Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-21T12:31:50Z No. of bitstreams: 1 arquivototal.pdf: 4201412 bytes, checksum: 4ab24a1f9a16675ec85a5227ed00e0a8 (MD5) / Made available in DSpace on 2016-01-21T12:31:50Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4201412 bytes, checksum: 4ab24a1f9a16675ec85a5227ed00e0a8 (MD5) Previous issue date: 2015-02-27 / This study focuses on processes of manifestation in popular intelligence resources, in order to understand them as orientation to teach and to learn, notedly in literacy of young people and adults. It is possible, through this investigation, to contribute to problematize the ways of success in these domains. This millennium, age of information and challenges driven by continuous technological, economic and cultural transformations, demands a society able to find creative solutions to the literacy problems of young people and adults which, acutely, is part of the planetary history and therefore, Brazilian history. Thus, the main focus of this work is to identify and Annalise the expressions of intelligence, in the use of Métis (a practical intelligence) of illiterate or little literate young people and adults, main subjects of this investigation, residents of the cities Pedras de Fogo in the State of Paraiba and Itambé, in Pernambuco. The basic theoretical and methodological bases is presented by authors such as Ginzburg (1989), Détienne e Vernant (2008), Freire (1992; 2011; 2013) and Gonçalves (2013). That present us guiding perspectives to an attentive, crafty and meticulous know-how, before a promising scenario to be mentally anticipated by the researcher educator in his or her search to make prosper the dialog of knowledge on what is genuine for the student in learning situations. This study shows that in order to go foward with success in the litteracy of young people and adults it is important that the educators have lucidity of what their students think and feel, about what they bring historically with themselves, how their genuine repertory of acquiring knowledge, considered valid by them in front of the difficulties of their lives experiences. It is to the educator, therefore, a smart educative practice, adjusted to the domains of a practical inteligence of the students, in a way that they walk with success in direction to the school knowledge, expanding their expectations as to the results to be achieved. / Este estudo tem como foco os processos de manifestação dos recursos da inteligência popular, com o intuito de entendê-los como orientação para o ensinar e o aprender, notadamente na alfabetização de jovens e adultos. É possível, por meio desta investigação, contribuir para problematizar os caminhos do êxito da aprendizagem e do ensino nesses domínios. Este milênio, era da informação e dos desafios impulsionados pelas contínuas transformações tecnológicas, econômicas e culturais, exige uma sociedade que possa encontrar soluções criativas à problemática da alfabetização de jovens e adultos que, de forma aguda, faz parte da história planetária e, por conseguinte, brasileira. Assim, o enfoque maior deste trabalho é o de identificar e analisar as expressões da inteligência, no uso da métis (uma inteligência prática), dos jovens e adultos não ou pouco alfabetizados, principais sujeitos desta investigação, residentes nas cidades de Pedras de Fogo-PB e Itambé-PE. A fundamentação teórico-prática e metodológica é construída em diálogo com autores como Ginzburg (1989), Détienne e Vernant (2008), Freire (1992; 2011; 2013) e Gonçalves (2013). Ganha ênfase um saber/fazer alternativo, atento, astucioso, meticuloso, como aquele que é antecipado mentalmente pelo(a) educador(a) pesquisador(a) em suas buscas quanto ao que há de genuíno no educando em situações de aprendizagem. O estudo evidencia que para avançar com êxito na alfabetização de jovens e adultos importa que o(a) educador(a) tenha clareza do que pensam e sentem seus alfabetizandos e alfabetizandas, sobre o que trazem historicamente consigo, como seu repertório genuíno de aquisição de saberes, por eles considerado válido diante das dificuldades de suas experiências de vida. Cabe, portanto, ao(à) educador(a) uma prática educativa inteligente, ajustada aos domínios de uma inteligência prática dos educandos, de forma que caminhem com êxito em direção aos saberes escolares, ampliando suas expectativas quanto aos resultados a alcançar.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-11T14:36:48Z No. of bitstreams: 1 Arquivototal.pdf: 5346299 bytes, checksum: 9a7ab561115c32bac0757e673daac60b (MD5) / Made available in DSpace on 2018-05-11T14:36:48Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 5346299 bytes, checksum: 9a7ab561115c32bac0757e673daac60b (MD5) Previous issue date: 2013-06-03 / This dissertation was intended to understand and record the pedagogical practices of the Campaign of Popular Education (CEPLAR), which emerged in 1961 in Paraíba and was extinguished with the military coup in 1964. The research belongs to the field of the Popular Education history and has as its main source of reference theoretical researchers such as Favero (1983), Beisegel (2008), Paiva (1973) and Scocuglia (2001). Thus, a rescue of the history of practices teaching adult literacy at national, regional and state level was performed placing the socio-economic and political context in the period of years 1960 - 64. The Military Police Inquiry (IPM) of Paraiba and its collections and newspaper clippings of the period were used as a primary source. We conducted an analysis of the methodologies and teaching materials of CEPLAR and ABC Crusade, the latter being an experiment in political and pedagogical opposition to Paulo Freire‟s System Literacy, used by CEPLAR. The results confirm the importance of education in the field of Youth and Adult Literacy history in order to understand the relationship of the diverse temporality and to promote the search for prospects of actions against the exclusion statistics that historically generated the problem of illiteracy in our country. / Esta dissertação objetivou compreender e registrar as práticas pedagógicas da Campanha de Educação Popular (CEPLAR), surgida no ano de 1961 na Paraíba e extinta com o golpe militar de 1964. A pesquisa está inserida no campo da história da Educação Popular e tem como seu principal referencial teórico pesquisadores dessa área como Fávero (1983), Beisegel (2008), Paiva (1973) e Scocuglia (2001). Para tanto, foi realizado um resgate da história das práticas pedagógicas de alfabetização de adultos no âmbito nacional, regional e estadual situando-se no contexto socioeconômico e político no período dos anos de 1960 - 64. Tivemos como fonte primária o Inquérito Policial Militar (IPM) da Paraíba e acervos e recortes de jornais da época. Realizamos uma análise das metodologias e materiais didáticos da CEPLAR e da Cruzada ABC, sendo essa última uma experiência em oposição político-pedagógica do Sistema Paulo Freire de Alfabetização, utilizado pela CEPLAR. Os resultados confirmam a importância dos estudos na área da história de Alfabetização de Jovens e Adultos tanto para a compreensão da relação da temporalidade diversa, quanto para a busca de perspectivas de ações contra aos índices de exclusão que, historicamente, gerando em nosso país a problemática do analfabetismo.

Approximately two-thirds of community college students nationwide are considered academically underprepared and required to enroll in at least one developmental education course (Anderson & Horn, 2012; Bailey, Jeong, & Cho, 2010; Levin & Colcagno, 2008). Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students (Bailey et al., 2010; Grubb, 2001). Bailey et al. (2010) and Grubb (2001) explained that enrolling in developmental courses is time consuming and often results in delay or prevents the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students gain the skills required to be successful in college and future employment. It is equally important to determine how the student experience impacts academic progress and motivation to succeed in developmental programs and continue in college credit courses. Developmental reading courses provide the gateway to college-level courses, therefore it is important to investigate effective, time efficient reading interventions that provide students with the basic reading skills in a private and self-directed environment. Peterson, Burke, and Segura (1999) suggested that struggling readers have a desire for privacy, and ability for self-pacing. They want to be motivated, and receive immediate feedback. All of these are components of computer-based instruction. Unfortunately, there is a limited amount of research on the use of Computer Assisted Instruction (CAI) to teach developmental reading at the community college level (Bueno-Alastuey & Perez, 2014; Nguyen, Fichten, King, Barile, Mimouni, Havel, & Asuncion, 2013; Vassiliou, 2011). The purpose of this study was to examine the effects of the computer-based reading intervention, MindPlay Virtual Reading Coach (MVRC), on the reading and spelling achievement of community college students, and to explore whether or not students' perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling and an increase in the enjoyment of reading.

Thesis (M. Ed. (Community and Continuing Education)) -- University of Limpopo, 2017. / This study drew attention to the strategic necessity of the Adult Basic Education and Training (ABET) programme in equipping historically disadvantaged communities with basic numeracy, reading and writing skills. The Department of Basic Education regards the ABET programme as the vehicle on which individuals historically excluded from formal schooling life access basic education and skills that help them to be active agents of socio-economic change in their communities. Whilst the ABET programme’s broad objectives have been properly conceptualised and institutionalised, the central concern of this study is that little effort may have been invested by the Department of Basic Education to qualitatively assess the state of ABET programmes in rural-based Public Adult Learning Centres (PALCs) like Laaste Hoop. In order to ensure the Department of Basic Education recoup best returns from every effort invested in the ABET programme at Laaste Hoop PALC such an assessment is imperative. This study employed the qualitative method and a case study design to examine the state of the ABET programme offered at Laaste Hoop PALC. Using the purposive sampling method, ten participants comprising one member of the centre’s Governing Body, six learners, the centre manager and two facilitators were selected to participate in the study. The main finding of this study is that the Laaste Hoop PALC is struggling to effectively fulfil its broad mandate due to poor budgetary support from the v Department of Basic Education. The study found that the Laaste Hoop PALC is generally in a state of neglect as the infrastructure is in an advanced state of dilapidation. The main recommendation of the study is that the Department of Basic Education needs to launch a targeted fundraising campaign in order to improve the operating and financial leverage of the centre. Key words: ABET programme; adult literacy; numeracy; functional literacy.

No description available.

Philosophiae Doctor - PhD / This study aims to determine the functionality of two adult literacy programmes (ALFA-REGULAR and ALFA-RÁDIO) provided by the Mozambican government, in Boane and Pemba. The prevailing popular conviction is that acquisition of literacy by individuals leads to positive and unproblematic social outcomes – the autonomous view of literacy (Street, 1984). This study forms a critique of this view, arguing, based on empirical evidence, that literacy is ideologically and culturally embedded in social practices and as such varies according to the social context. This is the ideological view of literacy (Street, 1984). This research employs an interdisciplinary approach constructed from the key notions of New Literacy Studies, Multiliteracies and Critical Literacy. The empirical research uses a qualitative research methodology based on a critical literacy ethnography informed by data gathered through interviews (with facilitators, learners, technicians and local leaders), classroom observations and document analysis. The empirical research seeks to determine the concept of literacy underpinning the literacy programmes in Boane and Pemba, addresses the profile of the programme facilitators and learners, examines the extent to which the literacy programmes respond to learners’ needs, motivations, expectations and access to technology, and explores the extent to which the literacy programmes address issues of development and citizenship.

Research shows that educators working in General Education Development (GED) preparation classes lack research-based instructional practice. Current research further implies that using research-based instructional practices is beneficial to adult learners. The location of this study was a local public community college and satellite locations in a U.S. state on the East Coast that did not assess whether educators were using the research-based cooperative learning methods in GED prep classes. There was no known information to identify research-based instructional practices in GED prep classes. Therefore, the types of instructions educators used and whether educators were producing successful outcomes were both sought to be researched. This qualitative study explored instructional practices and successful GED outcomes. Johnson, Johnson, and Smith's cooperative learning method served as the conceptual framework for this study. Research questions addressed educators' experiences in facilitating and integrating cooperative learning and their need for supports to improve GED outcomes. Purposeful sampling was used to select 8 educators experienced in GED prep class to participate in interview questionnaires. Five of the 8 participants also completed face-to-face interviews. Data were collected from interviews and documents to determine a plan to construct a research-based tool for educators. Qualitative data were coded manually to extract themes. Findings of the study showed that educators working with adult learners did not report standard use of cooperative learning methods in GED prep classes. A workshop was created in order to help educators redesign instructional practices and provide a research-based tool to enhance adult learners' participation and improve GED outcomes.

No description available.

This study used secondary data to analyze the Saving for Change (SfC) program of Oxfam America in Mali. SfC uses a model of microfinance that is based on education and savings-led approach and self-help methodology. The program teaches the poorest women how to form and manage a group to handle savings and credit related needs. The group learns to systematically collect savings from its members; lend the money to its members with interest and keep a record of all transactions. SfC has created an oral recordkeeping system which is helpful for groups that have mostly or all illiterate women. The SfC women also learn about other social components such as malaria through their participation in the program. This study, however, focused only on the financial activities of the women. The secondary data analyzed in this study were collected by Oxfam America in two rounds of surveys that used mixed methods instruments. Both surveys were conducted in October and November, one in 2005 and the other in 2006. Most of the data collected from the surveys were quantitative. They were collected for Oxfam America's own purposes and only some of them were used for this study. The study used three aspects of outreach--depth, scope and worth to the user--as the framework to explore the extent to which SfC had reached the poorest women. Three overarching questions were constructed, one to explore each of these aspects of outreach. They were: Were the women served by SfC poorer than other women who were not served? Did the SfC women utilize the program benefits? Did the utilization of the program benefits vary based on the women's economic levels? Each overarching question also had a set of main and specific questions. Some key economic indicators such as the women's literacy and schooling at the individual level and the ratio of school age children in school, food security, assets and the ratio of income contributors at the household level, as well as select program benefits such as savings and loans were used for determining the main and specific questions. Various statistical tests including one-way ANOVA, paired samples t-tests and bivariate correlations were performed to answer those questions. Most of the results of the statistical tests did not provide a clear answer whether or not SfC reached the poorest of the poor. Out of the four indicators, three showed that the women reached by SfC were as poor as the women in the control group. The SfC women were statistically significantly better off, as measured by household assets, compared to the other women in the area. The results of the paired samples t-tests showed that the SfC women utilized the benefits offered by the program, and their utilization was higher in 2006 than in 2005. Except for a few instances, the women's utilization of the program benefits did not appear to have been influenced by their economic levels. None of their saving activities were significantly affected by their household economic levels. Their willingness to take loans also did not appear to be influenced by the difference in their household economic levels in a meaningful way. Although mixed, these findings adequately rejected the notion that Oxfam America had failed to reach the poorest of the poor. However, the results did not show that the women reached by SfC were the poorest. Future studies and collection of additional data may provide more conclusive findings about the level of poverty of the women reached by the program and the extent to which the very poorest benefitted equally from the services. Whether or not the results were statistically significant and all women were the poorest, the experiences gained by the women and the groups from their participation in SfC spoke directly to the core purpose of the program and to the economic benefits for the clients by any international standard. When their context was taken into consideration, poor women of one of the world's poorest countries in the villages where there are very few or no opportunities became economically active in the SfC program. The level of engagement of the women was an important step forward toward reducing poverty. Regardless of their economic levels, those poor women saved a remarkable amount of money; borrowed money from the group; repaid loans with interest; and, most importantly, managed a financial system as a group to serve their financial needs.

The overall theme of this thesis is the study of incorporating gamification design approaches in the creation of mobile educational software. The research presented in this thesis focuses on the design and testing of software created to teach introductory computer science and literacy concepts to postsecondary and adult learners. A study testing the relative effectiveness and subjective user enjoyment of different interfaces for a mobile game is also included in this thesis, as the results of the study led to the primary research objectives investigated in further studies. Our primary research objective was to investigate whether using gamification design approaches to mobile educational software could result in student engagement and learning. Our central hypothesis is that gamification design approaches can be used to create engaging and educationally effective mobile educational software. Our secondary research objective is to determine how mobile educational software can be made more or less engaging and educationally effective through gamification design approaches, by trying different approaches, testing the resulting applications, and reporting the findings. Three studies were conducted based on these objectives, one study to teach various computer science concepts to students in a first year computer science course with iPad applications, and two studies which used iPad applications to teach punctuation and homonyms, and improve reading comprehension. The studies document the design of the applications, and provide analysis and conclusions based on the results of testing. Through the results of these studies we affirm our hypothesis. We make design suggestions for software creators, such as providing corrective feedback to the user. We discuss common themes that emerged across the studies, including how to best use educational software. Finally, as avenues for future work, we suggest investigating the impromptu social effects of using tablet software in a classroom, and the development of a usability testing platform. / Thesis / Doctor of Philosophy (PhD) / The overall theme of this thesis is the study of how gamification can be used to make mobile educational software engaging and effective as a learning tool. The research presented in this thesis focuses on the design and testing of software intended to teach introductory computer science and literacy concepts. The hypothesis guiding this work is that mobile educational software can be made engaging and educationally effective by incorporating game design elements. Through four studies we affirm our hypothesis, and document the relative success of various gamification techniques in different contexts. We make design suggestions for software creators, such as providing corrective feedback to the user. We discuss common themes that emerged across the studies, including how to best use educational software. Finally, as avenues for future work, we suggest investigating the impromptu social effects of using tablet software in a classroom, and the development of a usability testing platform.