Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).

<p>Kontekst savremenih dru&scaron;tvenih promena u sferi obrazovanja i učenja u Republici Srbiji doseže do problema koji prati i obrazovno/vaspitni proces u bolnicama. U oblasti pedago&scaron;kih nauka istraživanja koja se odnose na obrazovno/vaspitni rad u bolnicama su veoma skromna. Cilj istraživanja u doktorskoj disertaciji je da se na osnovu analize utvrdi konzistentnost ciljeva obrazovno/vaspitnog rada u bolnicama Republike Srbije sa ciljevima obrazovnog sistema osnovnih i srednjih &scaron;kola, istraže adekvatni pedago&scaron;ki pristupi u obrazovanju i učenju hospitalizovanih učenika, ustanove parametri stvaranja povoljne klime za učenje u bolničkim uslovima i ponude odgovori na izazove i potrebe obrazovanja učenika na bolničkom lečenju u 21. veku. U tom kontekstu nametnula se potreba za analizom pristupa pedago&scaron;kog rada u bolnicama u zemljama koje u ovoj oblasti imaju dugu i bogatu tradiciju, to su: Kraljevina &Scaron;vedska, Savezna Republika Nemačka, Republika Slovenija, Republika Hrvatska i Republika Mađarska. Ujedno zanimalo nas je da li postojeće obrazovanje i učenje u bolnicama Republike Srbije ima značajnija odstupanja u odnosu na navedene zemlje.<br />Ovako koncipiran istraživački rad opredelio nas je za primenu sledećih metodolo&scaron;kih pristupa: istorijske i komparativne metode i metode teorijske analize. Na&scaron;e istraživanje je potvrdilo osnovna očekivanja da su ciljevi obrazovanja/vaspitanja u bolnicama Republike Srbije konzistentni sa ciljevima osnovnog i srednjeg obrazovanja koji se odnose na redovne &scaron;kole s obzirom da proističu iz Strategija razvoja obrazovanja u Republici Srbiji do 2020. godine, Zakona o osnovama sistema obrazovanja i vaspitanja u Republici Srbiji i Zakona o osnovnom i srednjem obrazovanju. Zaključak je da se pristupi obrazovno/vaspitnom radu u bolnicama Republike Srbije razlikuju u smislu doslednosti po&scaron;tovanja prava deteta, upravljanju i organizaciji obrazovno/vaspitnog rada, teorijskim pristupima i u parametrima stvaranja povoljne klime za obrazovanje i učenje u bolnicama, odnosno da su potrebne promene u pristupu obrazovno/vaspitnog rada sa učenicima u bolnicama Republike Srbije kako bi se on unapredio. U okviru ovih zaključaka mi&scaron;ljenja smo da je potrebno animirati pedago&scaron;ku i dru&scaron;tvenu javnost za veću podr&scaron;ku i značaj ovom obliku pedago&scaron;kog rada.</p> / <p>The context of modern social changes in the sphere of education and learning in the Republic of Serbia reaches the problems that follow the educational process in hospitals. In the field of pedagogical sciences research related to education / educational work in hospitals are very modest. The purpose of this research was to find, on the basis of analysis and determination of the consistency of the goals of the educational process in hospitals in the Republic of Serbia with the goals of the educational systems of elementary and high schools, adequate pedagogical approaches in the education of hospitalized students, to give an account of parameters for the creation of suitable climate for learning in hospital conditions, and give answer to the challenges and needs of the education of students undergoing hospital treatments in the 21st century.<br />In that context, there was a need for analysis of the approach to the pedagogical work with hospitalized students in the countries which have a long tradition in this field and those are: the Kingdom of Sweden, the Federal Republic of Germany, the Republic of Slovenia, the Republic of Croatia and the Republic of Hungary. We were also interested in discovering if the existing education and learning in hospitals in the Republic of Serbia have significant deviations from those observed in the aforementioned countries.<br />Our research being conceptualized thus, we opted for the application of the following methodological approaches: historical and comparative methods and the method of theoretical analysis. The research confirmed our basic expectations that the goals of education in hospitals in the Republic of Serbia are consistent with the goals of the systems of elementary and high education in regular schools, as they stem from The Education Development Strategy in the Republic of Serbia until 2020, Law on the Basis of Education System in the Republic of Serbia, as well as the Law on Primary and Secondary Education.<br />The conclusion has been reached that the educational work with students undergoing medical treatments in the Republic of Serbia differs in the field of respect of the children&rsquo;s rights, management and organization of educational work, theoretical approaches, and the parameters for the suitable climate for education and learning in hospital conditions, i.e. that the changes in the educational work with hospitalized students in the Republic of Serbia are needed for the enhancement of this kind of pedagogical work. It has also been concluded that this kind of pedagogical work is not given enough importance in the professional pedagogical<br />and social public of the Republic of Serbia. Wit hen the conclusion of these opinions thet we need animate pedagogical and social public foe greater support for the pedagogical work.</p>

Shawn Lennie, Ethical Complexities in the Virtual World: Teacher Perspectives of ICT Based Issues and Conflicts, Doctor of Philosophy, CTL, OISE, 2013. Using a qualitative research methodology, this study explores the perceptions that K-12 teachers have on the ethical issues they have experienced as a result of, or in relation to, ICT. Participants included 10 practicing teachers who had identified experience with ICT based issues in their teaching practice. Each participant engaged in two semi-structured interviews focused on the research topic. The first interview explored the perceptions and experiences that the participants had with ICT based issues in their practice, while the second involved an examination of eight vignettes involving ICT based issues that were ethical in nature. The use of this approach provides a descriptive account of the experiences and perceptions of the participants in the study. Results from the study highlight the impact that ethical issues involving technology have on the moral work of teachers and the challenges that emerge as teachers attempt to identify morally responsible ways to respond to the complex and dynamic challenges that they face. Participants demonstrate a heightened sensitivity to ethical issues involving technology that compromise the safety and well-being of children, such as cyber-bullying, as well as those that compromise professional and academic integrity, such as plagiarism. Results also reveal the predominant use of subjective moral judgment when evaluating the moral significance of ICT based issues and reluctance on the part of teachers to challenge the inappropriate use of technology by their colleagues. This contrasts with a strong belief that teachers play an important role as moral models for students who are developing an understanding of what constitutes responsible digital behaviour. These results are significant to scholarship on teacher professionalism, digital ethics and citizenship, and policy development relating to ICT based issues.

Shawn Lennie, Ethical Complexities in the Virtual World: Teacher Perspectives of ICT Based Issues and Conflicts, Doctor of Philosophy, CTL, OISE, 2013. Using a qualitative research methodology, this study explores the perceptions that K-12 teachers have on the ethical issues they have experienced as a result of, or in relation to, ICT. Participants included 10 practicing teachers who had identified experience with ICT based issues in their teaching practice. Each participant engaged in two semi-structured interviews focused on the research topic. The first interview explored the perceptions and experiences that the participants had with ICT based issues in their practice, while the second involved an examination of eight vignettes involving ICT based issues that were ethical in nature. The use of this approach provides a descriptive account of the experiences and perceptions of the participants in the study. Results from the study highlight the impact that ethical issues involving technology have on the moral work of teachers and the challenges that emerge as teachers attempt to identify morally responsible ways to respond to the complex and dynamic challenges that they face. Participants demonstrate a heightened sensitivity to ethical issues involving technology that compromise the safety and well-being of children, such as cyber-bullying, as well as those that compromise professional and academic integrity, such as plagiarism. Results also reveal the predominant use of subjective moral judgment when evaluating the moral significance of ICT based issues and reluctance on the part of teachers to challenge the inappropriate use of technology by their colleagues. This contrasts with a strong belief that teachers play an important role as moral models for students who are developing an understanding of what constitutes responsible digital behaviour. These results are significant to scholarship on teacher professionalism, digital ethics and citizenship, and policy development relating to ICT based issues.

The background to this study is an interest for teacher’s thoughts about choices and teachingmethods and motives for these choices. A question is about the meaning of professional experience and the importance of choices in teachingmethods according to the teachers. The purpose of the study is thru a qualitative study examine teacher’s thoughts and statements about choices of teachingmethods to shed a light on different teachingmethods in early years in school. The teachingmethods that are highlighted are individual work, groupwork and wholeclassteaching. The method in this study is qualitative and based on interviews. The result that can be drawn of the study is that teachers mean that teachingmethods are chosen by ruling factors as studentgroups, contents in teaching and curriculum. A motive that emerged was that the teachers in the study meant that teachingmethods where structure and obvious frames in teaching where used. The conclusion is that teachers with long work experience matters for the choices of teaching methods. The teachers that have been working for a long time mean that they have more experience and more methods to choose from. A discussion about the effect of the increasing use of individualwork is that the school is fostering individualists that are going to a work in an environment where group and team work is prominent. The study establishes that the choice of teaching methods not always can be chosen by visions. The choice has a start from the composition of the group of students, size of the group and the content of teaching. / Bakgrunden till studien är ett intresse för lärares resonemang kring val av undervisningsformer i skolans tidiga år och motiv för dessa val. En undran är vad yrkeserfarenhet har för betydelse vid val av undervisningsformer enligt lärarna. Syftet är att genom en kvalitativ studie undersöka och belysa lärares resonemang och utsagor om val av undervisningsformer för att synliggöra olika undervisningsformer i skolans tidiga år. Undervisningsformerna som belyses är individuellt arbete, grupparbete och helklassundervisning. Metoden i studien är kvalitativ och baseras på intervjuer. Resultatet som kan dras av studien är att lärarna menar att undervisningsformer väljs utifrån styrande faktorer såsom elevgrupp, innehåll i undervisningen och styrdokument. Ett motiv som framkom är att lärarna i studien sa sig använda undervisningsformer där struktur och tydliga ramar prioriteras vid utformning av undervisningen. Slutsatsen är att lärares yrkeserfarenhet kan anses ha betydelse för val av undervisningsformer då de lärare som varit yrkesverksamma under många år menar att de har erfarenheter och upplevelser att utgå ifrån i större utsträckning än övriga lärare. En diskussion som förs om effekten av det ökade individuella arbetet är att skolan fostrar individualister som ska ut i yrkesverksamhet där grupp- och temaarbete är framträdande. Studien påvisar att valet av undervisningsformer inte alltid kan väljas efter visioner. Valet måste utgå från sammansättningen av elevgrupp, gruppstorlek och innehållet i undervisningen.

<p>The background to this study is an interest for teacher’s thoughts about choices and teachingmethods and motives for these choices. A question is about the meaning of professional experience and the importance of choices in teachingmethods according to the teachers. The purpose of the study is thru a qualitative study examine teacher’s thoughts and statements about choices of teachingmethods to shed a light on different teachingmethods in early years in school. The teachingmethods that are highlighted are individual work, groupwork and wholeclassteaching. The method in this study is qualitative and based on interviews. The result that can be drawn of the study is that teachers mean that teachingmethods are chosen by ruling factors as studentgroups, contents in teaching and curriculum. A motive that emerged was that the teachers in the study meant that teachingmethods where structure and obvious frames in teaching where used. The conclusion is that teachers with long work experience<strong> </strong>matters for the choices of teaching methods. The teachers that have been working for a long time mean that they have more experience and more methods to choose from. A discussion about the effect of the increasing use of individualwork is that the school is fostering individualists that are going to a work in an environment where group and team work is prominent. The study establishes that the choice of teaching methods not always can be chosen by visions. The choice has a start from the composition of the group of students, size of the group and the content of teaching.</p><p> </p> / <p>Bakgrunden till studien är ett intresse för lärares resonemang kring val av undervisningsformer i skolans tidiga år och motiv för dessa val. En undran är vad yrkeserfarenhet har för betydelse vid val av undervisningsformer enligt lärarna. Syftet är att genom en kvalitativ studie undersöka och belysa lärares resonemang och utsagor om val av undervisningsformer för att synliggöra olika undervisningsformer i skolans tidiga år. Undervisningsformerna som belyses är individuellt arbete, grupparbete och helklassundervisning. Metoden i studien är kvalitativ och baseras på intervjuer. Resultatet som kan dras av studien är att lärarna menar att undervisningsformer väljs utifrån styrande faktorer såsom elevgrupp, innehåll i undervisningen och styrdokument. Ett motiv som framkom är att lärarna i studien sa sig använda undervisningsformer där struktur och tydliga ramar prioriteras vid utformning av undervisningen. Slutsatsen är att lärares yrkeserfarenhet kan anses ha betydelse för val av undervisningsformer då de lärare som varit yrkesverksamma under många år menar att de har erfarenheter och upplevelser att utgå ifrån i större utsträckning än övriga lärare. En diskussion som förs om effekten av det ökade individuella arbetet är att skolan fostrar individualister som ska ut i yrkesverksamhet där grupp- och temaarbete är framträdande. Studien påvisar att valet av undervisningsformer inte alltid kan väljas efter visioner. Valet måste utgå från sammansättningen av elevgrupp, gruppstorlek och innehållet i undervisningen.</p>

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T00:01:57Z No. of bitstreams: 1 A FORMA??O DE EDUCADORES DO CAMPO NO PROA??O II.pdf: 1650812 bytes, checksum: c908ba66a7cb5796fc2f17fd7e4d0ea3 (MD5) / Made available in DSpace on 2015-07-24T00:01:57Z (GMT). No. of bitstreams: 1 A FORMA??O DE EDUCADORES DO CAMPO NO PROA??O II.pdf: 1650812 bytes, checksum: c908ba66a7cb5796fc2f17fd7e4d0ea3 (MD5) Previous issue date: 2014-03-26 / This thesis evaluates the limits and possibilities of pedagogy courses offered in teacher training in exercise program, PROA??O II. We sought to investigate the paradigm of Education in Countryside of pedagogy course offered by PROA??O II, answering the question: What theoretical and practical elements in PROA??O effectively promote a paradigm shift in the field of education? A Content Analysis, combined with historical and dialectical materialism was taken as a methodological principle. Corpus were selected as the Educational Project, the Program of Education in Countryside discipline, in addition to semi-structured interviews applied to peasant - teachers in the municipality of Ilheus, the course coordinators in UESC and municipal coordinators of Education in Countryside. The category of contradiction between chance-reality pointed to countriside education as a social phenomenon, the perception of their actual states and its possibilities. The data analysis allowed us to infer that the socio- political character of this educational approach is the materialization of a popular education and rupture of the structure of capitalist society, however, within the possibilities of implementation of its proposed action, there are constraints that shield its strength of action . Thus, the challenge posed for policymakers is to realize, in the capitalist model elements to overcome and subsequent implementation of a socialist pedagogy, either in specific courses for educators in the field or pedagogy courses responsible for in-service training teachers working in primary education the working class, the countryside and the city. / Essa disserta??o avalia os limites e possibilidades do curso de pedagogia ofertado no programa de forma??o de professores em exerc?cio, no PROA??O II. Buscou-se investigar o paradigma de educa??o do campo do curso de Pedagogia ofertado pelo PROA??O Sede II, respondendo ? quest?o: Quais elementos te?rico-pr?ticos no PROA??O efetivamente favorecem uma mudan?a paradigm?tica da educa??o do campo? A An?lise de Conte?do, combinada ao materialismo hist?rico-dial?tico foi tomada como princ?pio metodol?gico. Como corpus foram selecionados o Projeto Pedag?gico; o Programa da disciplina Educa??o do Campo; al?m de entrevistas semiestruturadas aplicadas a camponeses-professores do munic?pio de Ilh?us, a coordenadores do curso na UESC e a coordenadores municipais da Educa??o do Campo. A categoria da contradi??o entre possibilidade-realidade apontou para a educa??o do campo como fen?meno social, na percep??o de seus estados reais e de suas possibilidades. A an?lise dos dados coletados permitiu inferir que o car?ter s?cio-pol?tico desta proposta educativa ? a materializa??o de uma educa??o popular e ruptura da estrutura da sociedade capitalista, por?m, dentro das possibilidades de concretiza??o de sua proposta de a??o, h? condicionantes que subtraem sua for?a de atua??o. Destarte, o desafio posto para os gestores de pol?ticas p?blicas ? perceber, no modelo capitalista, elementos para sua supera??o e posterior implementa??o de uma pedagogia socialista, seja nos cursos espec?ficos de forma??o de educadores do campo ou em cursos de pedagogia respons?veis pela forma??o em exerc?cio de professores que atuam na educa??o b?sica da classe popular, do campo e da cidade.

Le développement d’Internet induit divers changements dans le quotidien, modifications auxquelles n’échappent pas la sphère scolaire et le travail enseignant. À la lumière des sociologies du travail et de l’éducation, cette thèse se propose d’analyser les usages professionnels d’Internet par les enseignants du primaire, en Communauté française de Belgique. En s’appuyant sur une enquête par questionnaire, sur une démarche ethnographique et l’analyse de sites internet et de réseaux socionumériques, l’approche plurielle de cette étude permet d’analyser les usages d’internet de ces professionnels, de cerner la place ainsi occupée à chaque niveau de leur travail, tout en étudiant l’impact de cette utilisation. Cette étude s’attache à l’analyse du travail dans sa globalité et permet de dépasser les formes visibles des usages afin de les cerner dans leur ensemble et toute leur complexité. L’enquête auprès de plus de 200 instituteurs permet de cibler des usages réguliers et prédominants ou, au contraire, délaissés par les enseignants. L’observation du quotidien de ces acteurs, durant trois années scolaires, apporte la contextualisation de certains éléments, parfois en les nuançant à la lumière de la réalité du terrain. Enfin, l’analyse des sites fréquentés et de leurs interactions sur les réseaux socionumériques met en lumière certaines tâches parfois occultées du travail enseignant. / The development of the internet leads to various changes in our everyday life, including in the academic sphere and in the work of teachers. In the light of work and education sociologies, this thesis analyses professional uses of the internet by primary school teachers in the Frenchspeaking Community of Belgium. Based on a questionnaire survey, an ethnographic proccess and the analysis of websites and social networks, the pluralist approach of this study makes it possible to analyse the uses of the internet by these professionals, to understand when and how they use it in their work and to study its impact. This study focuses on the analyses of the work in its globality, going beyond the visible aspects of the uses in order to comprehend them as a whole and in their full complexity. More than 200 teachers were surveyed, which allowed to focus on regular and prevailing uses as well as, on the contrary, neglected ones. The observation of these stakeholders daily work during three school years brings the contextualization of certain elements, sometimes being moderated in the light of the realities on the ground. Finally, the analyses of the used websites and their interactions on social networks highlights some teacher tasks at times concealed.