>Abstract</p><p>The name of this essay is: A content analyze of the expanded conception of text – in the School curriculum’s for the subjects Swedish, Arts, Philosophy, and Religion by Maria Tollstedt (spring semester 2008), supervisor is Heike Graf.</p><p>This essay is about the expanded conception of text. The theory for this work is the professor in literature Marshall McLuhans theories about Media being extensions of our bodies from the book Understanding Media (1964). The essay also discus and gives examples of definitions of what a text can be. This work examines and analyzes in what way the expanded conception of text implicitly and explicitly is being used in different Swedish governing school documents. More precisely the School curriculum’s concerning the four subjects: Swedish, Arts, Philosophy, and Religion.</p><p>The essay analyzes if the use of the expanded conception of text differs depending on which subjects the documents are addressing and if they are aimed and written for primary school or high school.</p><p>The conclusion of this work is that the expanded conception of text is not often explicitly used in the examined documents, and whether it is often implicitly used is a matter of interpretation.</p>
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Innehållsanalys av begreppet ”Det vidgade textbegreppet” : – I kursplanerna för Svenska och Bild, respektive Filosofi och ReligionskunskapTollstedt, Maria January 2008 (has links)
Abstract The name of this essay is: A content analyze of the expanded conception of text – in the School curriculum’s for the subjects Swedish, Arts, Philosophy, and Religion by Maria Tollstedt (spring semester 2008), supervisor is Heike Graf. This essay is about the expanded conception of text. The theory for this work is the professor in literature Marshall McLuhans theories about Media being extensions of our bodies from the book Understanding Media (1964). The essay also discus and gives examples of definitions of what a text can be. This work examines and analyzes in what way the expanded conception of text implicitly and explicitly is being used in different Swedish governing school documents. More precisely the School curriculum’s concerning the four subjects: Swedish, Arts, Philosophy, and Religion. The essay analyzes if the use of the expanded conception of text differs depending on which subjects the documents are addressing and if they are aimed and written for primary school or high school. The conclusion of this work is that the expanded conception of text is not often explicitly used in the examined documents, and whether it is often implicitly used is a matter of interpretation.
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La prevención de las drogodependencias en el medio educativo: formación del profesorado e integración curricular en AndalucíaBas Peña, Encarnación 16 June 1997 (has links)
La formación del profesorado es decisiva para integrar, en los contenidos académicos, aspectos como el consumo de tabaco, alcohol y otras drogas.Nuestra hipótesis es: "La educación sobre drogas se puede integrar en todos los niveles educativos, áreas de conocimiento, y disciplinas del currículo, mediante un Programa de Educación sobre Drogas dirigido a la formación del profesorado?.Este se ha diseñado con una estructura que implica pasar de la teoría a la práctica, de escuchar a actuar, de reproducir a construir, y de construir a reconstruir. Se ha evaluado mediante una "investigación pre-experimental con diseño de un grupo con preprueba y postprueba" (Hernández Pina et al., 1995:98).Los resultados muestran que esta formación teórica-práctica, mejora su sensibilización, información y formación sobre drogodependencias, capacitándolos para integrar la educación sobre drogas en el currículo escolar y áreas de conocimiento, mediante la elaboración, aplicación en el aula y valoración de programaciones de aula. / Teacher education is decisive for the intergration in academic content of issues such as smoking, alcohol intake and other drugs. According to our hypothesis: Drugs education can be integrated into all educational levels, fields of knowledge and curriculum subjects, through an Educational Program focused on teacher training.The Programme was designed with a structure that involves a move from theory to practice, from listening to acting, from reproducing to building, and from building to re-building. It was evaluated using a pre-experimental research design with a group involving a pre-test and post-test (Hernández Pina et al., 1995:98). The results show that training in both theory and practice, improves sensibility, information and knowledge of drug-dependency, enabling teachers to integrate drugs education into the school curriculum and different subject areas, through the design,application and assessment of classroom contents.
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An action research on the introduction of the use of authentic tasks in assessment to support a new integrated curriculum /Tang, Mei-sin. January 1996 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 134-141).
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An action research on the introduction of the use of authentic tasks in assessment to support a new integrated curriculumTang, Mei-sin. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 134-141). Also available in print.
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Articulação do currículo escolar e integração de políticas sociais: a experiência do Programa Mais Educação no Município de Vera Cruz - BAMello, Micaela Balsamo 24 September 2015 (has links)
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Dissertacao para impressao.pdf: 1428808 bytes, checksum: 4ffe15d069abe50d0f1f86eb80bc768a (MD5) / O presente trabalho teve como objetivo analisar o desenvolvimento das ações do Programa Mais Educação, em escolas do Município de Vera Cruz – BA, com vistas a atender aos princípios da integração com o currículo escolar e com as demais políticas da área social. Para alcancar tal intento foram apresentados os princípios, concepções e contextos de implantação da Educação Integral, com ênfase na realidade brasileira, destacando-se as características do PMED, sua abrangência no Brasil, pressupostos e orientações legais. Posteriormente, foram examinados os princípios de articulação curricular e integração com políticas socias propostos pelo PMED. Esta pesquisa de natureza qualitativa adotou como abordagem metodológica o estudo de casos múltiplos, considerando três escolas públicas do referido município como campo empírico. Para coleta de dados contou-se com a realização de entrevistas com os implementadores do programa no município de Vera cruz, além de análise documental e revisão sistemática da literatura. A análise dos dados revelou que a proposta de integração de saberes, práticas, espaços e tempos vem se ajustando aos hábitos e cotidiano escolar, defrontando-se com resistências, ao passo que é impulsionada por necessidades de uma escola que precisa se reinventar para amoldar-se à conjuntura social atual. A precariedade ou inexistência de espaços físicos para realização de atividades e constituição de experiências educativas diversas, a influência política partidária na indicação de monitores voluntários, além da frágil relação com estes devido à ausência de vínculo empregatício foram apontados como principais entraves para atendimento aos princípios investigados. Destaca-se ainda que a inexistência de interfaces com demais políticas sociais no atendimento dos estudantes e a separação do tempo escolar em turno e contra turno contraria a proposta de articulação e integração indicada no programa. / ABSTRACT
The present study aimed to analyze the development of actions of the Programa Mais Educação
in the schools of the Vera Cruz city in Bahia, in order to cater to integration principles with the
school curriculum and other policies in the social area. To accomplish this purpose the principles,
concepts and contexts of implantation of the Integral Education with emphasis on Brazilian
reality were presented, highlighting the PMED features, its coverage in Brazil, presuppositions
and legal guidelines.After that, the principles of curriculum articulation and integration with
socais policies proposed by PMED were examined. This research with qualitative nature adopted
as methodological approach the study of multiple cases, considering three public schools in the
before-mentioned city as empirical field. For data collection counted on the interviews with the
implementers of the program in Vera Cruz city in addition to document analysis and systematic
review of the literature. The data analysis revealed that integration of knowledge of proposal,
practices, spaces and times has been adjusting to the habits and daily school, being faced with
resistance, while it is driven by the needs of a school that needs to reinvent and mold itself the
current social situation. The precariousness or absence of physical spaces for activities and
formation of several educational experiences, partisan political influence in the appointment of
volunteer monitors, as well as fragile relationship with them due to lack of employment link were
identified as major obstacles to meeting the investigated principles . It is noteworthy also that the
lack of interfaces with other social policies in the service of students and the separation of school
time in turn and turn against counteracts the proposal to articulation and integration indicated in
the program.
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The effect of a Gestalt intervention programme on the emotional intelligence of preschool childrenWalsingham, Vicky Joan 02 1900 (has links)
The goal of the study was to determine whether there would be a significant improvement in preschool children’s emotional intelligence when a Gestalt intervention programme was implemented.
The research was conducted according to the quantitative approach with a pre-test/post-test design. The Vineland Adaptive Behaviour Scales (2nd edition) was completed and returned by a sample of 30 parents (N=30) from a crèche in the Gauteng area. The Joseph Picture Self-Concept Scale was used to test a sample of 30 preschool children (N=30) from the same crèche. The representative sample of preschoolers aged 3 to 5 years was divided into an experimental (n=15) and control (n=15) group. A Gestalt play therapy intervention programme, the Wise child programme, was conducted with the experimental group.
The results indicated that there was a significant improvement of the preschool children’s emotional intelligence in terms of intra- and interpersonal skills after the implementation of a Gestalt intervention programme. / Social Work / M. Diac. (Play Therapy)
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O ensino do conceito de função e conceitos relacionados a partir da resolução de problemasBotta, Eliane Saliba [UNESP] 31 August 2010 (has links) (PDF)
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botta_es_me_rcla.pdf: 43109398 bytes, checksum: 287c00d1e14e5484c6368c75353434c3 (MD5) / See-Sp / Este trabalho de pesquisa se refere ao ensino e à aprendizagem do conceito de função, no Ensino Fundamental e Médio, fazendo uso da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas e, também, fazendo uso de análise de erros e concepções errôneas. Duas questões básicas que podem resumir o propósito deste trabalho são as seguintes: (1) É possível antecipar a introdução do conceito de função para as diversas séries do Ensino Fundamental II, com o uso da metodologia acima mencionada? (2) Como o estudo dos erros cometidos pelos alunos pode ajudar no processo de ensino-aprendizagem? Procuramos respostas para essas questões ao analisarmos trabalhos de alunos das diferentes séries dos ensinos Fundamental e Médio, realizados em sala de aula, sob nossa orientação como professora-pesquisadora. As respostas a essas questões se apoiaram em pontos-chave desta pesquisa, referentes a diferentes concepções da álgebra, a princípios da aprendizagem, e a estudo de erros. A análise desses trabalhos nos leva a pensar que é possível antecipar o ensino do conceito de função para a 5a série /6° ano do Ensino Fundamental, de forma intuitiva, ao invés de, como o usual, introduzi-lo formalmente na 1ª série do Ensino Médio. Para o desenvolvimento desta pesquisa utilizamos a Metodologia de Pesquisa de Thomas A. Romberg / This research refers to the teaching and learning of the function concept in elementary school and school, making use of the Mathematics Teaching - Learning - Assessment through Problem Solving Methodology and also making use of error analysis and misconceptions. Two basic questions that can summarize the purpose of this study are: (1) Is it possible to anticipate the introduction of the concept of function for the various grades, II, using the methodology mentioned above? (2) How to study the mistakes made by students can help in the teaching-learning process? We seek answers to these questions by analyzing the works of students of different grades of elementary and high schools, conducted in the classroom, under our guidance as a teacher-researcher. The answers to these questions were supported by key points of this research, referring to different concepts of algebra, to principles of learning and study of errors. The analysis of these students works leads us to think that we can anticipate the teaching of the concept of function to the 5th grade / 6th grade of elementary school, intuitively, rather than, as usual, introduce it formally in first grade of High School. This research was developed following the Research Methodology presented by Thomas A. Romberg
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Música na formação dos alunos do Instituto de Educação Ivoti : um século de históriaIrving Feldens 19 August 2008 (has links)
Trata-se de uma análise da Proposta de Educação Musical do Instituto de Educação
Ivoti (IEI) ao longo de sua história apontando a relevância e a contribuição do ensino de
música dentro de sua proposta pedagógica. No início do trabalho, são abordados de
forma transversal conceitos que servem de balizadores teóricos para a pesquisa:
currículo, formação integral, valor do ensino de música para o ser humano e educação
musical no currículo escolar dentro de uma proposta de formação integral. A partir do
segundo capítulo, é feita uma análise, através de registros históricos e atuais do IEI, do
lugar e da importância dada à música, tanto como disciplina regular como enquanto
atividade optativa nas diversas fases que a Escola atravessou ao longo de sua história
nas cidades de Taquari, Santa Cruz, São Leopoldo e hoje em Ivoti. São descritas as
disciplinas desenvolvidas na área de música, seus conteúdos e seus objetivos. São
nominados os professores responsáveis por ministrar estas aulas, os resultados artísticos
mostrados em apresentações, concertos e excursões artísticas realizados no estado do
Rio Grande do Sul, no Brasil e em outros países. Ao apresentar a proposta de educação
musical da Escola e sua evolução no contexto de sua história, são apontadas interfaces
que ligam fatos concretos apontados nos relatos históricos com os conceitos abordados
e aprofundados no início deste trabalho. Na conclusão, além de uma síntese da trajetória
da educação musical integrada à proposta pedagógica do IEI ao longo de sua história,
apresenta-se também o resultado decorrente do mapeamento documental materializado
na organização e digitalização de documentação referente ao tema que abre, através
deste trabalho, caminho para outras pesquisas a partir do material coletado. / This is an analysis of the proposal of Musical Education offered by the Ivoti
Educational Institute (Instituto de Educação Ivoti IEI) throughout its history. It points
out the relevance and contribution of the teaching of music in the framework of the
schools educational rationale. It starts by discussing in a transversal manner concepts
that function as theoretical guidelines for the research project: curriculum, holistic
training, the value of musical education for human beings and musical education in the
school curriculum in the framework of a holistic training. Beginning in the second
chapter, it analyses, on the basis of the IEIs historical and present records, the place and
importance ascribed to music, both as a regular course and as an optional activity, at the
various stages of the schools history in the towns of Taquari, Santa Cruz, São Leopoldo
and presently in Ivoti. The dissertation describes the disciplines taught in the area of
music, their contents and goals. It names the teachers who were in charge of the classes,
the artistic results that were shown in performances, concerts and artistic excursions
carried out in the state of Rio Grande do Sul, in Brazil and in other countries. In the
discussion of the schools rationale for the teaching of music and its evolution in the
course of the schools history, it highlights interfaces that associate concrete facts
pointed out in the historical records and the concepts introduced and developed in the
beginning of the dissertation. The conclusion offers a summary of the course of musical
education integrated with the IEIs pedagogical rationale throughout its history and the
results from the documental mapping materialized in the organization and digitalization
of documents on the topic. Thus it breaks ground for other research projects on the basis
of the collected material.
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