One of the base intention of this research in didactic sphere is to describe and to analyse curriculum in all of its forms. In educational sphere focused on Information and Communication Technology (ICT) or on Informatics, this intention is very actual mainly due to recent integration to compulsory part of curriculum at elementary schools and also due to its dynamic development. This PhD thesis follows researches analysing curriculum of other educational spheres and also follows survey devoted to implementation of ICT to educational environment. Second type of research uses mainly quantitative method and relied on declarations of respondents. Compared to this, there was chosen qualitative case study getting data also from analysis of documents or from observing. At first, there are identified terms of curriculum, its phases and ICT literacy which presents one of the main goals of educational environment in the Czech curriculum. Then it is fol-lowed by analysis and summary of results of already realized surveys focused on teaching conditions of ICT and with ICT, together with informatics themes and their relations to individual actors. Last but not least, it is finished by results of students in ICT literacy and informatics thinking. Based on analysis of documents, the empirical part of theses describes models used to definition of educational sphere of ICT and projected curriculum of chosen basic school. Realized curriculum and its changes are deduced from analysis of notes in class-book. Videorecords of some lessons were used to verification of notes and also to analyse used educational methods. Based on its analysis, there were defined also educational goals of these teaching units and reached curriculum. Special practical exercise was used to verify the knowledge and skills of selected knowledge and skills. This thesis describes not only individual phases of ICT curriculum in chosen basic school but also identifies some differences between them. Finally, some of findings are used also as incentives to adjust the projected curriculum at the national level.

Diploma thesis explains history of the origin of the most important European funds, their transformation in the purpose of achieving complex support for decrease of the regional disparities and current functioning of those funds. Cohesion policy utilizes tourism for the development of the regions. Thesis is focused on the role of tourism in Czech Republic and Slovakian Republic, primarily on the options and system of the gaining financial subvention from the collective European budget. Development of tourism is also important for the advancement of the cross-border territories, which share common history, traditions and specifics of given areas. Last part of the thesis is therefore oriented on the cross-border cooperation between Czech Republic and Slovakia since the entering the European Union and on the possibilities of gaining financial funds in these transboundary locations.

LEIPERTOVÁ, G. (2012): Interdisciplinary relation between cartography and mathematics in the teaching at high school. Department of Social Geography and Regional Development, Charles University in Prague. The present diploma thesis analyses interdisciplinary relations between cartography and mathematics on three levels: on the level of intended curriculum, on the level of implemented curriculum and on the level of attained curriculum. On the level of the intended curriculum, project documents such as the Framework Educational Programme for High Schools and the School Educational Programmes of selected high schools are especially studied. The content analysis of selected textbooks of geography evaluates relations between cartography and mathematics on the basis of occurrence and (quality of) explication of required subject matters, amount of examples, illustrations and charts. Moreover, selected chapters of cartography, in which mathematical skills are applied, are elaborated in detail. On the level of the implemented curriculum, the real state of teaching of these interdisciplinary relations at selected high schools is evaluated through questionnaires for teachers of geography and of mathematics. On the level of the attained curriculum, the ability of pupils to combine knowledge of cartography and...

Made available in DSpace on 2016-04-28T18:24:17Z (GMT). No. of bitstreams: 1 Juliana Pontes Viana.pdf: 3843937 bytes, checksum: 648fa6bbf6f37f578fe4bb96078e133c (MD5) Previous issue date: 2010-05-27 / Secretaria da Educação do Estado de São Paulo / This research aimed at investigating how a State School English teacher understands the material prescribed by the São Paulo State Educational Department and implements it in the classroom. This is a study whose support are the concepts of prescribed and implemented work by Amigues (2004) and Souza-e-Silva (2004) among others; the official documents published by the Federal and State educational departments to guide the teachers practices (São Paulo, 2008; Brasil, 1998); the main teaching-learning theories and language studies which focus on Vygotsky s studies (1934/2000;1987/1998;2001); the reflective practices (Freire, 1996; Giroux, 1997; Smyth, 1992). The research methodology used was the critical collaborative research (Magalhães, 2007), and data was collected by means of video recordings of classes and audio recordings of reflective sessions. For data analysis and interpretation, the categories employed were those of prescribed and implemented work (Souza-e-Silva, 2004) for classroom actions, as well as the quality of interactions (Marcuschi, 2008) and reflective actions (Smyth, 1992; Liberali, 2004; 2008). Results obtained after analysis reveal that the teacher-participant renormalizes the prescriptions by developing them with the support of her professional experience. The research also reveals that despite the attempts by the teacher-researcher to introduce a challenge to the incoherence presented in the work, so as to allow for changes in the teacher-participant s practices to take place, the former s questions were not as strong as they ought to have been to provoke the latter s reflections / Esta pesquisa teve por objetivo investigar como uma professora de inglês da rede pública estadual compreende o material prescrito pela Secretaria da Educação do Estado de São Paulo e o realiza em sala de aula. Este estudo apoia-se nos conceitos do trabalho prescrito e trabalho realizado Amigues (2004), Souza-e-Silva (2004) entre outros, nos documentos oficiais que orientam a prática dos professores de inglês no contexto educacional (São Paulo, 2008; Brasil, 1998), principais teorias de ensino-aprendizagem e questões da linguagem com foco em Vygotsky (1930/1991;1934/2000;1987/1998), prática reflexiva (Freire, 1996), Giroux (1997), Smyth (1992). A metodologia de pesquisa utilizada foi a crítica de colaboração (Magalhães, 2007) e a coleta dos dados foi feita por meio de videogravações de aulas e de audiogravação de sessões reflexivas. Para a análise e interpretação dos dados foram utilizadas as categorias de trabalho prescrito e realizado (Souza-e-Silva, 2004) para a análise das aulas e qualidade da interação (Marcuschi, 2008) e Ações Reflexivas (Smyth, 1992; Liberali, 2004; 2008). Os resultados obtidos com base na análise dos dados revelaram que a professora-participante renormaliza as prescrições desenvolvendo-as apoiada em sua experiência profissional. A pesquisa, também, apontou que apesar das tentativas da professora-pesquisadora para introduzir questionamentos, tentando pontuar algumas incoerências a fim de propiciar alguma mudança na prática, não foram fortes o suficiente para provocar reflexões na professora-participante do estudo

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-10T17:37:50Z No. of bitstreams: 2 Juliana Fátima Serraglio Pasini.pdf: 1641952 bytes, checksum: 8ea3fd6e449922236a6f7f2f16de7833 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-10T17:37:50Z (GMT). No. of bitstreams: 2 Juliana Fátima Serraglio Pasini.pdf: 1641952 bytes, checksum: 8ea3fd6e449922236a6f7f2f16de7833 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012-12-19 / Educational policies have been widely discussed in academic circles, especially what concerns the teachers` training policies. This research proposes a specific reading on the teachers` training policies implications in the federal and state levels towards the municipal policy. Our analysis aims to identify which teacher training policies were implemented in the city of Foz do Iguaçu in the period between 1995-2011 in convergence or disagreement with the policies implemented in Brazil and in Paraná state during the same period. The methodological approach was qualitative and quantitative, this one showing legal documents analysis which relate to teacher training policies, besides an extensive bibliography that refers to the implementation of these, including interviews with teachers from municipal schools, with the current municipal secretary of education, former secretaries of the research cut period and coordinators of teacher training programs at a municipal level. Data collection was held together the Municipal Board of Education, Regional Education Board, Open University of Brazil (Foz do Iguaçu unit), Municipal Technology Education Center (MTEC, located in the Technological Park of Itaipu) and West Paraná State University - UNIOESTE (Educational Development Program Coordination Team - PDE state of Paraná). The changes in the state role, the guidelines of international organizations - such as the World Bank and UNESCO on educational decisions regarding the restructuring of the Universities and new forms of higher education have contributed to the commercialization of education and to the imposition of a model of vocational training, especially of teaching professionals. What can be extracted from the survey, is the excessive number of teachers with higher education in distance and in private HEIs, besides the number of public HEIs which do not offer this kind of education having been reduced significantly in recent years. Through the research it has been found that the meritocratic policies, performed by salary bonuses and salary awards for merit guided in developing skills have been growing in recent years, and also guiding new educational policies. Such actions obscure policy improvements in the conditions of teaching and significant changes around the Career Plan of Teachers, as in Paraná state and in the city of Foz do Iguaçu, the Basic education teachers are not paid the cathegory National minimum wage In this sense, this research highlights the actions and programs developed that permeate the educational policies in the composition of a new social and educational reality, emphasizing the teacher training policies and the actions of those in what refers to the quality of basic education, especially the ones implemented in the city of Foz do Iguaçu, Paraná, Brazil / As políticas educacionais têm sido amplamente discutidas no meio acadêmico, principalmente no que concernem as políticas de formação de professores. Esta pesquisa preconiza uma leitura específica sobre as implicações das políticas de formação de professores em nível federal e estadual na política municipal. Nossa análise tem por objetivo identificar quais políticas de formação de professores foram implementadas no município de Foz do Iguaçu no período de 1995-2011 em convergência ou discordância das políticas implementadas no Brasil e no Estado do Paraná no mesmo período. O percurso metodológico foi de caráter qualitativo e quantitativo, este apresenta análise de documentos legais que tratam das políticas de formação de professores, além de uma vasta bibliografia que refere-se a implementação destas, incluindo entrevistas com professores da rede municipal de ensino, a secretária da educação municipal atual, ex-secretárias do período recorte da pesquisa e, coordenadores dos programas de formação de professores em nível municipal. Realizou-se coleta de dados juntos a Secretaria Municipal de Educação, Núcleo Regional de Educação, Universidade Aberta do Brasil (polo de Foz do Iguaçu), Núcleo de Tecnologia Educacional Municipal (NTM, localizado no Parque Tecnológico da Itaipu Binacional) e Universidade Estadual do Oeste do Paraná – UNIOESTE (Equipe de coordenação do Programa de Desenvolvimento Educacional – PDE do estado do Paraná). As transformações no papel do Estado, as orientações dos organismos internacionais – como Banco Mundial e UNESCO sobre as decisões educacionais referente a reestruturação das Universidade e novas modalidades de formação superior tem contribuído para a mercantilização da educação e imposição de um modelo de formação profissional, principalmente aos profissionais do magistério. O que pode ser constatado, a partir da pesquisa realizada, é o número excessivo de professores com formação superior na modalidade a distância e em IES privadas, além do número de IES públicas que não ofertam esta modalidade de ensino ter reduzido significativamente nos últimos anos. Verificou-se por meio da pesquisa que as políticas meritocráticas, realizadas pelo pagamento de abonos salariais e prêmios por mérito pautados no desenvolvimento das competências vêm crescendo nos últimos anos, sendo norteador de novas políticas educacionais. Tais ações obscurecem uma política de melhorias nas condições do trabalho docente e significativas mudanças em torno do Plano de Carreira do Professores, visto que o Paraná e o município de Foz do Iguaçu não pagam o valor do Piso Nacional do Magistério aos professores da educação básica. Nesse sentido, a presente pesquisa destaca as ações e programas desenvolvidos que permeiam as políticas educacionais na composição de uma nova realidade educacional e social, enfatizando as políticas de formação de professores e as ações destas no que refere-se a qualidade da educação básica, especialmente as implementadas no Município de Foz do Iguaçu, Paraná, Brasil.

Due to the continuously decreasing feature sizes and the increasing complexity of integrated circuits, commercial off-the-shelf (COTS) hardware is becoming less and less reliable. However, dedicated reliable hardware is expensive and usually slower than commodity hardware. Thus, economic pressure will most likely result in the usage of unreliable COTS hardware in safety-critical systems. The usage of unreliable, COTS hardware in safety-critical systems results in the need for software-implemented solutions for handling execution errors caused by this unreliable hardware. In this thesis, we provide techniques for detecting hardware errors that disturb the execution of a program. The detection provided facilitates handling of these errors, for example, by retry or graceful degradation. We realize the error detection by transforming unsafe programs that are not guaranteed to detect execution errors into safe programs that detect execution errors with a high probability. Therefore, we use arithmetic AN-, ANB-, ANBD-, and ANBDmem-codes. These codes detect errors that modify data during storage or transport and errors that disturb computations as well. Furthermore, the error detection provided is independent of the hardware used. We present the following novel encoding approaches: - Software Encoded Processing (SEP) that transforms an unsafe binary into a safe execution at runtime by applying an ANB-code, and - Compiler Encoded Processing (CEP) that applies encoding at compile time and provides different levels of safety by using different arithmetic codes. In contrast to existing encoding solutions, SEP and CEP allow to encode applications whose data and control flow is not completely predictable at compile time. For encoding, SEP and CEP use our set of encoded operations also presented in this thesis. To the best of our knowledge, we are the first ones that present the encoding of a complete RISC instruction set including boolean and bitwise logical operations, casts, unaligned loads and stores, shifts and arithmetic operations. Our evaluations show that encoding with SEP and CEP significantly reduces the amount of erroneous output caused by hardware errors. Furthermore, our evaluations show that, in contrast to replication-based approaches for detecting errors, arithmetic encoding facilitates the detection of permanent hardware errors. This increased reliability does not come for free. However, unexpectedly the runtime costs for the different arithmetic codes supported by CEP compared to redundancy increase only linearly, while the gained safety increases exponentially.

The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and to gain clarity about the process with a view to formulating pertinent recommendations for its successful implementation. This study starts by presenting background information which highlights the need for the curriculum to be more relevant to the sociopolitical changes in Mozambique as the main aim of transforming the basic education curriculum. Secondly, it maps out the national environment in which the new curriculum is operating and the critical factors justifying the changes brought by curriculum transformation. Then it introduces the research questions that essentially explore four issues, namely (1) the nature of the new curriculum and the strategy used to implement it, (2) the perceptions of educators, subject specialists and principals regarding the new curriculum, (3) classroom practices as envisaged in the new education curriculum and (4) efforts towards successful implementation of the new curriculum. Before the research topic is addressed the precepts of curriculum theory and the principles of curriculum development are discussed as the context within which to conceptualize the implementation of the new curriculum in Mozambique. The study under review explores the seven basic conditions for effective change identified by Giacquinta (1998). The researcher has found with due reference to the subject literature that the relevance of these conditions is borne out by the findings of the research under review. This research therefore has the merit that it relates these conditions (referred as factors in the study) to each other, thus serving as an important guide for monitoring and implementing education change of which curriculum reform is a basic element. The study employed mainly quantitative analysis (descriptive statistical analysis and factor analysis) having as research instrument a survey questionnaire designed to gauge educators’ and learners’ opinions regarding implementation of the new Basic Education Curriculum in Mozambican schools. As the main findings of the study, it was clear from participating principals’ and teachers’ responses that school leadership is an essential factor in assuring the presence and maintenance of all the necessary conditions for successful implementation of the new curriculum. The capacity building is another indispensable factor derived from participating principals’ and teachers’ responses concerning successful implementation of the new curriculum, which is viewed as an important condition for creating and maintaining teachers’ confidence in their ability to fulfil new role expectations. In this regard, principals and teachers identified innovative classroom practices as an important condition for successful implementation of the new curriculum. So, principals’ responses showed that it was important to recognise the association between leadership, innovative classroom practices and capacity building, while participating teachers’ responses showed that there was an important link between capacity building and leadership, rewarding and innovative classroom practices. Thus, with the exception of rewarding the same factors were identified as critical by both principals and teachers. A distinct enabling condition for successful implementation of the new curriculum that emerged from participating students’ responses comprised (1) an association of students’ expectations, learning opportunities and outcomes, (2) students’ subject preferences, (3) and a friendly and supportive school environment. This research both contributes to understanding of the curriculum implementation process, and enables the formulation of pertinent recommendations towards successful curriculum implementation. It also enriches the current literature on this matter through critical analysis of a new curriculum implementation, offering empirical evidences of the relevance of school resocialization, which entails restructuring and reculturing. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations. / Mathematics Education / M. Sc. (Mathematical Education)

Many political reforms are currently implemented in the Swedish schools. The trend indicate that education in Sweden follows neo-liberal restructuring policy, that highlights assessment, marketization and surveillance in different aspects. According to the new curriculum LGR 11 the school head is the school's educational leader with responsibility for the school's results and development. The reforms put new demands on the school heads tasks, their responsibility and leadership. The aim of my research study is to investigate how the school heads experience andhandle this situation. I have chosen a phenomenological and hermeneutic perspective, that analyzes what the school heads direct their attention towards and how they experience meaning and context in their work with reforms. The analysis shows that the school heads have experiences about what the work with the reforms is about and that their own position and action in this work is very important. They have also imaginations about how they themselves and in collaboration with others in the organisation have to handle in this work in different ways so that the reforms can be implemented. In the reform process they even have a lot of dilemmas to handle in their local and concrete context, which is linked to the school's local conditions, history and tradition.

The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations. / Mathematics Education / M. Sc. (Mathematical Education)