Annotation: Macháčková, Z.: Image, photography as a concept in elementary school education [Diploma thesis] Brno 2012 - Charles University in Prague, Faculty of education, Department of Art, 114 p. Objectives: Based on both recommended and other literature, discuss the evolution of photography (analogue and digital photography, photographic types and genres) and hint at the specifics of photographic production in comparison with classical art media. Discuss the expressive possibilities of manipulated photography (PC photography editing, collage, photomontage, etc.), with attention to applicability of photography in elementary school education. Consider organic inter-discplinary relations between the art class and other classes. Design a didactic project for an art class, based on the Framework Education Programme for Basic Education. The project should employ digital photography as a specific and accessible art medium and should be practically validated. It should focus on experiments and etudes, in which students would use photography as an accessible tool to experience and create art. Results: The proposed project, based on digital photography as a device for art activities, has shown that photography can be practically and successfully applied in elementary school classwork. Keywords: Elementary...

This thesis deals with the possibilities of linking art with nature. The theoretical part is based on the General educational program follows the role of arts and educational resources to achieve specific goals. Particular attention is paid to project issues in connection with teaching environmental education, interdisciplinary relations and development directions of arts working with nature, with a focus on natural art. The practical part contains three methodical series of art activities with students of the first degree. The thesis has a picture documentation of the activities carried out on the enclosed CD.

Actualmente, el uso de tecnología ha crecido en las instituciones de educación básica; a causa de la pandemia estas instituciones se han visto en el deber de brindar sus servicios lo más parecido posible como si fuera en la modalidad presencial. Por ello, para dar el paso a la transformación digital que se ha estado dando en nuestro país en el ámbito educativo de manera progresiva, se ha reformulado la manera de ejecutar los procesos mas importantes y claves de esta entidad de educación básica. Por lo mencionado anteriormente, la propuesta de este proyecto es brindar una solución tecnológica que contribuya en la ejecución en el proceso de planificación del año escolar, con la finalidad de que se optimicen los tiempos y el resultado supere las expectativas de toda la comunidad educativa. Ello llevará a que los estándares de calidad educativa de esta institución sean un referente para la mejora continua de la educación en nuestra comunidad. En el capítulo 1, se plantea el problema, se plantean los objetivos del proyecto, asimismo, cuáles son los indicadores de éxito y el impacto en la institución, por último, se realiza el análisis de factibilidad tanto económica como técnica. En el capítulo 2, se analiza y se evidencia en que parte del proyecto se ha aplicado los Student Outcomes. En el capítulo 3, se da a conocer la situación actual de la institución de educación básica y se establece el Marco Teórico a desarrollar en el presente proyecto de tesis. En el capítulo 4, se desarrolla la propuesta de solución del proyecto donde se propone un sistema de gestión educativa. En el capítulo 5, se evidencia los resultados de las etapas del presente proyecto de tesis. En el capítulo 6, donde se muestra la estructura la gestión de proyecto, el cual nos brinda lineamientos para el desarrollo de este. / Nowadays, the use of technology has been growing in the basic education institutions; because to the pandemic this institutions had have seen themselves into the duty of giving their services most posible equal like it’s been the presencial modalilty. For that reason, in order to give the first step into the digital transformation which it has been openned in the educational environment in our country in a progressive way. Accordingly, the proposal in this project is give a tecnological solutions and also contribute in the execution of the school year planning process, for the purpose to optimize the time and the result overcome the expectation of all the education comunity. This will led that the educational quality standars of this institution became a referent for the education continuous improvement in our comunity. In the first chapter, it proposed the project problem and targets, also, which are the success indicators and the impact of the institution, at last, it is made the tehnical and economic viability. In the second chapter, it is made known in which part of the project it has applied the Student Outcomes. In the third chapter, it is made known the current situation of the basic education institution and it established the theoretical framework to develope in this thesis project. In the fourth chapter, it develope the project solution proposal where is proposed an educational management system. In the fifth chapter, it is made known the Outcomes from the stages of the thesis project. In the sixth chapter, where it is shown the management project structure, which it gives us the guidelines for its develpment. / Tesis

This thesis is focused on analysis of educational system during the process of integration of mental disabled pupils - especialy during basic education at primary schools in mainstreaming. Characteristics of the educational system and its opportunities, considering the specification of mental disability, is the main intention of this dissertation. Another accents are put on main problems in educational system for mentaly disabled people as well as designing the ways that lead to improvement of attainment of pupils with special needs.There are used methods of expert investigation - especially of interviews with principal actors and question-forms. Basis for this are: rights of everyone to recieve education, premise that everyone is educatable and theory of streel level-byrocracy. Detailed look is focused on terms 'integration' and 'inclusion' plus its explanation in terms of matters that is related to education of mental disabled pupils. Issue is incorporated to the wider international and juridical connection. Considering Czech Republic I joined a special characteristic of general problems in the field of professional preparation, financing and attitude. I have mentioned how good examples in foreign countries could be the true kind of inspiration that leads to improvement of actual educational statement for...

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La presente investigación de análisis teórico y de literatura tuvo como objetivo evidenciar la necesidad e importancia de realizar diversos estudios que exploren las atribuciones causales planteadas por egresados de Educación inicial respecto a las mallas curriculares con las que fueron formados. Para ello, se revisaron trabajos de investigación y análisis tanto nacionales como internacionales que recogen percepciones y atribuciones causales de estudiantes universitarios y egresados de la carrera de Educación sobre formación inicial docente. Luego de examinar cada uno de ellos, se pudo identificar que varios exestudiantes presentan una insatisfacción en cuanto a su proceso de formación, puesto que no se sentían completamente preparados para poner en práctica sus conocimientos en diferentes contextos, ni para abordar situaciones que se puedan presentar hoy en día en el aula. Frente a esto, resulta importante partir de sus percepciones y aportes para elaborar mejoras en los currículos de formación docente y por ende, elevar el nivel de la calidad educativa peruana. / The purpose of this theoretical analysis and literature research was to demonstrate the need and importance to make different studies that explore the causal attributions that the university students and graduates of Education suggest about their early years’curriculums. For this, we look at national and international investigations that gather the university students and Education graduates’ causal attributions about their formation process. After we examinated each one of them, it is possible to identify that the majority of the exstudents were not satisfied with their formation process, since they did not feel completely prepared to implement their knowledge in different contexts nor to have a good manage of the different adversities that could occur in the classroom nowadays. From this, it is important to start from their perceptions and contributions to elaborate improvements in the teacher’s curriculum and therefore, raise peruvian’s education quality level. / Trabajo de investigación

Educational systems are complex adaptive systems (CAS). The macroeffects of an educational policy emerge from and depend on individual students' reactions to the policy. However, educational policymakers traditionally rely on equation-based models, which are deficient in reflecting the work of microbehaviors. Using inappropriate tools to make policies may be a reason why there were many unintended educational consequences in history. A proper methodology to design and analyze policies for complex educational systems is agent-based modeling (ABM). Grounded in the theories of CAS and computational irreducibility, ABM is capable of connecting microbehaviors with macropatterns. The purpose of this study was to contribute to the application of ABM in educational policy analysis by constructing an agent-based overlapping generations model with hypothesized inputs to qualitatively represent the environment of the Taipei School District. Four research questions explored the effects of Taipei's 2016 student-assignment mechanism and its free tuition policy on educational opportunity and school quality under different assumptions of students' school-choice strategies. The simulated outputs were analyzed using descriptive statistics and paired samples t tests. The findings, which could hardly be revealed by traditional models, showed that the effects were complex and depended on students' strategies along with the number of choices students were allowed to make; the assignment outcomes for elite students were robust to the mechanism, and the free tuition policy worsened school quality. Although exploratory, these findings can serve as hypotheses and a guide for Taipei's policymakers to collect empirical data in evaluating their 2016 mechanism and tuition policy.

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[pt] A crise do capitalismo na década de 1970 ensejou, ante a necessidade de se investir menos e reaver os lucros, uma nova estratégia de exploração do trabalho, chamada de flexibilização. Para dar conta do novo formato produtivo, a pauta da flexibilização adentrou a legislação trabalhista e a normatividade no setor educacional, marcando sobremaneira o ideário prevalente na contemporaneidade. Tanto as leis de contratação do trabalhador, como o modo de formá-lo para o trabalho foram flexibilizados. E esse novo cenário produtivo acabou por configurar um novo arranjo social, a Sociedade do Conhecimento, cuja tônica é a importância de se preparar para um mercado de trabalho em que o conhecimento, a informação e a tecnologia têm primazia, com uma formação, ao mesmo tempo, baseada em competências. Sob o novo ideário, é aprovada, no Brasil, a nova Lei de Diretrizes e Bases da Educação Nacional (número 9.396/96), que passa a requerer a formação docente de Nível Superior para a atuação na Educação Básica. Sendo que a formação de professores para a Educação Básica segue de maneira fragmentada, tanto entre áreas disciplinares, como entre níveis de ensino, não contando o país, nas instituições de Ensino Superior, com uma faculdade ou instituto próprio, formador desses profissionais, com uma base comum formativa. Tais condições ensejam uma disputa acerca da definição sobre onde, quando e como deve ser realizada a formação dos professores da Educação Básica, e, sobretudo, a quem compete essa tarefa. Nesse campo de disputa, observa-se que o número de docentes com mestrado na Educação Básica tem crescido significativamente nos últimos anos. A pesquisa, então, buscou — à luz das contribuições do materialismo histórico dialético — entender por que professores desta etapa de ensino procuram o mestrado acadêmico em Educação e por que, após a conclusão do curso, permanecem trabalhando na Educação Básica. O trabalho contou com a análise de mais de 500 currículos (da Plataforma Lattes) de egressos do mestrado de três programas de pós-graduação em Educação (PPGE/PUC-Rio, ProPEd/Uerj e PPGE/UFRJ), e valeu-se de 12 entrevistas com egressos dos três PPGE que permaneceram na Educação Básica após a conclusão do curso. A hipótese que foi levantada e se sustentou após a análise dos dados obtidos foi que cada vez mais professores da Educação Básica estão procurando o mestrado como uma alternativa de formação continuada, com vistas a preencher lacunas deixadas por uma formação inicial insuficiente, assim como para aumentar a própria empregabilidade e poder gozar de melhores condições de trabalho, também no âmbito da própria Educação Básica (campo maior de emprego que a Educação Superior), e não somente, para a atuação no Nível Superior. / [en] The crisis of capitalism in the 1970s led, in the face of the need to invest less and recover profits, a new strategy of labor exploitation, called flexibilization. In order to take account of the new productive format, the flexibilization agenda included labor legislation and normativity in the educational sector, marking the prevailing ideology in contemporary times. Both the laws of hiring the worker, and how to form him for the work were relaxed. And this new productive scenario has finally formed a new social arrangement, the Knowledge Society, whose emphasis is the importance of preparing for a labor market in which knowledge, information and technology take precedence, with a training, at the same time based on skills. Under the new idea, the new Law on the Guidelines and Bases of National Education (number 9.396/96) is approved in Brazil, which now requires higher education teacher training for basic education. Since the formation of teachers for Basic Education follows in a fragmented way, both between disciplinary areas and between levels of education, the country does not count in the institutions of Higher Education with a faculty or institute itself, which trains these professionals, with a formative common basis. Such conditions give rise to a dispute about the definition of where, when and how the training of Basic Education teachers should be carried out, and, above all, who is responsible for this task. In this field of contention, it is observed that the number of teachers with masters in Basic Education has grown significantly in recent years. The research then sought — in the light of the contributions of dialectical historical materialism — to understand why teachers of this stage of education seek the academic Masters in Education and why, after completing the course, they continue to work in Basic Education. The work involved the analysis of more than 500 curricula (from the Lattes Platform) of graduate students from three postgraduate programs in Education (PPGE/ PUCRio, ProPEd/ Uerj and PPGE/ UFRJ), and 12 interviews with graduates of the three PPGE who remained in Basic Education after the conclusion of the course. The hypothesis that was raised and sustained after the analysis of the data obtained was that more and more Basic Education teachers are looking for the master s degree as an alternative of continuous formation, with a view to filling gaps left by an insufficient initial formation, as well as to increase the same employability and to be able to enjoy better conditions of work, also within the scope of the Basic Education itself (greater field of employment than Higher Education), and not only, for the performance in the Higher Education.

The purpose of this study is to examine the . relationship and effects of New Jersey College Basic Skills Placement Test (NJCBSPT) scores and grades in basic skills reading, elementary algebra, and English/ writing courses with the students' success in selected college-level general education courses in an attempt to establish predictor variables. In addition, the study examines the possibility that predictions of success in general education courses can be made more accurately by using multiple prediction variables. The population for the study consisted of seven years of successful basic skill course grades, New Jersey College Basic Skill Placement Test (NJCBSPT) scores and successful general education course grades for students at one small, rural community college. Coefficients of determination, correlation coefficients, t-tests, and linear and multiple regression were some of the analysis techniques used. / Ed. D.