Esta tese apresenta movimentos e teorias que demandam a mudança de paradigma na educação básica. A adoção de métodos ativos de aprendizagem com uso de tecnologia digital é defendida como oportunidade para concretização da inovação desejada. O problema é definido com a identificação de barreiras para concretização da mudança em escala. A intenção de diferenciar a educação esbarra em limitações na formação e vivência de educadores em relação ao paradigma desejado e ao uso da tecnologia digital. Uma pesquisa ação participante foi conduzida em um centro social, com organização semelhante a uma escola, com objetivo de envolver educadores e gestores locais na construção de instrumentos e na melhoria de práticas educacionais a partir do uso de tecnologias digitais com métodos ativos de aprendizagem. A estratégia proposta foi estruturada sobre quatro elementos que fundamentaram intervenções para mudanças de práticas educacionais: Referencial de Habilidades do Século XXI como possíveis objetivos; aprendizagem por atividades; Rede Social com biblioteca individual no papel de ambiente virtual de aprendizagem; a construção de rubricas por parte dos educadores para detalhar, valorizar e monitorar novas dimensões de avaliação. A partir de uma análise situacional foram propostos ciclos de mudanças de práticas, onde atores locais se envolveram com o planejamento, implementação e análise de mudanças viabilizadas pelo uso de tecnologias digitais e alinhadas com os objetivos priorizados pela equipe local. Estes ciclos incluíram a construção de instrumentos destinados a facilitar e sistematizar as estratégias propostas. Os resultados mostram que as atividades planejadas e desenvolvidas pelos educadores evoluíram ao longo dos ciclos aproximando-se do paradigma desejado. A análise do uso da rede social aponta para o crescimento da autoria e expressão dos alunos, mas não apresenta evidências de interações que promovam a reflexão dos aprendizes autores. As rubricas mostraram-se valiosas para aprendizagem ativa dos educadores, porém apresentaram certa incompatibilidade com práticas construtivistas alinhadas com o paradigma desejado. A estratégia foi eficiente em provocar o desequilíbrio dos educadores e iniciá-los em práticas, reflexões e aprendizagem ativa sobre o paradigma desejado, porém várias limitações são apontadas para o uso da estratégia em grande escala. O desenvolvimento de sistemas digitais específicos para o apoio à mudança desejada é discutido e sugerido para estudos futuros. / This thesis presents moves and theories that ask for change of paradigm on basic education. The adoption of active learning methods with the use of digital technology is thought as an opportunity for the consolidation of the desired innovation. The identification of barriers to consolidate the change in large scale is presented as the research problem. The intention to differentiate education faces a barrier on educators limited education and experience on the desired paradigm as well as on the use of digital technology. An action participatory research was conducted on a social center, structured similar to a regular school, having as goal the engagement of local educators and coordinators on the design of instruments and on the improvement of educational practices enabled by the use of digital technologies with active learning methods. The strategy proposed was based on four elements that influenced the interventions for the change on educational practices: Framework on 21st Century Skills as possible goals; learning by activities; a social network with personal library on the role of digital learning environment; educators building rubrics to design, give value and monitor new dimensions for evaluation. Based on a situational analysis, cycles of change on practices were proposed on a way that local subjects got involved with planning, implementation and analysis of changes enabled by the use of digital technology and aligned with the goals selected by the local educational team. These cycles included the creation of instruments designed to facilitate and systematize the proposed strategies. The results show that the activities designed and implemented by the educators have evolved through the research cycles becoming better aligned with the desired paradigm. The strategy has proved to be efficient to unbalance the educators and start them in practices, reflections and active learning related to the desired paradigm, but in the other hand, some limitations were pointed out when considering the adoption of this strategy in a systemic way. The development of digital systems designed specifically to support the desired change is discussed and suggested for future studies.

No description available.

The primary goal of this study was to examine the effects of mentoring during the first teaching year of high school Second Career Teachers. The teachers’ perception of this aspect of their professional career was studied. The practice has been that school district administration assigns new teachers a mentor to support them in their success. They will be following an Induction Plan created by the district. This study takes into account the value of teachers coming into the teaching field after having been in one or more previous careers. Considerable challenge awaits the Second Career teacher as the states adopt rigorous Common Core Standards and standardized testing becomes required for graduation. The mentoring experience is meant to provide support that may be needed to help teachers be successful. The development of this perception as an effective teacher is rooted in Social Cognitive Theory (Bandura, 1986). Their competitive workplace is the site of this support. Therefore, William Glasser’s Control Theory, in conjunction with W. Edwards Deming’s Quality Control Theory (1950), could be applied for efficient teaching and learning to take place. While lead-managers or administration may act differently in the school environment, school environments and school cultures can also be very competitive. Both Bandura’s Social Cognitive Theory (1986) and Glasser’s Control Theory and Deming’s Quality Control Theory (1950) informed this study. Second Career research and my own experience as a teacher and administrator yielded five assumptions. These assumptions informed the interview protocol. Research data were gathered from eight high school Second Career teachers during two interview sessions. Themes became evident from the overlapping data. Recommendations are given for both school administration and those educators who develop district Induction Plans. Implications for further research of Second Career teachers’ perceptions of their mentor experience is offered. / Educational Administration

Yes / This chapter focuses on important dimension of peace education, the effort to foster qualities and skills for engaging constructively with conflict. Peace education and environmental education have many affinities. It concerns transforming violent or unpeaceful relationships into peaceful ones. The chapter examines several strategies for supporting these aspects of education in elementary schools. It introduces three areas of practice within Conflict Resolution Education cooperative learning, peer mediation, and restorative justice before offering a brief comment on some wider issues that educators might consider in this area of work. The chapter discuses the connection between peace education and environmental education via a shared concern with violent, unpeaceful relationships including our relationship with the natural world and the necessary effort to establish more peaceful, nurturing relationships. It also addresses the environmental problems that are the concern of this book climate change, biodiversity loss, soil erosion, there is a need to critically re-examine our relationship with nature.

This thesis introduces a topic of current educational reform in Finland. The main goal is to describe a process of implementation of current curricula reform in Finland and evaluate a preparedness of teachers, students of teacher education and management of curricula to curricula reform. In theoretical part, we define "curriculum" and "curriculum reform", then we briefly introduce change management, reasons for successful or unsuccessful reform and specifics of finnish education system. The research part analyses the Finnish National Core Curriculum from 2004 and 2014 in detail. It also analyses interview with teachers, students of teacher education and management of reform. Based on research part of the thesis, we can say that teachers and students have been prepared in a field of knowledge, however they have not been prepared for implementing the ideas of reform into their everyday teaching. The management of reform has been prepared for implementation. Management includes teacher and other stakeholders into creating of the new curricula, the reform is communicated and finances for the reform are secured. Conclusion of the thesis summerize answers for research questions and brings recommendations for a further research.

Thesis (doctoral)--Deutsche Hochschule für Vewaltungswissenschaften, Speyer, 2007. / Includes bibliographical references and webliography (p. 215-228).

Thesis (Ph.D.)--University of Wollongong, 2008. / Typescript. Includes bibliographical references: p. 289-323.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 103-121).

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.

Thesis (Ph.D.)--James Madison University, 2010. / Includes bibliographical references.