The Arctic occupies an important place in Western imagination, in particular in the development of colonial and Southern (Western) power. Through a process of co-research and community-based video making, the researcher and student researchers made several group and individual video projects investigating the North, to reclaim, celebrate and educate. The project media contributes to the expanding field of politics of representation and knowledge to empower the social and cultural perspective and expression of the Arctic people. This thesis analyses collaborative video documentation created by Aurora College Adult Education students in Inuvik who designed the research guide, interviewed, filmed, edited and also created personal video projects. It examines the North, Newcomers to the North and The South Through Northern Eyes – and their cultural and social implications and how those implications effects communications, within the North and between the North and South. From a Northern perspective of homeland and adaptation, the Southern binary of assimilation and Modernity have been incorrect, disruptive and discriminatory and it fails to interact with Northern realities of paradox, pragmatism and strength. It argues that that the dominant Southern perspective with its power-centered negative and inaccurate perceptions and portrayals need to be disempowered and discarded for authentic Northern narratives with intertwining concepts of story, voice, image and culture. Representations and experiences, present and future, are vastly different stories when told from the perspective of the North. This research endeavors to act as a conduit to contribute the direct academic voice of Northern peoples, contexts and truths through knowledge co-production and video creation. Drawing on public sociology, visual sociological theory, cultural studies, Northern studies, education and the reexamined "post"-colonial theory, this interdisciplinary thesis covers ideological processes, cultural politics, community practices and social issues that have shaped this cultural clash. Hence, this study is textually based, describing the video narratives and academically situating the work in Northern discourse becoming central and dominant in Northern research and education. This thesis tries to restart/reframe the conversation on the representation/knowledge of the Indigenous peoples of the Western Arctic and its evolving identity, power and place in the global world.

This study investigates the influence of teaching assistants (TAs) on the peer relationships of pupils with special educational needs and disabilities (SEND) in mainstream schools. Peer relationships are central to development. Whilst there is an increasing body of research into TAs’ contribution to academic outcomes, there are comparatively few studies into their social impact. The majority of studies investigating the impact of TAs on the peer relationships of pupils with SEND highlight concerns that TAs deployed in a one-to-one role inadvertently hinder pupil relationships. This study sought to explore and explain the strategies used by TAs and the underlying contextual factors which facilitate or constrain the development of positive peer relationships for pupils with SEND. The purpose of the research was to identify, from the perspective of TAs, ‘what works, for whom, in what contexts and with what outcomes’. Qualitative data from interviews with six TAs working in primary schools was analysed using a critical realist position and grounded theory methodology (Corbin & Strauss, 2015). The results propose that TAs use ‘manager’ and ‘coach’ strategies to influence pupil peer relationships, via the core category of ‘social agency’. The ‘manager’ enabled short-term reductions in pupils’ level of social ‘risk’, problems and isolation, but constrained the development of social skills and increased dependency in the longer-term. The ‘coach’ encouraged pupils to take controlled, short-term risks, but facilitated their reflective thinking, social skills and independence. Three causal factors influenced TAs’ use these strategies; the level of social need of pupils, TAs’ values, knowledge, skills and integrated experience and the school context. The concept of ‘social agency’, applied to both TAs and pupils, explains the properties of, and relationships between the above components. The theory has implications for the practice of TAs and educational professionals and provides a basis for future research.

Landbased Studies Foundation and Bachelor degrees (FD and BSc) are generally taught in specialist FE landbased colleges, with teachers typically teaching both FE (Ofqual RQF Levels 0–3) and HE (Ofqual RQF Levels 4–6). Such teachers are designated in the literature as being HE in FE (Higher Education in Further Education) or CBHE (College Based Higher Education) teachers. Using a single case study landbased college, this study adopts a qualitative, naturalistic methodology using intensive interviewing and classroom observations of six Animal, Equine and Veterinary Nursing Studies HE in FE teachers. Characterised as an under-represented group within UK education research, these teachers teach both HE and FE within a small, UK landbased college. The study examines the nature of HE teacher pedagogic practice enactments, and factors which enable and constrain them within an FE college environment. Conceived within a interpretivist socio-constructivist framework, this study is influenced by the anti-dualist social philosophy of Practice Theory (PT) whereby people, places and material objects all contribute to how practice is enacted. Rather than considering material artefacts to be merely background objects and a college being simply an inert container where teaching takes place, a sensitivity to Practice Theory considers the FE context, material aspects and teacher pedagogic practices as a whole, rather than from one or other side of the structure versus agency divide. Within this study a particular variant of Practice Theory, Practice Architectures (PA) (Kemmis and Grootenboer, 2008), has been used to sensitise the study. The study adopts a Constructivist Grounded Theory (CGT) approach as a means of exploring a neglected and under-theorised area of Post-Compulsory education. The CGT methodology influenced and guided the research design and interpretive data iv analysis. Using purposive sampling of teacher participants, theoretical sampling, and the iterative cycles of constant comparison associated with Grounded Theory (GT), the data was used to construct four key categories. From these categories three main theoretical themes were identified from the data; Surveillance and Control, Teacher Identity and Agency, and Pedagogic Risk Aversion. The interpretive analysis suggests that HE pedagogic practice enactments are influenced and constrained by the college as a site, by its management, and by the wider neoliberal landscape of surveillance and auditing, as well as by the teachers themselves, the HE students, and material, non-human physical spaces and artefacts. The resultant HE pedagogic practice enactments are risk averse, tending towards instrumentalism and teacher-centeredness. The final CGT theoretically accounts for the HE practice enactments of the HE in FE teachers at the college and is discussed in relation to HE in FE literature, and to a number of pertinent theories within and beyond education. The CGT contributes to an enhanced understanding of HE teacher pedagogic practice enactments, and has potential for generalisability beyond the specific college. The original contributions to knowledge consists of: devising a novel methodology whereby PT/PA and CGT are articulated; adding to the body of literature for HE in FE pedagogy; and adding to the pauce corpus of literature for landbased education.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-22T11:55:42Z No. of bitstreams: 1 ELIANE GONÇALVES COSTA ANDERI.pdf: 1519347 bytes, checksum: 79efa48349eb7c53b37be2ae1887632c (MD5) / Made available in DSpace on 2017-11-22T11:55:42Z (GMT). No. of bitstreams: 1 ELIANE GONÇALVES COSTA ANDERI.pdf: 1519347 bytes, checksum: 79efa48349eb7c53b37be2ae1887632c (MD5) Previous issue date: 2017-09-14 / The present thesis is the result of an investigation that has teaching professionality as the object of study and, as the research field, the Institutional Program of Initiation to Teaching (PIBID). The objective is to verify if contact with the scope of work, at the beginning of the initial training course, favors the constitution of professionality endorsed by praxis. This is a study with a qualitative approach that made use of interviews, focus groups, and documentary analysis for data collection procedures. The subjects were the scholarship students of undergraduate courses in: Physics, Biology, History, Geography, Letters, Mathematics, Chemistry, and Pedagogy of the three universities of the State of Goiás (PUC Goiás, UEG, and UFG). For analysis of the focus group, content analysis was used, which enabled identification of the categories of analysis. To achieve the objectives proposed by the study, the work was organized into three chapters, being that in the first chapter I sought to contextualize the concept of teacher professionalism historically, which required that the relationship between the concepts of teaching professionalization, professionalism, and professionality be explained, and also to identify how these concepts are used by educational policies. In the second chapter I sought to situate the context of the emergence of PIBID, in order to identify the elements that shaped its emergence and understand it within the context of productive reorganization policies, as a way to understand the role of the Program in teacher training and also to identify the theoretical assumptions that underlie it. In the third chapter I dealt with the question of the relation between theory and practice experienced by scholarship students in PIBID and how this experience relates to contemporary approaches to teacher education. I give a description of the activities carried out by the scholarship students in the schools where subprojects were developed. From the analysis of the data it was possible to identify three pedagogical practices, being that in two there was no evidence that they added elements endorsed by praxis to the professionality of the future teacher, however, in one of the pedagogical practices elements of praxis endorsing professionality were identified, which led me to conclude that the dialectic of reality points out that even a Program such as the PIBID, which is based on educational principles oriented towards the formation of the worker, adjusted to the demands of the current capitalist reorganization, also preserves the possibility of its overcoming with a view to elaborating a pedagogical practice that seeks an emancipatory education. / A presente Tese é resultado de uma investigação que tem como objeto de estudo a profissionalidade docente e, como campo de investigação, o Programa Institucional de Iniciação à Docência (PIBID). O objetivo é verificar se o contato com o campo de atuação, logo no início do curso de formação inicial, favorece a constituição da profissionalidade referenda na práxis. Trata-se de um estudo com abordagem qualitativa que fez uso de entrevista, grupo focal e análise documental como procedimentos de coleta de dados. Os sujeitos foram os estudantes bolsistas dos cursos de licenciatura em: Física, Biologia, História, Geografia, Letras, Matemática, Química e Pedagogia das três universidades do Estado de Goiás (PUC Goiás, UEG e UFG). Para a análise do grupo focal, empreguei a análise de conteúdo, o que me possibilitou identificar as categorias de análise. Para atingir os objetivos propostos, o trabalho foi organizado em três capítulos sendo que, no primeiro capítulo, procurei contextualizar historicamente o conceito de profissionalidade docente, o que exigiu que se explicitasse a relação entre os conceitos de profissionalização, profissionalismo e profissionalidade docente e também identificar como estes conceitos são empregados pelas políticas educacionais. No segundo capítulo, procurei situar o contexto de surgimento do PIBID, de modo a identificar os elementos que conformaram seu surgimento e compreendendo-o dentro do contexto das políticas de reorganização produtiva como forma de entender o papel que o Programa desempenha na formação de professores e também identificar os pressupostos teóricos que o embasam. No terceiro capítulo tratei da questão da relação teoria e prática vivenciada pelos estudantes bolsistas no PIBID e de como essa experiência relaciona-se com as abordagens contemporâneas de formação de professores. Faço uma descrição das atividades realizadas pelos bolsistas nas escolas em que foram desenvolvidos os subprojetos. A partir da análise dos dados foi possível identificar três práticas pedagógicas sendo que em duas não há evidências de que foi agregado à profissionalidade do futuro docente elementos referendados na práxis; mas,em uma das práticas pedagógicas, verificou-se que há elementos de práxis referendando a profissionalidade, o que me levou a concluir que a dialeticidade da realidade aponta que, mesmo um Programa como o PIBID que se fundamenta nos princípios educativos orientandos para a formação do trabalhador, ajustado às demandas da atual reorganização capitalista, guarda também a possibilidade de sua superação com vistas a elaboração de uma prática pedagógica que busca uma educação emancipadora.

Although research studies are plentiful regarding the cognitive aspects of children’s and young people’s reading difficulties, surprisingly few consider the emotional or relational impact of those difficulties. Those which do rarely invite young people to share their experiences of struggling to master this fundamental life skill. This exploratory, qualitative study used a psychosocial methodology to explore the reading experiences of young people who find reading difficult. A psychosocial ontology and epistemology gave equal consideration to the meaning constructed through participants’ social interactions and the unconscious psychological processes at work for participant and researcher, and facilitated an understanding of the emotional experience of each participant. Semi-structured interviews were conducted with two 12-year-old boys (UK school year 8) with persistent reading difficulties, using Free Association Narrative Interview (FANI) techniques. Each boy was interviewed twice, creating his own narrative in response to initial questions or prompts. The boys were also observed twice in a typical English lesson, using principles of infant observation. A reflective research diary was used to record the researcher’s personal responses to all aspects of the research. Interview data were analysed using thematic analysis. Reflective process notes from each observation provided an additional perspective on each boy’s experiences. Psychosocial research supervision enabled a reflexive stance to be maintained, holding in mind the ‘whole’ person, acknowledging the researcher as psychologically defended, and considering the relevance and appropriateness of themes as they emerged. Semantic and latent themes specific to each participant were identified. Although the aim was not to generalise between the boys’ experiences, similarities were found within the following areas: ‘(un)helpful helping’, ‘believed and understood?’, ‘lazy, dumb and stupid’, and ‘smarter sisters’. The findings provide a rich account of participants’ experiences as ‘struggling readers’. Strengths and limitations of the study are discussed, together with implications for teaching and Educational Psychology practice.

Book Summary: Applying Techniques to Common Encounters in School Counseling: A Case-Based Approach helps counselors in training bridge the gap between theory and practice by showing them how to theoretically frame or understand the problems and issues they encounter, how to proceed, and what action steps to take when they enter the field as school counselors. It answers the questions new counselors have in real school settings, such as What is it really like to live the life of a professional school counselor? How does the theory presented in the classroom apply to the myriad of situations encountered in the real life, everyday school setting? Case studies and scenarios give readers examples of many commonly encountered presenting issues. For each scenario the case is introduced, background information is supplied, and initial processing questions are posed. The authors include a discussion of the theoretical models or frameworks used to address the issue, along with a table segmented by theoretical paradigm and grade level that includes other techniques that could be used in the presenting case. With these tools at their disposal, readers gain a firm understanding of the issues from several frames of reference, along with interventions meant to create movement toward a successful resolution.

This dissertation is a critical study of the paradigm of Liturgical Theology. Focus in this systematic inquiry has been on the Russian school with the focal point in the works of Alexander Schmemann, who was active in the late 20th century. The main question of the thesis concerns the relation between theory and practice in Liturgical Theology.                       It is claimed that the relation between theory and practice corresponds to the relation between ritual action and communicative action. The former concerns the identity founded on the unavoidable alterity immanent in life, but also transcending life through a holistic encounter with life, which enables us to express a holistic attitude to life and the entire world. The latter concerns the equally unavoidable rationalization of life which gives rise to a continuous atomization of life through science and the process of acquiring facts and data.                       The thesis makes use of different theories for the reaching of an explanatory theory in connection to theory and practice. Foremost the Theory of Communicative Action in the works of Jürgen Habermas and the re-interpretation of disclosure by Nikolas Kompridis is used. It is claimed tthat ritual action is connected to a primary disclosure attached to otherness with the intention of revealing the identity of the Ecclesia. Without identity, we are left with a never-ending debate and a continuous atomization where every answer exponentially provokes more questions. Communicative action then is connected with a secondary co-disclosure with the intention for the reaching of mutual understanding, making subjects accountable and responsible. Without communicative action we are bound on a long walk into the never ending sea of being. The missionary imperative in the Ecclesia is dependent on the co-existence of ritual action and communicative action.

This study aims to investigate the preservice teachers&rsquo / perceptions about online communication in blended learning. The study tries to understand strengths and weaknesses of online communication from the learners&rsquo / point of view. To reach this aim, four research questions are asked: (1) What are the learners&rsquo / perceptions about the online synchronous communication tool? (2) What are the learners&rsquo / perceptions about web-based support? (3) What are the learners&rsquo / perceptions about collaboration with online communication? (4) What are the learners&rsquo / perceptions about the roles of the instructor at blended learning as (a) administrator, (b) facilitator, (c) technician, and (d) evaluator? To answer the research questions, a case study in line with action research design was conducted. An undergraduate course in blended learning form was selected as a case and both synchronous and asynchronous communication tools were utilized throughout the semester. At the end of the semester, data about perceptions was collected via four questionnaires and interviews with the students. Both qualitative and quantitative results showed that the online communication facilities in the case were perceived to be adequate by the students. Yet, the students reflected diverse thoughts about preference of communication modalities in synchronous communication. Moreover, the value of asynchronous communication was pointed out. It is concluded that communication needs, communication partner and other contextual factor have impact on selection of communication modalities.

This thesis investigates the effects of explicit input-based focus on form on the comprehension and production of noun clauses by the intermediate level students studying at Atilim University. To this end, a comparison was made between the comprehension and production scores of two groups of students from this context, one receiving explicit input-based focus on form (Group 1) and the other receiving no additional instruction other than the one suggested in the syllabus they were following (Group 2). Before and after this instructional intervention, both groups were given three different tests, namely an interpretation test (to evaluate how the students comprehended noun clauses), a production test (to evaluate how they used noun clauses), and a grammaticality judgment test (to evaluate the students&amp / #8223 / explicit knowledge of noun clauses). The comparisons between Group 1 and Group 2 revealed that explicit input-based instruction may have a power to influence the L2 learners&amp / #8223 / comprehension and explicit knowledge of noun clauses. However, the results indicated that this type of instruction may not be effective on the production of learners as it is on their comprehension of L2 forms.

The purpose of this study is to examine in detail how a computer education teacher utilizes an online learning environment. The study tries to explore how a computer education teacher uses information technologies in classroom instruction, which methods s/he uses during integration process of the online learning environment, how s/he solves the problems s/he faced and his/her expectations from an online learning environment. Furthermore, based on the experiences of the computer education teacher use of online learning environments by other subject area teachers were pursued. In this study, within the framework of qualitative research paradigm a case study was conducted in the form of action research. Qualitative research methods were used. A computer education teacher formed the participant of the study with attributes of matching with the purpose and according to predetermined criteria. Results revealed that the teacher used the online learning environment to support his instruction. Implementation section of the online learning environment was preferred mostly. Use of online learning environment enabled the teacher to spare much time for dealing with students individually, providing other information source, and increasing students&rsquo / interest. The teacher utilized the online learning environment for preparing and supporting instruction: Preparing and providing alternative examples, supporting the evaluation process, and assigning homework. Integration of online learning environment is affected by content of lesson, content provided by the environment, and learning materials. The teacher perceived that his students became aware of responsibility of their own learning, become aware of information can be reached from other sources and were much active and participating more to the lessons. The computer teacher perceived that other subject teachers needed technical support, showed lack of access to technology resources, and lack of learning materials to enhance their classroom instruction with technology.