The subjects of this study are 575 teachers of After School Alternative Program in Tainan City. By doing survey, it aims at investigating those teachers¡¦ perspective of the causes of the underprivileged students¡¦ low achievement, the remedial teaching method and the outcomes of remedial teaching. The results will offer suggestions for the future study and the remedial teaching teachers¡¦ training held by the education administrative organization. According to the outcome of the study, the conclusions are as followings. 1.Most of the After School Alternative Program teachers attribute the causes of the underprivileged students¡¦ low achievement to students¡¦ personal factor. 2.The After School Alternative Program teachers agree with the remedial teaching method and consider ¡¥teaching strategy¡¦ as the most important. 3.Most of the After School Alternative Program teachers agree with the effect of the remedial teaching and think that ¡¥teaching development¡¦ affects the outcomes the most. 4.The teachers with different experiences, different education backgrounds and from different school scales have different opinions of the causes of the underprivileged students¡¦ low achievement, the remedial teaching method and the outcomes of remedial teaching. 5.The After School Alternative Program teachers think that the remedial teaching method positively affects its outcomes.

Esta pesquisa visa reconstituir as dinâmicas de acesso ao Ensino Superior de jovens de frações relativamente privilegiadas das camadas populares, ingressantes em um cursinho popular localizado na zona norte da cidade de São Paulo. Em primeiro lugar, o estudo busca delinear e compreender a gênese social tanto das aspirações de ingresso no Ensino Superior quanto das dificuldades e barreiras subjetivamente experienciadas por esses jovens ao longo de suas tentativas de acesso ao sistema universitário. Além de evidenciar quais condicionamentos e modulações específicas dos processos de socialização e de escolarização, a que esses jovens foram submetidos, podem enraizar trajetórias bem sucedidas de acesso ao nível universitário, o estudo busca, igualmente, demonstrar como as diferentes redes de relações em que esses jovens encontram-se inseridos podem se refletir em diferentes estilizações de seus modos de experimentação da condição juvenil. Por fim, a natureza eminentemente política da iniciativa também conduziu o estudo à investigação dos modos como afinidades ou dissonâncias entre as origens e trajetórias dos professores e alunos do cursinho estruturam as dinâmicas interacionais a partir das quais pode ocorrer a transmissão das visões políticas de mundo e dos destinos universitários e ocupacionais que esses professores buscam projetar sobre seus alunos. / This work aims to reconstruct the educational and social trajectories of underprivileged students in their attempts to access Higher Education by attending a free-tuition prep course, located in the north of the city of Sao Paulo. First, the study seeks to delineate and understand the social genesis of both the aspirations towards Higher Education and the difficulties and barriers subjectively experienced by these students. Besides evidencing the specific conditions that might pave the way of these students towards what they acknowledge as successful paths, the study also seeks to demonstrate how the different peer groups in which they are engaged can be reflected in their different ways of experiencing their transitions to adulthood. Finally, the thick political atmosphere that characterizes the initiative has also conducted the study to investigate how affinities or dissonance between the origins and trajectories of the students, on one side, and the teacher of this prep course, on the other structure the interactional dynamics from which the transmission of political dispositions, as well as the inclinations towards determined career paths (in both the university system and the job market), can be observed.

Esta pesquisa visa reconstituir as dinâmicas de acesso ao Ensino Superior de jovens de frações relativamente privilegiadas das camadas populares, ingressantes em um cursinho popular localizado na zona norte da cidade de São Paulo. Em primeiro lugar, o estudo busca delinear e compreender a gênese social tanto das aspirações de ingresso no Ensino Superior quanto das dificuldades e barreiras subjetivamente experienciadas por esses jovens ao longo de suas tentativas de acesso ao sistema universitário. Além de evidenciar quais condicionamentos e modulações específicas dos processos de socialização e de escolarização, a que esses jovens foram submetidos, podem enraizar trajetórias bem sucedidas de acesso ao nível universitário, o estudo busca, igualmente, demonstrar como as diferentes redes de relações em que esses jovens encontram-se inseridos podem se refletir em diferentes estilizações de seus modos de experimentação da condição juvenil. Por fim, a natureza eminentemente política da iniciativa também conduziu o estudo à investigação dos modos como afinidades ou dissonâncias entre as origens e trajetórias dos professores e alunos do cursinho estruturam as dinâmicas interacionais a partir das quais pode ocorrer a transmissão das visões políticas de mundo e dos destinos universitários e ocupacionais que esses professores buscam projetar sobre seus alunos. / This work aims to reconstruct the educational and social trajectories of underprivileged students in their attempts to access Higher Education by attending a free-tuition prep course, located in the north of the city of Sao Paulo. First, the study seeks to delineate and understand the social genesis of both the aspirations towards Higher Education and the difficulties and barriers subjectively experienced by these students. Besides evidencing the specific conditions that might pave the way of these students towards what they acknowledge as successful paths, the study also seeks to demonstrate how the different peer groups in which they are engaged can be reflected in their different ways of experiencing their transitions to adulthood. Finally, the thick political atmosphere that characterizes the initiative has also conducted the study to investigate how affinities or dissonance between the origins and trajectories of the students, on one side, and the teacher of this prep course, on the other structure the interactional dynamics from which the transmission of political dispositions, as well as the inclinations towards determined career paths (in both the university system and the job market), can be observed.

<p> <p>&nbsp / </p> </p> <p align="left">Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo / student&rdquo / . For example: what should we really call an adult involved in life long learning? The term &ldquo / student&rdquo / seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with <font face="Times-Roman" size="3">particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: </font><i><font face="Times-Italic" size="3"><font face="Times-Italic" size="3">&ldquo / How can we improve distance learning in South Africa with emerging technologies?&rdquo / </font></font><font face="Times-Roman" size="3">&nbsp / review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.</font></i></p>

<p> <p>&nbsp / </p> </p> <p align="left">Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo / student&rdquo / . For example: what should we really call an adult involved in life long learning? The term &ldquo / student&rdquo / seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with <font face="Times-Roman" size="3">particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: </font><i><font face="Times-Italic" size="3"><font face="Times-Italic" size="3">&ldquo / How can we improve distance learning in South Africa with emerging technologies?&rdquo / </font></font><font face="Times-Roman" size="3">&nbsp / review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.</font></i></p>

Magister Commercii - MCom / Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word “student”. For example: what should we really call an adult involved in life long learning? The term “student” seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: “How can we improve distance learning in South Africa with emerging technologies?” review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.