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The Educational Implications of the Platonic and Pragmatic Concepts of the GoodWilliams, Mamie 08 1900 (has links)
It is hoped that this exposition of the Platonic and Pragmatic systems of philosophy will aid in the understanding and interpretation of the highest Good, and what the implications are in modern education. The author has attempted to point out the identical phases and contrasting features, and to summarize the data in which research has been plentiful.
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An Exploratory Study of the Need for Cognition in Children and AdolescentsPorter, Kristen M. January 2010 (has links)
No description available.
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Ondersoek na die leefwêreld van die leergestremde adolessent met die oog op riglyne vir hulpverleningLe Roux, Anna Christina 05 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek was om insig in die leefwereld van die
leergestremde adolessent te bekom, ten einde probleemareas wat doeltreffende
aanpassing in die leefwereld verhinder, bloot te le.
In die probleemontleding het die volgende aspekte na vore getree:
Daar is 'n groeiende bewuswording onder navorsers dat die sosiaalemosionele
probleme wat die leergestremde adolessent ervaar,
duideliker aangespreek moet word.
Die noodsaaklikheid om die leergestremde adolessent vir volwassenheid
voor te berei, word toenemend besef.
In die literatuurstudie is die tydperk van adolessensie, leergestremdheid
as fenomeen, en die leefwereld van die leergestremde adolessent
onderskeidelik bespreek. Enkele gevolgtrekkinge word aangestip:
Adolessensie word gekenmerk deur fisiese, kognitiewe, affektiewe,
sosiale en morele ontwikkeling. Hierdie veranderinge hou implikasies
in vir die adolessent se uitvoer van ontwikkelingstake, die
ontplooiing van die selfkonsep en die groei na onafhanklikheid.
Die fenomeen leergestremdheid openbaar 'n komplekse aard wat 'n
persoon in sy totaliteit raak. Die manifestasies van leergestremdheid
betrek die akademiese vordering sowel as die sosiaal-emosionele
ontwikkeling van die individu.
Die leergestremde adolessent se aanpassing in sy leefwereld word
nadelig beinvloed deur sosiale vaardigheidstekorte, interpersoonlike
verhoudingsprobleme, 'n gebrekkige selfkonsep, emosionele
probleme, die gebruik van verdedigingsmeganismes en 'n verminderde
strewe na onafhanklikheid.
In die empiriese ondersoek is inligting oor die leergestremde adolessent
se interpersoonlike verhoudinge, selfkonsep en emosionaliteit bekom. In
die interpretasie van die data is veranderlikes waar die leergestremde
ado l essente swakker aanpassing as die normal e populasie getoon het,
eerstens geidentifiseer. Verskille wat by die leergestremde adolessente
ten opsigte van geslag en ouderdomsgroep voorgekom het, is vervolgens
uitgelig. Ten slotte is 'n faktorontleding uitgevoer ten einde 'n
gemeenskaplikheid tussen die onderskeie veranderlikes te bepaal.
Op grond van die bevindinge uit die literatuur en die empiriese studie,
is riglyne vir hulpverlening geformuleer. Die navorsingsbevindinge is
veral van belang vir onderwysers, ouers en ander opvoeders wat met die
leergestremde adolessent gemoeid is. / The purpose of the study was to gain insight into the life-world of the
learning disabled adolescent in order to reveal problems which prevent
effective adjustment in the life-world.
In the analysis of the problem the following aspects were prominent:
It is recognised that the social-emotional problems experienced by
the learning disabled adolescent should be addressed in greater
depth.
The need to prepare the learning disabled adolescent for adulthood
is realised.
In the literature study the period of adolescence, learning disabilities
as a phenomenon, and the life-world of the learning disabled adolescent
were discussed. The following conclusions can be mentioned:
Adolescence is characterised by physical, cognitive, emotional,
social and moral development. These changes have implications for
the adolescent's accomplishment of developmental tasks, the
development of the self-concept and the grow towards independence.
Learning disabilities as a phenomenon reveals a complex nature that
affects the total person. The manifestations of learning disabilities
involve the academic progress and the social-emotional
development of the individual.
The adjustment of the learning disabled adolescent in his lifeworld
is adversely affected by deficits in social skills, problematic
interpersonal relationships, an inadequate self-concept,
emotional problems, the use of defence mechanisms and an insufficient
strive towards independence.
In the empirical investigation information was obtained about the
learning disabled adolescent's interpersonal relationships, self-concept
and emotionality. In the interpretation of the data variables were
identified where the learning disabled adolescents showed poorer
adjustment than the normal population. Differences between learning
disabled adolescents with regard to age and sex were highlighted next.
Finally, a factor analysis was carried out to determine whether a
communality exists among the respective variables.
On the basis of the findings of the literature and the empirical study,
guidelines for the rendering of aid were formulated. The research
findings are especially important to teachers, parents and other
educators involved with the learning disabled adolescent. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Ondersoek na die leefwêreld van die leergestremde adolessent met die oog op riglyne vir hulpverleningLe Roux, Anna Christina 05 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek was om insig in die leefwereld van die
leergestremde adolessent te bekom, ten einde probleemareas wat doeltreffende
aanpassing in die leefwereld verhinder, bloot te le.
In die probleemontleding het die volgende aspekte na vore getree:
Daar is 'n groeiende bewuswording onder navorsers dat die sosiaalemosionele
probleme wat die leergestremde adolessent ervaar,
duideliker aangespreek moet word.
Die noodsaaklikheid om die leergestremde adolessent vir volwassenheid
voor te berei, word toenemend besef.
In die literatuurstudie is die tydperk van adolessensie, leergestremdheid
as fenomeen, en die leefwereld van die leergestremde adolessent
onderskeidelik bespreek. Enkele gevolgtrekkinge word aangestip:
Adolessensie word gekenmerk deur fisiese, kognitiewe, affektiewe,
sosiale en morele ontwikkeling. Hierdie veranderinge hou implikasies
in vir die adolessent se uitvoer van ontwikkelingstake, die
ontplooiing van die selfkonsep en die groei na onafhanklikheid.
Die fenomeen leergestremdheid openbaar 'n komplekse aard wat 'n
persoon in sy totaliteit raak. Die manifestasies van leergestremdheid
betrek die akademiese vordering sowel as die sosiaal-emosionele
ontwikkeling van die individu.
Die leergestremde adolessent se aanpassing in sy leefwereld word
nadelig beinvloed deur sosiale vaardigheidstekorte, interpersoonlike
verhoudingsprobleme, 'n gebrekkige selfkonsep, emosionele
probleme, die gebruik van verdedigingsmeganismes en 'n verminderde
strewe na onafhanklikheid.
In die empiriese ondersoek is inligting oor die leergestremde adolessent
se interpersoonlike verhoudinge, selfkonsep en emosionaliteit bekom. In
die interpretasie van die data is veranderlikes waar die leergestremde
ado l essente swakker aanpassing as die normal e populasie getoon het,
eerstens geidentifiseer. Verskille wat by die leergestremde adolessente
ten opsigte van geslag en ouderdomsgroep voorgekom het, is vervolgens
uitgelig. Ten slotte is 'n faktorontleding uitgevoer ten einde 'n
gemeenskaplikheid tussen die onderskeie veranderlikes te bepaal.
Op grond van die bevindinge uit die literatuur en die empiriese studie,
is riglyne vir hulpverlening geformuleer. Die navorsingsbevindinge is
veral van belang vir onderwysers, ouers en ander opvoeders wat met die
leergestremde adolessent gemoeid is. / The purpose of the study was to gain insight into the life-world of the
learning disabled adolescent in order to reveal problems which prevent
effective adjustment in the life-world.
In the analysis of the problem the following aspects were prominent:
It is recognised that the social-emotional problems experienced by
the learning disabled adolescent should be addressed in greater
depth.
The need to prepare the learning disabled adolescent for adulthood
is realised.
In the literature study the period of adolescence, learning disabilities
as a phenomenon, and the life-world of the learning disabled adolescent
were discussed. The following conclusions can be mentioned:
Adolescence is characterised by physical, cognitive, emotional,
social and moral development. These changes have implications for
the adolescent's accomplishment of developmental tasks, the
development of the self-concept and the grow towards independence.
Learning disabilities as a phenomenon reveals a complex nature that
affects the total person. The manifestations of learning disabilities
involve the academic progress and the social-emotional
development of the individual.
The adjustment of the learning disabled adolescent in his lifeworld
is adversely affected by deficits in social skills, problematic
interpersonal relationships, an inadequate self-concept,
emotional problems, the use of defence mechanisms and an insufficient
strive towards independence.
In the empirical investigation information was obtained about the
learning disabled adolescent's interpersonal relationships, self-concept
and emotionality. In the interpretation of the data variables were
identified where the learning disabled adolescents showed poorer
adjustment than the normal population. Differences between learning
disabled adolescents with regard to age and sex were highlighted next.
Finally, a factor analysis was carried out to determine whether a
communality exists among the respective variables.
On the basis of the findings of the literature and the empirical study,
guidelines for the rendering of aid were formulated. The research
findings are especially important to teachers, parents and other
educators involved with the learning disabled adolescent. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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INTERVENÇÕES CURRICULARES NA PERSPECTIVA DA ABORDAGEM TEMÁTICA: AVANÇOS ALCANÇADOS POR PROFESSORES DE UMA ESCOLA PÚBLICA ESTADUAL DO RS / CURRICULUM INTERVENTION IN PERSPECTIVE OF THE THEMATIC APPROACH: ADVANCES MADE BY TEACHERS OF A PUBLIC STATE SCHOOL OF RSGiacomini, Alexandre 27 February 2014 (has links)
Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / This research, predominantly qualitative and ethnographic in school life, has as its theme the
curriculum and teacher training in teaching. This research is relevant for the importance and need for
new curricular settings, based on the critical perspective and social context, have to trigger a process
of profound transformation, shaking the linear style and curricular current thinking and for that a
continuous and permanent training of teachers is required. The problem of investigation of this
research is: What would be the possible progress made by the teachers of a public high school in the
city of Restinga Sêca/RS when implementing curricular interventions from the perspective of thematic
approach in regular and adult education groups of high school? Based on this question, the following
objectives were outlined: to contribute through a formative and collective process with the teachers of
Érico Veríssimo School for building curricular interventions guided by the thematic approach; to check
with the teachers of this school if they adopt and how they adopt in their daily practice curricular
interventions guided by the thematic approach; to analyze the opinions and perceptions of teachers at
this school about the progress made when implementing curricular interventions guided by the
thematic approach. The research was implemented in a public high school in the city of Restinga
Sêca/RS during the year of 2012 and the sample consisted of teachers from the regular high school
and adult education (EJA). The theoretical referential that guides the research is grounded in the
assumptions of the educator Paulo Freire and in ideals of the educational implications of the
movement Science-Technology-Society (STS). The instruments used for data collection were:
questionnaire, participant observation (through notes and logbooks/field), document analysis and
semistructured interview. Regarding the methodology of data analysis, it was used the Textual
Discourse Analysis. The results were presented in the form of categories of advances achieved by
teachers in implementing the thematic approach in the daily routine of that school entitled as: the
importance of the training course, the theme worked from the reality, from the student(s)' context, the
teachers' engagement in collective and interdisciplinary work, the change in concept of curriculum
and the dialogue between teacher-student and student-student. By way of conclusion, it is important to
emphasize that all these categories contribute to the change of the new style of curriculum thinking,
since they are in agreement with the profound process of curricular reconfigurations buoyed in critical
perspective and social context. It also highlights a new school space/time provided to the research by
the new proposed restructuring of the polytechnic high school state system of Rio Grande do Sul, as
well as their convergences and divergences in relation to the Reorientation Curriculum Movement in
the city of São Paulo. / A presente pesquisa, de caráter predominantemente qualitativo e do tipo etnográfico no cotidiano
escolar, tem como tema o currículo e a formação de professores no âmbito do ensino. Essa pesquisa
torna-se relevante pela importância e necessidade que novas configurações curriculares, baseadas
na perspectiva crítica e no contexto social, têm de deflagrar um processo de transformações
profundas, abalando o estilo de pensamento curricular linear vigente e, para tal, é necessária uma
formação contínua e permanente dos professores. O problema de investigação dessa pesquisa é:
Quais seriam os possíveis avanços alcançados por professores de uma escola pública de ensino
médio do município de Restinga Sêca/RS quando implementam intervenções curriculares na
perspectiva da abordagem temática em turmas do ensino médio regular e EJA? A partir dessa
questão, delinearam-se os objetivos da mesma: contribuir através de um processo formativo e
coletivo com os professores da EEEM Érico Veríssimo para a construção de intervenções curriculares
pautadas pela abordagem temática; verificar com os professores desta escola se adotam e como
adotam, na sua prática cotidiana, intervenções curriculares pautadas pela abordagem temática;
analisar as opiniões e percepções dos professores desta escola a respeito dos avanços alcançados
quando se implementam intervenções curriculares pautadas pela abordagem temática. A pesquisa
foi implementada em uma escola pública de ensino médio do município de Restinga Sêca/RS durante
o ano de 2012 e a amostra foi constituída por professores do ensino médio regular e da EJA. O
referencial teórico que baliza a pesquisa está alicerçado nos pressupostos do educador Paulo Freire
e em ideais das repercussões educacionais do movimento Ciência-Tecnologia-Sociedade (CTS). Os
instrumentos utilizados para a coleta dos dados foram: o questionário, a observação participante
(através de registros e diários de bordo/campo), a análise documental e a entrevista semiestruturada.
Quanto à metodologia de análise de dados, utilizou-se a Análise Textual Discursiva. Os resultados
foram apresentados sob forma de categorias de avanços, alcançadas pelos professores na
implementação da abordagem temática no cotidiano escolar da referida escola, intituladas de: a
importância do curso de formação; o tema trabalhado a partir da realidade, do contexto do(s)
aluno(s); o engajamento dos professores no trabalho coletivo e interdisciplinar; a mudança na
concepção de currículo, e; o diálogo entre professor-aluno e aluno-aluno. À guisa de conclusões, é
importante frisar que todas essas categorias contribuem para a mudança do novo estilo de
pensamento curricular, uma vez que estão em comum acordo com o profundo processo de
reconfigurações curriculares balizadas na perspectiva crítica e no contexto social. Também se
destaca um novo espaço/tempo escolar proporcionado à pesquisa pela nova proposta de
reestruturação do ensino médio politécnico da rede estadual gaúcha, bem como suas convergências
e divergências em relação ao Movimento de Reorientação Curricular no município de São Paulo.
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