Submitted by Claudinei Chelles null (claudineichelles@yahoo.com.br) on 2017-02-09T22:18:32Z No. of bitstreams: 1 TESE DOUTORADO Chelles, Claudinei.PDF: 1171287 bytes, checksum: 09558669a7e12f737f6068da0dd890ae (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-14T17:56:33Z (GMT) No. of bitstreams: 1 chelles_c_dr_prud.pdf: 1171287 bytes, checksum: 09558669a7e12f737f6068da0dd890ae (MD5) / Made available in DSpace on 2017-02-14T17:56:33Z (GMT). No. of bitstreams: 1 chelles_c_dr_prud.pdf: 1171287 bytes, checksum: 09558669a7e12f737f6068da0dd890ae (MD5) Previous issue date: 2016-12-12 / Esta tese está vinculada à linha de pesquisa “Práticas e Processos Formativos em Educação” no Programa de Pós-graduação em Educação na Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista, campus de Presidente Prudente. A importância sociocultural do futebol, nossa própria experiência profissional nesta modalidade e a escassez de estudos com uma abordagem psicanalítica do futebol que contemplasse o “processo formativo do/no futebol” de crianças, adolescentes e jovens, constituíram o cenário em que se deu o ponto de partida deste estudo. Nosso objetivo geral foi verificar as possibilidades de contribuição da psicanálise no “processo formativo do/no futebol”. A incursão inicial nos domínios da psicanálise proposta por Sigmund Freud levou a identificar, de um lado, o tema do “desejo de jogar”, e de outro, a relação entre o aluno-atleta e o professor-treinador, o que nos levou a destacar os conceitos de sublimação e (contra) transferência. Buscamos então responder aos seguintes questionamentos específicos: como e por que o jogo de futebol poderia contemplar (propiciar) a sublimação? Qual a contribuição do saber (contra) transferencial na atuação do professor-treinador na condição de educador? Verificamos que a prática do jogo de futebol pode ser agente relevante para ocorrência da sublimação das forças pulsionais, possibilitando sua ocorrência de modo socialmente aceitável, o que torna compreensivo o "desejo de jogar". Em relação ao aspecto sublimatório, o alento pulsional está intimamente relacionado à “pulsão de morte”, caracterizada como uma energia que se direciona à realização do ato de jogar futebol. Detectamos que, ao menos parcialmente, o prazer em jogar fica limitado quando o futebol submete-se à formatação do que se denomina "esporte", caracterizando o recalque no ato de jogar, devido o rigor e enquadramento às regras. Outro aspecto relevante nesta investigação acena ao saber (contra) transferencial que se instala na atuação do professor-treinador em sua relação com o aluno-atleta, pautada pela mediação entre o permitido e o proibido a este último. Ou seja, o professor-treinador atua no fortalecimento do superego, para que condutas para além da prática do futebol sejam também acolhidas. Por fim, sugerimos as grafias "professortreinador" e "alunoatleta" para indicar nosso entendimento de por que e como o profissional do esporte deve operar na compreensão psicanalítica do “ato pedagógico”, o que exige ir além dos aspectos biomecânicos, fisiológicos e pedagógicos da modalidade, em direção a uma compreensão da existência do inconsciente. / This doctoral thesis has been developed at the research line “Practices and Formative Processes in Education”, Postgraduate Program of Education, in the Faculty of Sciences and Technology at the State University of São Paulo (UNESP), Presidente Prudente campus. The sociocultural importance of football, our own professional experience in this sport modality and the lack of psychoanalytic approach studies on football that have contemplated children’s, adolescents’ and youngsters’ “educative process of/in football” constituted this study starting point scenario. Our general objective was to verify the possibilities of contribution from psychoanalysis to the “educative process of/in football”. The initial incursion into psychoanalysis, as proposed by Sigmund Freud, led us to identify, on the one hand, the theme of the “desire to play”, and on the other, the relationship between the student-athlete and the teacher-coach, which led us to highlight the concepts of sublimation and (counter) transference. Then, we try to answer the following specific questions: how and why could the football game contemplate (propitiate) sublimation? What is the contribution of (counter) transferential knowledge in the teacher-coach performance as educator? We verified that football game practice can be a relevant agent for the occurrence of drive forces sublimation, allowing its occurrence in a socially acceptable way, which makes the “desire to play” comprehensive. In relation to the sublimatory aspect, the drive is closely related to the “death drive”, characterized as an energy that is directed to the accomplishment of the act of playing football. We have found that, at least partially, the pleasure of playing is limited when football undergoes the formatting of what is called “sport”, characterizing constraint in the act of playing, given the rigor and compliance with the rules. Another relevant aspect in this investigation is the (counter) transference knowledge that is installed in the teacher-coach performance in relation to the student-athlete, guided by the mediation between the allowed and the prohibited to the latter. That is, the teacher-coach acts in strengthening the superego, so that beyond the football practice conducts are also welcomed. Finally, we suggest the words “teachercoach” and “studentathlete” to indicate our understanding that the sports professional must operate in the psychoanalytic understanding of the “pedagogical act”, which requires going beyond the biomechanical, physiological and pedagogical aspects of sport, towards an understanding of the unconscious existence.

Orientador: Stela Miller / Banca: Dagoberto Buim Arena / Banca: Lígia Márcia Martins / Banca: Marilda Gonçalves Dias Facci / Banca: Suely Amaral Mello / Resumo: Este estudo analisou a abordagem de formação de professores Professor Reflexivo. Tal abordagem propõe a elaboração de uma epistemologia da prática, que, com base na experiência docente, busca construir um conhecimento voltado às necessidades da prática pedagógica e, com isso, responder às complexas demandas postas à escola tendo em vista o amplo desenvolvimento tecnológico da sociedade atual. Os processos reflexivos que deflagram a construção desse conhecimento prático são estruturados a partir de categorias de análise formadas empiricamente, ou seja, é partindo da ação que se estrutura a teoria para fundamentar o próprio fazer do professor. Para o Professor Reflexivo, portanto, a consciência do docente com base na sua experiência cotidiana é tomada como suficiente para a representação da sua realidade e, assim, produzir teoria e transformar sua prática. Tendo isso em vista, o pressuposto do qual parte este estudo é que estratégias de formação que não levem em conta os condicionantes que alienam o espaço escolar e, por extensão, o trabalho e a consciência do professor, não tem chances de se firmarem como instrumentos reflexivos a serviço da transformação. Sendo assim, à luz da epistemologia marxiana, o objetivo desta tese centrou-se na análise na abordagem reflexiva como recurso para a formação de professores. Verificou-se que o trabalho educativo cuja finalidade é o desenvolvimento consciente das capacidades máximas dos indivíduos tem sido permeado por relações sociais alienantes e, como consequência, a formação desses indivíduos, professor e aluno, tem sido cerceada pelos limites impostos por tais relações. Sendo a atividade do professor alienada, consequentemente, o seu psiquismo estará também alienado. A educação pode romper e superar esses processos alienantes, porém, para isso, é necessário que aos seus sujeitos sejam... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study has analyzed the approach of teacher's formation, Reflexive Teacher. Such approach purposes the elaboration of an epistemology of the practice, that, based on the teacher's experience, seeks to construct knowledge turned to the needs of the pedagogical practice and, with this, to answer to the complex demands put to the school, having in sight the large technological development of the modern society. The reflexive processes who deflagrate the construction of this practical knowledge are structured from categories of analysis formed empirically, which means, it's leaving from the action who structures the theory, to give fundament to the teacher acting by itself. To the Reflexive Teacher, therefore, the teaching conscience with basis in his daily experience is taken as sufficient to the representation of his reality and, this way, to produce theory and to transform his practice. Having this on sight, the presupposition of which part of this study is that strategies of formation who do not consider the conditioners who alienate the school space and, by extension, the work and the teacher's conscience, have reduced chances to of firming themselves as reflexive instruments on service of transformation. Being that way, by means of the Marxian epistemology, the objective of this thesis has centered itself in the analysis of the reflexive approaching as resource to the formation of teachers. It has been verified that the educative work whose finality is the conscious development of the maximum capacities of the individuals have been permeated by alienating social relationships and, as consequence, the formation of these individuals, teacher and student, have been restricted by the limits imposed by such relationships. Being the teacher's activity alienated, consequently, his psyche will be alienated as well. The education can break and beat these alienating processes... (Complete abstract click electronic access below) / Doutor

nÃo hà / Esta pesquisa investiga o processo de elaboraÃÃo do que se denomina como ciberconteÃdos educativos. O objetivo à identificar os elementos-chave que compÃem esse processo, assim como mapear as ocorrÃncias presentes na elaboraÃÃo colaborativa de conteÃdos educativos a partir da cibercultura, identificando formas de interaÃÃo e colaboraÃÃo entre os sujeitos na sua construÃÃo, para descrever uma alternativa contextualizada de elaboraÃÃo de conteÃdos com tal natureza. Para alcanÃar esses objetivos, parte-se do quadro teÃrico referencial para analisar a sociedade em rede; a cibercultura; a relaÃÃo de tal cenÃrio com o campo educativo; como os conteÃdos educativos sÃo interceptados pelas especificidades da cultura on line, para daà propor a denominaÃÃo dos ciberconteÃdos educativos, seus elementos-chave e processo de elaboraÃÃo. A metodologia, de carÃter qualitativo, utiliza-se da abordagem da pesquisa-aÃÃo conjugada aos mÃtodos etnogrÃficos. Ao todo a pesquisa contou com dezessete participantes, que fazem parte do Programa Banco Internacional de Objetos Educacionais- BIOE, do Instituto Instituto UFC Virtual e que congrega alunos de cursos de graduaÃÃo e pÃs-graduaÃÃo nas Ãreas de FÃsica, MatemÃtica, Letras Espanhol, Letras InglÃs, Letras PortuguÃs, Filosofia, CiÃncias ContÃbeis, Engenharia AgronÃmica, Pedagogia, Engenharia de TeleinformÃtica, Engenharia QuÃmica, ComunicaÃÃo Social. O percurso investigativo està organizado em quatro etapas: entrada no campo, planejamento, elaboraÃÃo e mudanÃa, tendo como categorias teÃricas o Conectivismo, a colaboraÃÃo e a mÃltipla autoria. Essas, por meio da observaÃÃo participante, diÃrio de campo, registro de imagem e Ãudio e grupo focal, oportunizaram a categorizaÃÃo analÃtica, organizaÃÃo e exploraÃÃo das ocorrÃncias. A interpretaÃÃo dos resultados desta pesquisa encaminha conclusÃes que apontam para a elaboraÃÃo colaborativa de conteÃdos educativos com formatos diferenciados, feita por muitos autores e que leva em consideraÃÃo as singularidades da rede mundial de computadores / This research investigates the elaboration process of which is defined by educative cybercontents. The purpose is to identify the key-elements that compose this process, such as map the occurrencies present in educative contentes elaboration from the cyberculture, identifying ways of interaction and colaboration among the subjects in its construction, in order to describe a into context alternative to elaborate such nature of contents. To reach these objectives, we start from the referential theoretical frame to analize the society on web; the cyberculture; the relation between this cenario and the educational field; how the educative contents are intercepted by the on line culture specificities, to, then, propose a educative cybercontents denomination, its key elements e elaboration process. The qualitative character methodology exploits the research-action approach together with the etnographic methods. In all, the research counts with seventeen participants, who integrates the Banco Internacional de Objetos Educacionais- BIOE, of Instituto Instituto UFC Virtual which congregates graduate and postgraduate students on the Ãreas of Physics, Mathematics, Letters Spanish, Letters English, Letters Portuguese, Philosofy, Acoounting Sciences, Agronomical Engineering, Pedagogy, Teleinformatics Engineering, Chemical Engineering, Social Communication. The investigative course is organized in four stages: field entry, planning, elaboration and change, having as theoretical categories the Conectivism, the colaboration and the multiple authorship. These, by the participant observation, field diary, image and Ãudio registration and focal group granted opportunity to the analitycal categorization; organization and occurrencies exploitation. The results interpretation of this research leads conclusions which points to colaborative contents elaboration with differentiated formats, made by many authors and taking into account the World Wide Web.

No final da década de 1990 o Ministério da Educação publicou uma série de documentos denominados Parâmetros Curriculares Nacionais (1997, 1998 e 1999), com o objetivo de promover a implementação ou reorientação curricular no Brasil. Este trabalho teve como objetivos, compreender como os professores de Educação Física ressignificam suas práticas educativas face às proposições dos Parâmetros Curriculares Nacionais, bem como, desvelar suas apropriações sobre as concepções da área, objetivos do componente, conteúdos de ensino, orientações didáticas e formas de avaliação propostos nesses documentos. Para tanto, foi realizada uma revisão bibliográfica sobre os temas relacionados à prática dos professores de Educação Física após a Lei de Diretrizes e Bases 9.394/96 e Parâmetros Curriculares Nacionais, na qual foi retomado o contexto de elaboração desses documentos oficiais, bem como, desvelou-se o processo pelo qual dialogaram com as concepções de ensino da Educação Física. Posteriormente, foi realizada a análise documental dos Parâmetros Curriculares Nacionais 3º e 4º ciclos Educação Física, a qual indicou proposições diferenciadas para as práticas pedagógicas dos professores quando comparadas àquelas historicamente construídas na área. A partir daí, foram eleitas quatro categorias que fundamentaram uma investigação etnográfica com professores atuantes no Ensino Fundamental. Os dados obtidos apontam para uma nova configuração das práticas em Educação Física escolar que passou a considerar conteúdos eleitos da cultura corporal e serem desenvolvidos nos seus aspectos conceitual, procedimental e atitudinal. A modificação no entendimento de avaliação nessa área de conhecimento também foi um fator importante, pois os participantes acenaram para uma concepção formativa integrada ao processo de ensino e aprendizagem, fato que se distancia dos simples testes físicos para mensurar e classificar alunos segundo padrões de desenvolvimento motor. A interpretação dos resultados permite constatar que as concepções e práticas dos professores investigados se aproximam com as proposições dos Parâmetros Curriculares Nacionais, o que pode ser traduzido como influência desencadeada. / At the end of the 1990 decade the Board of Education published a sequence of documents named National Curriculum Parameters (1997, 1998 e 1999), with the objective of promoting the implementation and reorientation of the curriculum in Brazil. This research established as objectives, to understand how the Physical Education teachers perceive their education practice facing the propositions of the National Curriculum Parameters, and enlighten their appropriations about the conceptions of the area, objectives of the discipline, teaching content, and didactic orientations and ways of assessment proposed in these documents. Therefore, a bibliographic review was prepared about the themes related to the practice of Physical Education teachers after the Lei de Diretrizes e Bases 9.394/96 and National Curriculum Parameters in which the context of elaboration of the official documentation was recovered, and also enlightened the process in which the Physical Education conceptions discussed. Afterwards the analyses of the National Curriculum Parameters documentation 3rd and 4th cycles Physical Education, in which different propositions were suggested to the teachers pedagogical practice when compared with those historically constructed in the area. From there, four categories were elected which based an ethnographic investigation with teachers performing in Ensino Fundamental. The data obtained point out to a new configuration of the Scholar Physical Education which began to consider the elected contents of the corporal culture and developed toward its conceptual, procedural and attitudinal aspects. The modification of the understanding of assessment in this area of knowledge was also an important point, because the participants signal toward a formative conception integrated to the learning and teaching process, fact that move away the simple physical tests to measure and classify students according to the motor developmental patterns. The interpretation of the results allow us to verify that the conceptions and practices of the teachers investigated get closer with the propositions of the National Curriculum Parameters, which it can be translated as a triggered influence.

A identificaÃÃo de uma estratÃgia de aprendizagem ativa, caracteriza os processos de participaÃÃo do aluno nas atividades do grupo, especialmente na integraÃÃo no grupo e no seu envolvimento na realizaÃÃo das tarefas. Para promover um ambiente propÃcio à aprendizagem colaborativa, temos que, inicialmente e no mÃnimo, fornecer um meio de comunicaÃÃo que possibilite a interaÃÃo, como os muitos espaÃos e ambientes apresentados a seguir. Partindo desse pressuposto, foi analisado que quando utilizadas em favor da educaÃÃo, as Tecnologias da InformaÃÃo e ComunicaÃÃo (TIC) utilizam o computador e a internet como ferramentas pedagÃgicas, que sendo um meio auxiliar, intervÃm favoravelmente no processo de aprendizagem, permitindo ao aluno construir e reconstruir o seu conhecimento. Para a realizaÃÃo deste trabalho, buscou-se verificar indÃcios de aprendizagem colaborativa em alunos de uma escola do Ensino MÃdio Profissionalizante, enquanto construÃam um site educativo, utilizando como principal ferramenta, o trabalho em grupos. Foi avaliado ainda o nÃvel de envolvimento dos participantes durante o processo de elaboraÃÃo do aparato. Como metodologia de pesquisa optou-se pelo estudo de caso do tipo Ãnico, atravÃs do qual mediante uma pesquisa profunda em um objeto delimitado, à possÃvel adentrar em uma realidade que nÃo conseguida plenamente por um levantamento amostral e avaliaÃÃo exclusivamente quantitativa. Como tÃcnica de pesquisa, escolheu-se a observaÃÃo participante visto que observar ajuda muito o pesquisador. Sua grande vantagem està relacionada com o fato de o pesquisador obter a informaÃÃo na ocorrÃncia espontÃnea do fato. Em nosso acompanhamento, foi possÃvel constatar que o trabalho em grupos, permitiu que se estabelecesse um clima de aprendizagem colaborativa visto que estes processos integram uma proposta educacional na qual os alunos sÃo estimulados a trabalhar em conjunto no desenvolvimento e construÃÃo do conhecimento. Durante a construÃÃo do site, os alunos foram solicitados a escrever relatÃrios periÃdicos a respeito de suas dificuldades e dos meios utilizados para resolver os problemas que ocorreram ao longo do processo, onde nos foi permitido notar a importÃncia da equipe como fonte de socializaÃÃo de saberes, de discussÃes construtivas e de respeito mÃtuo. Ao concluir a pesquisa, acredita-se ter confirmado ao longo dos resultados, os objetivos que tÃnhamos em mente: a verificaÃÃo de indÃcios de aprendizagem colaborativa, fortemente marcados ao longo do processo, bem como um grande envolvimento dos educandos participantes desta anÃlise, que puderam ser observados durante os muitos momentos de reuniÃes para a elaboraÃÃo da ferramenta. / The identification of a strategy of active learning, characterizes the processes of participation of the pupil in the activities of the group, especially in the integration in the group and its involvement in the accomplishment of the tasks. To promote a propitious environment to the collaborative learning, we have that, initially and at least, to supply a media that makes possible the interaction, as the many presented spaces and environments to follow. Leaving of this estimated, was analyzed that when used for the education, the Technologies of the Information and Communication (TIC) use the computer and the Internet as pedagogical tools, that being a means intervene favorably in the learning process, allowing to the pupil to construct and to reconstruct their knowledge. For the accomplishment of this work, we searched to verify indications of collaborative learning in pupils of a school of Professionalizing Average Education, while they were building an educative site, using as main tool, the work in groups. The level of involvement of the participants during the process of elaboration of the apparatus was still evaluated. As research methodology it was opted to the study of case of the only type, through which by means of a deep research in a delimited object, it is possible to enter in a reality that not obtained fully for a sampling survey and exclusively quantitative evaluation. As research technique, it was chosen participant comment since to observe very aid the researcher. Their great advantage is related with the fact of the researcher to get the information in the spontaneous occurrence of the fact. In our accompaniment, it was possible to evidence that the work in groups, allowed that we established a climate of collaborative learning since these processes integrate a proposal educational in which the pupils are stimulated to work jointly in the development and construction of the knowledge. During the construction of the site, the pupils had been requested to write periodic reports regarding their difficulties and of the used means to decide the problems that had occurred throughout the process, where us were allowed to notice the importance of the team as source of socialization to know, of constructive quarrels and mutual respect. When concluding the research, we believe to have confirmed throughout the results, the objectives that we had in mind: the verification of the knowledge indications of collaborative learning, strongly marked throughout the process, as well as a great involvement of the participant students of this analysis, that could have been observed during many moments of meetings for the elaboration of the tool.

abstract: This action research study primarily examined how educative curriculum materials (i.e., curriculum materials that include supports for teacher learning) can improve a teacher’s knowledge base and ability to succeed in the classroom. The focus was on the impact of one type of educative curriculum material: PowerPoint presentations. Specifically, the study investigated if translating teacher’s manuals into digital presentations was valued by general education teachers responsible for teaching Engage NY math in kindergarten, first, second, and third grades. The study asked teacher participants to describe the impact (if any) of adding a digital presentation component to their lessons and investigated if they self-reported increased Pedagogical Content Knowledge (PCK), which is a teacher’s understanding of how to help students understand specific subject matter. Using questionnaires, interviews, and field notes, the following research questions were examined: 1) How do teachers describe the impact that pre-made digital slide share presentations (i.e., PowerPoint presentations) have on lesson planning, preparation, and pacing and 2) What impact does translating teacher’s manuals into digital slide share presentations (i.e., PowerPoint presentations) have on teacher’s pedagogical content knowledge? Results indicate that teacher participants found the presentations to be helpful and positively impacted their lesson planning, preparation, and pacing, and improved their perception of their own abilities when presenting Engage NY math content. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

El proceso de aprendizaje ha acompañado al hombre permanentemente; su adquisición se ha asociado siempre al adecuado manejo de conocimientos, habilidades y actitudes; sin embargo, en cuestiones de aprendizaje, al aspecto afectivo se le ha prestado atención apenas a partir de la década de 1980. El mundo de hoy vive inmerso en un proceso de globalización que exige de las universidades la permanente actualización de los planes y programas de estudio que manejan. Las universidades enfrentan además el problema del alto índice de reprobación y deserción en algunas materias; caso especial, en la materia de Matemáticas. Este trabajo se enfoca en atender el aspecto afectivo del aprendizaje matemático, tan importante como los aspectos cognitivo y de habilidades. Se propone utilizar un curso en línea diseñado para solucionar esta situación que logre impactar positivamente en la afectividad (creencias, actitudes y emociones) de los alumnos hacia el aprendizaje matemático. Se elaboró un instrumento de evaluación de la afectividad que permitió comprobar la efectividad del curso, siendo probado previamente en un grupo piloto con el fin de verificar su confiabilidad. Para probar la efectividad del curso se realizó un experimento que involucra un grupo experimental y otro de control, con aplicación de un pretest y un postest empleando el instrumento de afectividad mencionado; se aplicó la prueba estadística T de student con una significancia estadística del 95%, lo que permitió concluir que sí es posible impactar positivamente la afectividad de los estudiantes hacia el aprendizaje matemático. Con los resultados obtenidos se da pie para que en posteriores réplicas del estudio se compruebe que la afectividad en el aprendizaje de otras materias puede lograrse, además de que el impacto en la afectividad del estudiante puede reflejarse igualmente en el aprovechamiento escolar de esas materias; de lo cual se encontraron claras evidencias durante la realización de este trabajo. Lo anterior redundará para las universidades en disminución de sus índices de reprobación y deserción, para el país en un mejor aprovechamiento de los recursos económicos que invierte en educación y representará un avance notorio en el estudio de la afectividad en el aprendizaje de las ciencias.

The aim of this dissertation is to study segregation within the Swedish school system, with regard to the reformation during the last decades of the 20th century which researchers have described as a system change. After an initial research survey two questions are identified: one which concerns the process of human becoming, and the other concerning segregation, within and between social milieus in a school system. The first is answered from a relationistic philosophical perspective, which leads to the study object the educative milieu. In turn the study object leads to the development of a research approach to investigate such settings. The research approach consists in the construction of epistemic objects (in short: epiobjects) – in this case two school classes whose pupils have actively made the choice of these classes – understood as monistic entities constituted of internal relational structures. The construction of the epiobjects identifies the families involved in the classes as informants and decides on a number of research themes (for example description of the school, the teachers, leisure activities) for the data collection. The disposition of the study consists of tree main steps: determining relevant symbols, positioning and description. Determining relevant symbols means to decide what is assigned meaning in respect of the research themes. This was achieved through an interview study. Positioning means to decide how the symbols and bodies are distributed within the epiobjects in order to represent their relational structures. This was done with questionnaire data that was organised with aid of correspondence analysis. In the description the epiobjects can be understood as educative milieus, by focusing on their educative tensions and doxa. Educative tensions are differences between positions in the epiobjects relational structure, while doxa are areas of agreement. The analysis shows that the epiobjects are obviously different in terms of educative tensions and doxa. The main difference between the epiobjects concern the families’ motives for the choice they have made: families in one class maintained they chose the school because of its subject specialisation, while families in the other claimed that they sought a school characterised by orderly behaviour and a better learning of subject knowledge and skills. Associated with these differences are dissimilarities concerning, for instance, political orientation, education level, income, democracy, freedom of choice, as well as regarding inclination to attend different kinds of cultural events and institutions. The results can be seen as an illustration of how a system of freedom of choice leads to segregation, by orienting people with dissimilar preferences to different alternatives while, at the same time, these preferences concerning school choice correspond with differences in other areas of life.

Muziejinė edukacija Lietuvoje sėkmingai vykdoma jau dešimt metų. Aiškiai matyti Lietuvos nacionalinio ir Lietuvos dailės muziejų efektyvumas, darbo kokybė ir pasiekimai edukacijos srityje. Šių muziejų veikla orientuota į edukaciją, kuri atitinka pasaulines muziejų tendencijas. Akcentuodami jos svarbą visuomenėje ir naudodami edukacinės veiklos formas, šie muziejai sprendžia augančios kartos auklėjimo ir lavinimo klausimus bei neformalaus ugdymo uždavinius. Kurdami naujas metodikas ir programas, pritaikytas skirtingoms lankytojų grupėms, realizuoja svarbiausias muziejų edukacijos funkcijas. Lietuvos nacionalinis ir Lietuvos dailės muziejai kryptingai formuoja savo edukacinės veiklos turinius, kurie atitinka jų apibrėžtas misijas ir strategijas. Edukacinė veikla kasmet tampa nacionaliniuose muziejuose vis platesnė ir įdomesnė. Šie muziejai gali įtakoti kitų muziejų dukacinę veiklą bei būti jiems efektyvaus mokymosi būdo modelio pavyzdziu. Lietuvos nacionalinio muziejaus edukacinės programos yra istorinio pobūdžio. Jų tematika susieta su Lietuvos istorija ir etnine kultūra. Akivaizdu,kad pasitelkus edukacines programas stengiamasi perteikti žmogiškąsias vertybes, stiprinti tautinį tapatumą.. Lietuvos dailės muziejus,pasitelkdamas sukauptų meno kūrinių siužetus, tematikas, realizuoja muziejinės edukacijos tikslus,sėkmingai kūria ir pritaiko skirtingoms lankytojų grupėms naujas metodikas ir programas. Nors Lietuvos nacionalinio ir Lietuvos dailės muziejų vertybių rinkiniai... [toliau žr. visą tekstą] / The museum-based education is being successfully implemented in Lithuania for ten years already. The effect, high quality and achievements of the activities of Lithuanian National Museum and Lithuanian Art Museum in the sphere of education are evident. The activities of the said Museums are oriented to education that conforms to the trends usual for world museums. Stressing its importance for the society and using various forms of educative activities, the Museums settle various problems of education and training of the young generation as well as solve tasks of informal education. In course of developing new methods and programmes, they implement the principal functions of the museum-based education. Lithuanian National Museum and Lithuanian Art Museum purposefully form the contents of their educative activities that conform to their determined missions and strategies. The educative activities at national museums becomes more wide and interesting annually. The educational programmes of Lithuanian National Museum are the ones of historical character. They are bound with Lithuanian history and ethnic culture. It is evident that they are helpful in conveying the human values and strengthening the national identity. Lithuanian Art Museum implements the goals of the museum-based education using the stocks of its artistic works, successfully develops new methods and programmes applying them for various groups of visitors. Although the collections and expositions of values disposed... [to full text]

There is a wealth of literature on the induction and support of provisionally registered teachers (Boreen, 2009; Bubb, 2007; Cameron, Lovett, & Garvey Berger, 2007) and the key skills of mentoring (Achinstein & Athanases, 2006; Glickman, 2002). However literature on how to meet the professional learning needs of curriculum leaders developing their mentoring skill set has largely been ignored in leadership literature. This study, informed by MacBeath and Dempster’s (2009)concept of ‘leadership for learning’, upholds the need for leadership work to focus on the improvement of student outcomes (Barber & Fullan, 2005) rather than traditional approaches to education which focussed on making resources available to students. In an outcomes-focussed model of education, the needs of the students are at the forefront of all learning. By focussing on teachers’ professional learning through mentoring and the use of a teacher inquiry model, the students’ learning needs are prioritised. The focus for my study is the skillset of curriculum leaders for their work with teachers within their learning areas. The participants for this study were five curriculum leaders, all from the same secondary school. This intervention study investigated the factors which contributed to the professional learning of the mentors, their views of their leadership role and the kinds of learning about mentoring which were beneficial to understandings about mentoring. By focussing on key adult learning principles, structures that support learning, and attention to a mentoring skill set, the participants were supported to develop their mentoring skills. The mentors participated in a professional learning experience, referred to as a Quality Learning Circle (QLC), over one and a half school terms, to co-construct their understanding of mentoring practice. In a QLC the focus is on the learners seeking and making changes to their practice in a collaborative, supportive environment (Lovett & Verstappen, 2003). The mentors collaboratively developed new understandings through deliberate talk in the QLC about their shared interest in mentoring. They also had opportunities for immediate and practical application of their new knowledge. While they participated in the QLC they co-currently developed their mentoring skills by working with a mentee who taught in the same subject area as themselves. This study features a qualitative methodology with an interpretive case study of experienced curriculum leaders. Data collection tools included a gap analysis survey which explored their understandings of their school’s current professional learning opportunities. A second data source was a career questionnaire which explored their teaching history and experiences of professional learning. This was followed by initial interviews which focussed on how they interpreted their role of a curriculum leader and the extent they could connect leadership with students’ learning. I also analysed transcripts of QLC meetings, and the teachers’ reflective journals. Four of the mentors worked with a provisionally registered teacher (PRT), while one mentor chose to work with a more experienced colleague. This study offered a new type of collegial interaction for the teachers. The mentors chose their own goals, a mentee to work alongside and the direction of their learning about mentoring. The QLC met five times during the study and the mentors and participant researcher (PR) also kept a reflective journal. In between the QLC sessions the mentors met with their mentees to practise their mentoring skills, such as questioning skills, and the use of observational tools for classroom observations. A typical QLC session focussed on each of the mentors talking about the mentoring practice they had undertaken. The group provided support and guidance on possible next steps of practice. Readings and practical resources were also discussed and there was an expectation that the mentors would practice an aspect of mentoring and report back to the group at the next meeting. At the close of the study the mentors were re-interviewed to compare their views of their leadership role and learning from their initial interviews. An iterative process was used so that emerging understandings of the data could arise. The data is presented according to the three broad themes of ‘effective professional learning’, ‘leadership role’ and ‘professional learning about mentoring’. The findings of this study highlight the importance of collaborative learning opportunities for teachers where they can state and resolve practical issues in a supportive group (Cochran-Smith, Feiman-Nemser, McIntyre, & Association of Teacher Educators., 2008). Among all of the findings there were four major findings about the development of curriculum leaders’ mentoring skills: the value of opportunities for deliberate talk, the importance of teacher agency, the need for specific tools in developing mentoring practice, and the necessity of understanding the curriculum leaders’ leadership role. My detailed account of the experiences of the five curriculum leaders offers a practical example of what the development of curriculum leaders’ understandings of mentoring might look like. This study serves to highlight the challenges for schools to provide support for teachers wanting to take responsibility for their own professional learning. In the absence of any formalised leadership professional learning about mentoring for curriculum leaders, this study proved to be a useful study to demonstrate the potential of the QLC approach to support curriculum leaders in their understandings and practice of mentoring. The key findings of this study validate the need for further research on what is needed for effective mentoring to be an integral part of every school.