Thesis (M.Mus.Ther.)--New Zealand School of Music, 2009. / Includes bibliographical references.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 4 uppsatser.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 203-212).

Thesis (Ed. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 137-147).

This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned.

Despite a constant rise in the attainment of Sats results year on year, the perception remains that British primary school children are underachieving and that they are reluctant readers and writers. In order to motivate their students, some teachers use films as a visual stimulus to provide students with ideas and create a personal and emotion connection with the written text. In the school years of 2013/14 I followed 21 primary classes which were taking part in a ‘film literacy’ scheme run by Bradford UNESCO City of Film. This initiative saw the training of teachers in the use of film as a tool in literacy lesson with the hope to raise attainment and motivation. Students and teachers completed questionnaires and interviews which were analysed in conjunction with observations and the students’ literacy grades. The research showed that both students and teachers recorded an increase in motivation. Further, significant progress in attainment also became evident: film literacy students raised their grades by 23.3% beyond the expected year-on-year increase. Improvements in inference, comprehension and vocabulary were especially praised. Students from schools with a low-income environment benefitted in particular. The research discusses six potential reasons for these changes, two of which are based on the belief that film is a particularly suitable medium for teaching as it engages students emotionally. Although the thesis acknowledges that Bradford involved a unique group of schools in the film literacy training and research, it nevertheless argues that film could be useful addition to primary classrooms due to its potential ability to raise standards and engage reluctant young writers.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-15T14:14:39Z No. of bitstreams: 1 Arquivototal.pdf: 3046182 bytes, checksum: 4be70b3c75763cc2cc965b0b2775ae5f (MD5) / Made available in DSpace on 2018-05-15T14:14:39Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 3046182 bytes, checksum: 4be70b3c75763cc2cc965b0b2775ae5f (MD5) Previous issue date: 2016-11-04 / Our work has as study object the recomposition of professional trajectories of two historians of the Department of History of UFPB: Joana Neves (1978-1985) and Rosa Maria Godoy Silveira (1976- 2003), with regard to the history of education, what took us to focus our research on the period in which they taught at UFPB, while glimpsing their performances and productions in this field until today, which made us extrapolate the established time frame, as they remain involved with the issues related to education of history. We started on the assumption that the trajectories of the teachers Joana Neves and Rosa Maria Godoy Silveira were marked by a constant concern for the teaching of history, this concept resulting a close relationship between teaching and research. Other teachers who worked with them in the Department of History of UFPB were influenced by their work, like many other professionals in their trajectories, graduates of this course, which now operate in various institutions of higher and basic education. Education combined with research, resulting in a conception of the first as production of knowledge; history professional’s developement as a teacher and researcher; thematic education; working conditions, among other concerns, provided the basis and underpin the design of history teaching advocated and practiced by these two teachers. In the restoration of their trajectories, we started from specific moments of their lives that influenced the choice of teaching and specifically the history line, and then we used as sources their statements and their intellectual productions, crossing on the trajectory of each, the defense of history taught. / Nosso trabalho tem como objeto de estudo a recomposição das trajetórias profissionais de duas historiadoras do Departamento de História da UFPB: Joana Neves (1978-1985) e Rosa Maria Godoy Silveira (1976- 2003) no que diz respeito ao ensino de História. Inicialmente, centramos nossa investigação no período em que lecionaram na UFPB, contudo a intensa produção e atuação nesse campo nos levou ao extrapolamento do recorte temporal previamente estabelecido, já que continuam atuantes e envolvidas com essas discussões. Suas trajetórias, influenciaram o trabalho de outros docentes do Departamento de História da UFPB, como de muitos outros profissionais egressos desse curso, que hoje atuam nas mais diversas instituições de Ensino Superior e de Ensino Básico. Ensino aliado à pesquisa, resultando em uma concepção do primeiro como produção de conhecimento; formação do profissional de História enquanto professor e pesquisador; ensino temático; condições de trabalho, entre outras preocupações, embasaram e embasam a concepção de ensino defendida e praticada por essas duas docentes. Na recomposição de suas trajetórias, utilizamos os seus depoimentos para identificar momentos em suas vidas que influenciaram na escolha do curso de História, e, em seguida, partimos para a análise de suas produções intelectuais, cruzando, na trajetória de cada uma a defesa da História ensinada.

CNPq / O presente texto visa apresentar o delineamento de uma pesquisa de campo exploratória vinculada ao Programa de Pós-Graduação em Desenvolvimento Regional, da UTFPR Câmpus Pato Branco. A pesquisa tem como foco de análise a educação superior no desenvolvimento da Guiné-Bissau – suas contribuições, limites e desafios. A educação formal na Guiné Bissau começou durante a colonização portuguesa, 1446 -1974, contudo, um número muito ínfimo dos guineenses tinha acesso à escola, por conta da política adoptada pelo colonizador que era “adormecer” quanto possível os nativos para não darem conta da exploração que o país estava sofrendo. A situação colonial não criou oportunidades de o país poder desenvolver um ensino de qualidade para todos, porque à boa parte dos guineenses era negado o acesso àquele que é considerado um valor fundamental na sociedade humana. O país colonizador pouco investiu na educação da população, em relação a outros países como Inglaterra, França nas suas colônias como Gambia e Senegal, respectivamente. Trata-se de estudo com abordagem qualitativa, uma vez que estudos dessa natureza revelam uma relação dinâmica entre o mundo real e o sujeito, isto é, um vínculo indissociável entre o mundo objetivo e a subjetividade do sujeito que não pode ser traduzida em números. Para isso, foi realizada pesquisa de campo, exploratória, envolvendo doze instituições da Guiné-Bissau, sendo: oito de Educação Superior, dois ministérios e dois institutos nacionais de pesquisa. A amostragem envolveu dirigentes e ministros das instituições nominadas. A coleta de dados ocorreu por intermédio de: roteiro de entrevista semiestruturado com dirigentes e ministros das instituições nominadas; documentos oficiais das universidades: projeto pedagógico, cursos, pesquisa, extensão, recursos humanos, estrutura administrativa, dentre outros; documentos oficiais dos ministérios: Plano Nacional de Educação para Todos, Segundo Documento de Estratégia Nacional de Redução da Pobreza (DENARP II), Projeto de Apoio de Ensino Superior nos Países da União Econômica Monetária Oeste Africana (UEMOA), dentre outros; banco de dados do Instituto Nacional de Pesquisa. Os resultados demonstram que as principais contribuições da educação superior para a Guiné-Bissau consistem em maior número de cidadãos com formação superior, maior número de funcionários preparados para o bom desempenho laboral, administração pública eficaz e eficiente, maior produtividade econômica nacional e diminuição da pobreza. No entanto, há muitos limites para o desenvolvimento do país e da educação superior, dentre eles: o início tardio e ainda incipiente da educação superior na Guiné-Bissau, à falta de qualificação de docentes e a infraestrutura, necessária para tal, o parco Orçamento Geral de Estado para a educação, uma vez que o país tem sido considerado um dos que muito pouco investe na educação comparando com países dessa região africana. A atual conjuntura global faz com que todos os países adotem políticas públicas voltadas ao desenvolvimento. E a educação superior deve ser um desafio premente dos países para a concretização do desenvolvimento almejado por todos. Dentre as oportunidades para a Guiné-Bissau em relação à mobilidade de alunos e docentes, estão os acordos educacionais com países como Portugal, Cuba, Rússia, Senegal, China, Brasil. / This paper aims to present the design of an exploratory field research linked to the Graduate Program in Regional Development, of UTFPR Pato Branco Campus, near its conclusion. The research has as analysis focus the higher education in the development of Guinea-Bissau - its contributions, limitations and challenges. Formal education in Guinea-Bissau began during the Portuguese colonization, 1446 -1974, however, a very tiny number of Guineans had access to school because of the policy adopted by the colonizer which was "asleep" as possible the natives not to make them realize the exploration that the country was suffering. The colonial situation did not create opportunities for the country to be able to develop a qualified education for everybody, because for most of Guineans were denied the access to what is regarded as a fundamental value in human society. The colonizer Country invested just a little in the education for the population, in relation to other countries like England, France in its colonies as Gambia and Senegal, respectively. It is a qualitative study, since these studies reveal a dynamic relationship between the real world and the subject, that is, an indissoluble link between the objective world and the subjectivity of the subject that cannot be translated into numbers. For this, we conducted a field research, exploratory one, involving twelve institutions of Guinea-Bissau, as follows: eight from the Higher Education, two ministries and two survey national institution. The sampling involved leaders and ministers from the nominated institutions. Data collection occurred through: semi structured interview guide with leaders and ministers from the nominated institutions, official documents of the universities: pedagogical project, courses, research, extension, human resources, administrative structure, among others; official documents of the ministries: National Plan of Education for Everybody, Second Document of National Strategy of Poverty Reduction (DENARP II), Support Project for Higher Education in the Countries of the West African Economic Monetary Union (UEMOA), among others; database of the Research National Institute. The results show that the main contributions of higher education to Guinea-Bissau consist of, greater number of citizens with higher education, higher number of trained staff for good work performance, effective and efficient public administration, higher economic national productivity and poverty decrease. However, there are many limits to the higher education’s and country's development, among them: the late and incipient beginning of the higher education in Guinea-Bissau, the lack of qualified teachers and infrastructure, necessary for that, the meager General Budget of the State for education, since the country has been considered one of which invest just a little in education compared with countries in our African region. The current global situation makes all the countries adopt public policies for the development. And higher education should be a pressing challenge of the countries to achieve the development pursued by all. Among the opportunities for Guinea-Bissau in relation to the mobility of students and teachers, there are the educational agreements with countries such as Portugal, Cuba, Russia, Senegal, China, Brazil.

Esta pesquisa situa-se no campo da Educação Ambiental na universidade e seu objetivo principal foi analisar a inserção da dimensão ambiental na formação profissional dos cursos da área das ciências sociais aplicadas, nas universidades estaduais públicas do estado do Paraná. Trata-se de uma pesquisa qualitativa, que utilizou a análise documental e o método de estudo de caso. Os dados da pesquisa documental foram coletados a partir da análise do Plano de Desenvolvimento Institucional (PDI) e Projeto Político-Pedagógico Institucional (PPI), das seis universidades selecionadas para o estudo. Por conseguinte, a análise concentrou-se nas matrizes curriculares e ementas dos cursos selecionados, sendo os cursos de Administração, Ciências Contábeis, Ciências Econômicas, Serviço Social e Secretariado Executivo. O estudo de caso foi desenvolvido na Universidade Estadual do Centro-Oeste – UNICENTRO, junto ao setor de Ciências Sociais Aplicadas, integrando os cinco cursos já descritos anteriormente. Para a coleta de dados do estudo de caso, utilizou-se a entrevista estruturada – junto aos chefes de departamento e professores, e questionário - que foi aplicado aos acadêmicos. Os dados coletados foram submetidos a análise do discurso, e agrupados com base nas seguintes categorias de análises: A Educação Ambiental no contexto universitário; A Educação Ambiental no curso das Ciências Sociais Aplicadas e a Educação Ambiental na percepção dos sujeitos pesquisados. Dentre os principais resultados deste estudo pode-se inferir que a universidade ainda não reconheceu a necessidade da educação ambiental em todas as áreas, bem como as interfaces e comunicação entre as ciências. Especificamente com relação a área de Sociais Aplicadas, apesar de incorporarem a discussão socioambiental no processo de formação dos futuros profissionais, as discussões elencam mais os aspectos sociais, o que torna o espaço da Educação Ambiental ainda incipiente. Evidenciou-se que o interesse em inserir a discussão ambiental nos cursos foi motivado pelos próprios professores, não tendo nenhuma relação com diretrizes ou regulamentações institucionais ou governamentais. Os resultados sugerem que a discussão ambiental está mais presente no ensino, o que induz uma carência de pesquisas e atividades extraclasses na área. De maneira geral, a pesquisa demonstra a necessidade de direcionar uma maior atenção à problemática ambiental, deixando de lado paradigmas, concepções fragmentadas e visão utilitarista, emergindo para um processo de mudança, em que a complexidade das questões ambientais e sua abordagem multidimensional são as bases dos processos educacionais. / This research is in the field of environmental education at the university and its main goal was to analyze the integration of the environmental dimension in professional training from the courses in the applied social sciences area at public state universities in the state of Paraná. This is a qualitative study which used the method of documentary analysis and case study. The documentary research data were collected from the analysis of the Institutional Development Plan ( IDP ) and the Institutional Political Pedagogical Project ( IPPP), from the six universities selected for the study. Therefore, the analysis focused on curricular matrices and summaries of the selected courses: courses in Business Administration, Accounting Sciences, Economic Sciences, Social Work and Executive Secretariat. The case study was developed at the Universidade Estadual do Centro-Oeste - UNICENTRO closely with the Applied Social Sciences sector, integrating the five courses previously described. For the data collection of the case study, it was used a structured interview - along with the department heads and teachers, and a questionnaire - which was applied to the academic students. The collected data were subjected to discourse analysis, and grouped based on the following categories of analysis: Environmental Education in the university context ; Environmental Education in the course of Applied Social Sciences and Environmental Education in the perception of the researcher subjects. Among the main results of this study, it can be inferred that the university has not recognized yet the need for environmental education in all areas as well as the interfaces and communication between the sciences. Specifically on the area of Applied Social Science, despite incorporating socio-environmental discussion in the process of the training of the future professionals, the discussions are over the social aspects, which makes the space for the Environmental Education still incipient. It was evident that the interest in incorporating environmental discussion in the courses was motivated by the teachers themselves, having no relation with institutional or government guidelines or regulations. The results suggest that the environmental debate is more present in teaching, which induces a lack of research and out-of-class activities in the area. Overall, the research demonstrates the need to direct more attention to environmental issues leaving aside paradigms, fragmented concepts and utilitarian view, emerging to a process of change in which the complexity of environmental issues and their multidimensional approach are the foundations of the educational processes.

Effective teaching is determined by a host of factors, not least of which is the educational guidance given to the teacher. This guidance should come about through an effecctively designed support structure initiated by the school principal as part of his management strategy. Very little has been written on this topic, particularly with reference to primary schools. In the past, geography teachers were trained, appointed to a school and expected to get on with their teaching. However, present-day teachers, in order to be effective educators, require in-service training. This should occur In a variety of ways and on a continuous basis, because teaching is an on-going business and not a job to be learned once and for always. This thesis investigates the organisational structures that exist for the teaching of geography in selected medium and large primary schools in the Eastern Cape. The author found that principals used either a subject head or standard head model. In large primary schools a subject head model was preferred i.e. a specialist geography teacher was responslble for developing the subject vertically from standard 2 to 5. The opposite was true in medium-sized schools. Principals of these schools preferred to delegate responsibility to a standard head. It was the duty ot the standard head, usually a generalist teacher without specific training in geography, to develop geography horizontally among, for example, all the standard 3 pupils. The role played by key members of a primary schools' instructional leadership team, namely the principal, subject head, and the standard head are examined in detail. The author offers justification why geography should be included In the primary curriculum. It is his contention that geography contributes to a child's general education, develops basic geographical skills, extends general mental abilities and fosters positive attitudes towards other people with whom he shares this world. A management model is proposed for principals, flexible enough for application in all schools. It is designed to ensure that teachers continue growing professionaIIy within the structure of a small group. There is no best way to organise the teaching of geography because each school has its own unique resources which should be optimally utilised in order to bring about learning. The professional development of geography teachers is possible because someone competent in geographical education should assume leadership of the qroup. This will enable ideas to be shared, plans made and strategies implemented in an eftort to improve teacher-competence through an efficiently organised geography department. In the final chapter conclusions are drawn and a recommendatlon is made for primary school principals to Implement an organlsatlonal model for the teaching of geography. A choice may be made from three models, namely a standard head, subject head or a comblnation of both models. It Is within the parameters of one of these structures that the subject can be properly managed, for example, field-trips planned, teaching aids purchased, envlronmental educatlon programmes designed, teaching strategies discussed and examinat(ons set. Thls view is supported by Cawood and GIbbon's (1980) empirical evidence. They found that good educatlonal leadership fosters effective teaching in schools.