The purpose of this study was to analyze the dissertations in Higher Education Administration at the University of North Texas from 1971 to 1991.

This diploma thesis deals with the topic of media education as a part of foreign language education at Czech schools. The thesis is divided into three major part - the theoretical background with analysis of national curriculum and school curricula, the practical part - qualitative research of teacher's opinions and quantitative research of student's opinions on media education. The third part offers description of activities and handouts that can be used in English classes to improve the level of media literacy. It proved that the connection of media education and foreign language classes is not indicated in the Frame Educational Programme, however it gives the possibility to school to integrate the topic into any subject. Based on the analysis of the school educational programmes of selected school it was found out that schools do integrate media education into many subjects including foreign languages. Most of the foreign language teachers claimed that they integrate media education into their classes. However, they are limited by certain barriers - primary school teachers especially by low language knowledge. Overall, the main problem mentioned was lack of encouragement from the authorities connected to lack of proficiency in media education of the educators. The pupils welcome media education...

A presente dissertação buscou analisar se, e como, o Ensino por Investigação pode promover o Engajamento Disciplinar Produtivo (EDP) entre alunos de uma turma da disciplina Física do terceiro de ano do Ensino Médio de uma escola pública estadual localizada na periferia da cidade de São Paulo. Num primeiro momento e no âmbito escolar, o EDP pode ser entendido como um indicador do grau de envolvimento com os temas e práticas de uma disciplina. Para tratar o tema, realizamos revisão bibliográfica entre trabalhos da área de pesquisa em ensino de ciências e física sobre o envolvimento de estudantes nos processos de ensino e aprendizagem na educação formal. Também estudamos trabalhos relacionados ao Ensino por Investigação e o estabelecimento de interações discursivas em sala de aula. Estes estudos permitiram propor indicadores de engajamento, de engajamento disciplinar e de engajamento disciplinar produtivo que foram utilizados na análise de episódios ocorridos em sala de aula. Os dados analisados nesta pesquisa são constituídos por aulas gravadas integralmente em vídeo, além de todo material didático a eles disponibilizado durante a aplicação da de uma sequência de ensino investigativa que versava sobre o tema \"Dualidade onda-partícula\". Pela análise da fala dos alunos, durante as atividades, e pelas interações dos mesmos com o professor e entre si, pudemos observar que, em vários momentos das atividades propostas nas aulas, houve um engajamento da turma, ficando este bastante condicionado às ações do professor. / This thesis aimed to assess whether, and how, Teaching through Investigation can promote the Disciplinary Productive Engagement (DPE) of a group of high school Physics class students, from a public school located in the suburbs of Sao Paulo. DPE can be understood as an indicator of the degree of involvement in a class with the themes and practices of a discipline. To address the research subject, we conducted a literature review of research in science education and physics, and the involvement of students in the teaching and learning processes in formal education. We also reviewed studies about Teaching through Investiagtion, and the establishment of discursive interactions in the classroom. These studies allowed proposing engagement indicators, disciplinary engagement and productive disciplinary engagement that were used in the analysis of episodes that occurred in the classroom. The data analyzed in this study consist of classes recorded entirely in video, plus all teaching materials available to them during the application of an Investigative Teaching Sequence; which was about the theme \"wave-particle duality.\" By analyzing the speech of the students during the activities, and the interactions with the teacher and each other, it was observed engagement of the class several times during the activities proposed. However, the engagement was conditioned by teacher\'s actions.

Made available in DSpace on 2016-04-04T18:32:59Z (GMT). No. of bitstreams: 1 Jose Flaudemir Alves.pdf: 449045 bytes, checksum: 6d97eaa868a0de5f1586322fddf64839 (MD5) Previous issue date: 2004-11-29 / This work is inserted in the research line University, Lecturing and Professor s Graduation. It has for objective to show us how the researches works have influenced in the Mathematic professor s formation an how to use this knowledge into teaching. The field research was development with a group of Mathematics teachers and principals who acting at public and government high school. This research was applied in Paul?nia city, S?o Paulo state. The research has analyzed the conception of the math teachers, how they use their educational theories in theirs math classroom. This work has reveled that these teachers hadn t information and security, when they are teaching Mathematics. These studies showed us the urgent necessity of the reflections in our actual courses of Mathematics professor s formation, which well be used in the field research. / Este trabalho est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores. Tem por objetivo buscar reflex?es sobre como o ensino com pesquisa se faz presente na forma??o do professor de Matem?tica e na sua pr?tica. A pesquisa de campo foi realizada com professores de Matem?tica, diretores e coordenadores de escola que atuam no Ensino Fundamental e M?dio, tanto na rede p?blica do Estado de S?o Paulo, como na rede municipal, todos atuantes na cidade de Paul?nia - SP. Foram analisados dados sobre a concep??o destes professores quanto ? pesquisa e ao seu uso no desenvolvimento dos trabalhos em sala de aula. Por?m, os dados obtidos revelaram uma falta de informa??o e seguran?a sobre o tema. Os estudos realizados mostram uma necessidade urgente de reflex?es sobre como est?o sendo desenvolvidos os cursos de forma??o inicial e continuada de professores para o trabalho com pesquisa.

Made available in DSpace on 2017-07-21T20:31:43Z (GMT). No. of bitstreams: 1 Noemi Sutil.pdf: 3553361 bytes, checksum: 29b0f6e88a01a8a8cb42559a47429e82 (MD5) Previous issue date: 2006-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this work is to discuss some possibilities and challenges to Physics teachers' education with the developing of educational proposals. The educational proposal is presented as negotiated work, in a process of concepts and practices problem-posing with educational action research in an emancipatory way, in the basis of educational critical theory; the epistemological and socioIogiml aspects, which are negotiated in the educationa1 proposal developing, are specified and analyzed. The research was developed in the fourth and fifth degrees of Physics teachers' education, in Methodology and Practice of Physics I and li, 2004 and 2005, at Universidade Estadual de Ponta Grossa - PR. The conception of research utilized is the educational action research in an emancipatory way; the precepts of ethnography approach were fotlowed to collect and analyze data. Data were collected by direct observation: written data in a 'field diary", following a route, and audio records; the written works, made by graduation students, has been also utilized in data analysis. Data anaiysis has been realized according to a route and utilizing the analysis of the negotiations between epistemological and sociological aspects. The discussed possibilities are the utilization of the analysis of negotiations as a tool to propose interpretations and the developing of a conception of science in construction. The principals challenges presented are the efíecting of collective and collaborative work in the leaming and teaching process, the necessity of structures in medium and graduation leve1 to the developing of educationat proposals and the passage of an ingenuous perception to a critica[ perception as result of an adequate discussion of Physical knowledge. / Este trabalho tem como objetivo discutir algumas possibilidades e desafios para a formação de professores de Física com a elaboração de propostas educacionais. A proposta educacional é apresentada como obra negociada, em um processo de problematização de conceitos e práticas com a vivência da investigação-ação educacional de perspectiva emancipatória, tendo como base a teoria crítica da educação; os aspectos epistemológicos e sociológicos negociados na elaboração de propostas educacionais são especificados e analisados. A pesquisa foi desenvolvida no quarto e quinto anos do curso de Licenciatura em Física, nas disciplinas Metodologia e Prática de Ensino de Física I e II, anos de 2004 e 2005, na Universidade Estadual de Ponta Grossa – PR. A concepção de pesquisa utilizada foi a investigação-ação educacional de perspectiva emancipatória, sendo que para a coleta e análise dos dados foram seguidos os preceitos de abordagem etnográfica. Os dados foram coletados por meio de observações diretas: registros escritos em “diário de campo”, seguindo um roteiro, e gravações em áudio; trabalhos escritos elaborados pelos alunos de graduação também foram utilizados na análise de dados. A análise de dados foi realizada conforme roteiro e utilizando a análise das negociações entre aspectos epistemológicos e sociológicos. As possibilidades discutidas são: a utilização da análise das negociações como ferramenta para proposição de interpretações e o desenvolvimento de concepção de ciência em construção. Os principais desafios apresentados são: a efetivação do trabalho coletivo e colaborativo no processo de ensino-aprendizagem, a necessidade de estruturas no ensino médio e superior para a elaboração de propostas educacionais e a passagem de uma percepção ingênua para uma percepção crítica a partir da discussão adequada dos conhecimentos de Física.

Ce travail traite de la territorialisation de l’enseignement supérieur et de la recherche (ESR) hors des espaces métropolitains et urbains. La construction de cette thèse repose sur un dialogue théorique et empirique entre deux sphères problématiques : celle relative à la territorialisation de l’ESR et celle relative aux recompositions et crises qui affectent l’action publique locale. Il s’agit, ce faisant, de considérer la territorialisation de l’ESR non plus seulement comme un enjeu ou une variable d’aménagement, mais davantage dans sa participation au développement et à l’action collective sur les territoires. L’auteur suppose ainsi l’existence d’ « opérateurs territoriaux de l’ESR » qui vont chercher à mobiliser les ressources du supérieur dans le cadre des dynamiques collectives locales et de la construction et la valorisation de « ressources territoriales ». Ces « opérateurs » sont considérés comme des « organisations » composites entre « acteurs », « structures », « pratiques » et « démarches » qui vont contribuer à la « stabilisation des interactions » entre territoires et ESR. L’auteur suppose alors que cette stabilisation va contribuer à spécifier les activités d’ESR territorialisées et les rôles qui leur sont affectés. Ce premier niveau d’analyse invite l’auteur à questionner la structuration des relations entre territoires et universités dans une perspective organisationnelle, à la différence de nombreux travaux ayant traité de la synchronisation « cognitive » entre acteurs issus de différentes sphères sociales ou professionnelles. Enfin, ce travail pose la question du rôle des coopérations entre « développeurs territoriaux » et acteurs et activités universitaires. Il analyse alors ces coopérations comme des stratégies d’ « entrepreneuriat institutionnel » permettant à une partie des professionnels des territoires de (se) jouer du flou qui caractérise leur métier et d’en défendre une conception particulière clairement ancrée au sein de l’action collective. En conclusion, l’auteur invite à considérer la territorialisation de l’ESR dans la diversité de ses effets sur les territoires et en sortant d’une vision exclusivement liée à la notion d’excellence. / This work deals with the territorialisation of Higher Education & Research (HER) outside metropolitan and urban areas. The construction of this thesis is based on theoretical and empirical dialogue between two problematic areas: one relating to the territorialisation of HER and the other relating to reshuffles and crises affecting local public action. By doing so, this work proposes to consider territorialisation of HER not only as a planning issue or variable but more in its participation in the development and collective action in the territories. Then, the author assumes the existence of “HER territorial operators” that will seek to mobilize the resources of HER as a part of local collective dynamics and construction and upgrading of “local resources”. These “operators” are considered as « composite organizations » including “actors”, “structures”, “practicals” and “procedures” that will contribute to the “stabilization of interactions” between territories and HER. In turn, this stabilization will contribute to specify territorialized HER’s activities and roles assigned to them. This first level of analysis prompts the author to question relational structuring between territories and universities from an organizational perspective, unlike many studies which have focused on the question of “cognitive synchronization” between actors from different social and professional spheres. Finally, this work questions the role of cooperation between « territorial developers » and actors and academic activities. It reads these cooperations as « institutional entrepreneurship » strategies allowing a part of professionals of territories to play with the vagueness that characterizes their work and to defend a particular conception clearly rooted in the collective action. In conclusion, the author invites to consider the territorialisation of HER in the diversity of its effects on territories and out of a vision exclusively linked to the concept of excellence.

The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.

It has been the primary objective of this doctoral thesis to determine the level of the quality of teaching at a particular tertiary professional school and suggest avenues leading to potential further improvement of the quality of the teaching. Quality of teaching is a relatively broad term; therefore, the thesis places emphasis primarily on the level of the students' key competences, primarily the competence for employment and entrepreneurial activities. In order to fulfil this objective we need to define the quality standards of the teaching at tertiary professional schools, obtain relevant information about contents and structure of curricula, teaching methods and forms deployed at the school and also information about the students' level of knowledge and skills. Last but not least, students and their future employers should express their opinion of the quality of teaching. Scientific benefit of this thesis is the creation of my own model of quality evaluation of the teaching at tertiary technical schools, which in the future, after further verification in practice, could become a basis for elaboration of a uniform methodology for quality evaluation of the teaching at tertiary professional schools, particularly those with economic specialisation. The secondary scientific benefit of the thesis can be found in obtaining the information about contents and methods of education used at a particular economic tertiary professional school and utilisation of such information for development of key competences, with emphasis on the competence for employment and entrepreneurial activities. Results of the research may also serve as a basis for creation of the teaching and learning document for similar branches and also as a basis for decision-making as to whether and in which form should the integrating subject be included into the teaching. The objective of the thesis has been achieved by means of the research made at the Tertiary Business Entrepreneurial School (Vyšší obchodní podnikatelská škola), Masná 13, Prague 1. The research consists in analysis of the contents, method and forms of education at this school, and also in the experiment when an integrating subject is included into the teaching in the third grade. The final output is the recommendations and generalisations applying to tertiary professional schools in general, particularly to tertiary professional schools with economic specialisation. The thesis deals with the issue from two points of view, advancing from the general to the specific so that generally valid recommendations can be pronounced in the conclusion again. The first part of the thesis introduces general startpoints for the ensuing research task. It is subdivided into five chapters. The first chapter describes the subject and methodology of the research. The second chapter defines the significance of human capital for competitiveness of the Czech Republic. The third chapter summarizes the startpoints and tools of the school reform with emphasis on educational objectives in the area of students' key competences. The fourth chapter deals with the substance and tools of entrepreneurial education and thinking. The fifth chapter describes the history and the present of tertiary professional school education, suggesting its potential development in the future. The subsequent part containing the research itself is subdivided into three chapters. The sixth chapter characterises the Tertiary Business Entrepreneurial School, analysing its conditions for educating students, monitoring its competitors and defining its strong and weak points, its opportunities and threats. The seventh chapter contains the substance of the research task itself. The eighth chapter subsequently evaluates the results of the research, verifies the hypotheses and formulates recommendations applicable to tertiary professional schools in general.

No description available.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-31T14:16:43Z No. of bitstreams: 1 Antonio M. Galleao.pdf: 2800324 bytes, checksum: 2c116c6b576bf1b760a81ad0fb34a631 (MD5) / Made available in DSpace on 2015-03-31T14:16:43Z (GMT). No. of bitstreams: 1 Antonio M. Galleao.pdf: 2800324 bytes, checksum: 2c116c6b576bf1b760a81ad0fb34a631 (MD5) Previous issue date: 2014-02-12 / Universidade Católica de Santos - Católica de Santos / In face of a scenario characterized by privatization and mercantilization of education, this study has the purpose of understanding the meaning and pedagogical possibilities of a university class, considered, within this work, as the core element of the formal teaching and learning process. Based on the assumption that the class influences and is influenced by the environment, a bibliographic / documental research of exploratory character was initially developed, aiming at providing foundation to the theoretical assumptions of this subject of study: the university class. That phase was supported by Almeida; Bernheim; Buarque; Chauí; Cunha, L.; Demo; Freire; Imbernón; Masetto; Neves, C.; Nogaro; Rué; Santos; Silva; Snyders; Teixeira; Zabala and Zabalza. The field research, carried out on students of three Engineering night courses from a Higher Education institution in the Baixada Santista Region, highlighted the voice of students regarding university classes. The qualitative approach research was structured in three stages: first, gathering data on the perception of students regarding the classes already attended before this research was established; second, an action research with the purpose of experiencing classes that moved away from the reproductive class model; and a third stage, aimed at providing reflection on the experience lived by the participants of stage 2. The analysis of data collected in the study was based on the dialectical hermeneutics with operational support of Content Analysis. From the methodological standpoint, the work counted on the following authors: Bardin; Bodgan and Biklen; Ghedin and Franco; Lüdke and André; Franco, M. A; Franco, M. L.; Minayo; Thiollent and Tripp. Data analysis made possible to infer that students that took part in this research also bring with them a concept of class that is compatible with the one established from the theoretical studies: the class as spacetime of human formation, based on the active participation of students and professor; a spacetime in which all participants can learn, which provides incentive to the critic spirit, research, reflection, dialogue; a class that allows the attendee to go beyond the contents studied therein, and that seeks a deeper level of learning. At the end of the work, it was possible to reach the conclusion that the class can constitute a privileged spacetime of human formation, despite the complex and contradictory context of Graduate Higher Education currently made available in Brazil. / Diante de um cenário caracterizado pela privatização e mercantilização da educação, esta pesquisa teve por objetivo principal compreender o significado e as possibilidades pedagógicas da aula universitária, considerada, neste trabalho, como elemento central do processo formal de ensino e aprendizagem. Partindo do pressuposto de que a aula influencia e é influenciada pelo meio, desenvolveu-se inicialmente uma pesquisa bibliográfica/documental, de caráter exploratório, a fim de fundamentar os pressupostos teóricos deste objeto de estudo: a aula universitária. Essa fase contou com o apoio de autores como Almeida; Bernheim; Buarque; Chauí; Cunha, L.; Demo; Freire; Imbernón; Masetto; Neves, C.; Nogaro; Rué; Santos; Silva; Snyders; Teixeira; Zabala e Zabalza. A pesquisa de campo, realizada com alunos de três cursos noturnos de Engenharia de uma instituição de ensino superior da Baixada Santista, destacou a voz dos alunos a respeito de aulas universitárias. Sob uma abordagem qualitativa, foi estruturada em três etapas: a primeira para colher dados sobre a percepção dos alunos a respeito das aulas já vivenciadas antes da pesquisa; na segunda etapa, uma pesquisa-ação com o intuito de vivenciar aulas que se afastassem do modelo de aula reprodutiva; e uma terceira etapa com a finalidade de proporcionar reflexão sobre a experiência vivida pelos participantes na etapa 2. Para a análise dos dados colhidos, o estudo utilizou a Hermenêutica-dialética com o apoio operacional da Análise de Conteúdo. Sob o ponto de vista metodológico, contou com o apoio de Bardin; Bodgan e Biklen; Ghedin e Franco; Lüdke e André; Franco, M. A; Franco, M. L.; Minayo; Thiollent e Tripp. Por meio da análise dos dados, pode-se inferir que os alunos participantes desta pesquisa também trazem uma concepção de aula compatível com aquela estabelecida a partir dos estudos teóricos: a aula como espaçotempo de formação humana, baseada na participação ativa de alunos e professor; um espaçotempo em que todos os participantes podem aprender, que incentiva o espírito crítico, a pesquisa, a reflexão, o diálogo; uma aula que permite ir além do conteúdo nela estudado, que busca um nível mais profundo de aprendizagem. Ao final do trabalho, foi possível concluir que a aula pode constituir-se em um espaçotempo privilegiado de formação humana, apesar do contexto complexo e contraditório do ensino superior de graduação atualmente oferecido no Brasil.