Global ETD Search

31	Sociální konstrukce nerovností v přístupu k terciárnímu vzdělání a přijímacím řízení / Social construction of inequalities in an access to higher education and admission exams Rossová, Iveta January 2018 (has links) The thesis deals with the construction of inequalities in the access to the tertiary education with the special emphasis on entrance exams to the universities. The aim is to explore how the entrance exams as the gate to the universities are perceived by students - the actors who are the most affected by these inequalities in education, according to relevant research of these inequalities. The thesis studies how these actors perceive their position and situation within the entrance process, what situations (if any) are constructed as unequal by these actors, who is affected by such inequalities and how does he/she copes with them. The research question is seen from the perspective of interactionist constructivism and answered by applying methods of grounded theory and semi-structured in-depth interviews.
32	Examining the Six-Party Talks Process on North Korea: Dynamic Interactions among the Principal States Hur, Mi-yeon January 2015 (has links) This doctoral thesis aims to provide a comprehensive and historical analysis of foreign policy behaviour of the principal states involved in nuclear talks on North Korea known as the Six-Party Talks (SPT). Despite the failure in achieving a primary objective of denuclearizing North Korea, the SPT were believed to provide interesting and informative cases to investigate dynamic interactions among states engaged in security talks with different motives and interests. For a holistic approach to foreign policy analysis, the thesis adopts a newly introduced theoretical framework called Interactionist Role Theory (IRT) which integrates the levels of analysis from individuals to international system by incorporating the concept of ‘roles’. Based on IRT, the thesis examines what drove the concerned states’ foreign policy shifts; what kinds of discrepancies the states experienced between or among competing roles (role conflicts); how successful their deliberate policy implementations were (role-makings); and what structural effects their foreign policy decisions had on the overall Six-Party Talks process. The thesis findings support the IRT premise that it is critical to understand a state’s perceived ideal roles to accurately identify the state’s motives for actions regarding particular foreign policy issues. The prevalence of inter-role conflicts at the time of states’ role-makings evinces that the SPT as social constraints did exert competing role expectations that challenged the member states’ role conceptions. Above all, the sequential analysis of the SPT process clearly shows the mutual influence between the member states (agents) and the SPT (social structure), which implies successful multilateral negotiations require reciprocal relations among participating states where all parties’ desired roles (role conceptions) are mutually verified and affirmed. The thesis is deemed to give insightful messages to conventional foreign policy readings that predominantly view the nuclear drama in the Northeast Asia region from a binary focus of US-DPRK mutual deterrence. / The full text has been embargoed.
33	Co-analyse de la reconstruction du savoir-évaluer d’enseignants formés à l’étranger en situation d’intégration socioprofessionnelle au Québec : une recherche collaborative Diedhiou, Serigne Ben Moustapha 07 1900 (has links) No description available. Abandon Ajustement Co-analyse École québécoise École montréalaise Écologie professionnelle Épistémologie de la pratique Enseignants formés à l’étranger Manières d’évaluer Perspective interactionniste Processus adaptatifs Raisonnement par cas Recherche collaborative Reconstruction Savoir-évaluer Socioconstructivisme Abandonment Adjustment Co-analysis Schools in Quebec Schools in Montreal Professional ecology Epistemology of practice Overseas trained teachers How to evaluate interactionist perspective Adaptive processes Reasoning by case Collaborative research Reconstruction Assessment skills Socioconstructivism
34	Façons de faire l’évaluation formative d’enseignants de français sénégalais : une analyse de leurs savoirs pratiques en contexte d’effectifs pléthoriques au Lycée. Diedhiou, Serigne Ben Moustapha (S.B.M.) 12 1900 (has links) Cette recherche documente les façons de faire l’évaluation formative d’enseignants de français du Lycée exerçant en contexte de classes pléthoriques au Sénégal. Le choix récent dans ce pays de l’approche par compétences invite à privilégier cette fonction de l’évaluation, au regard de son potentiel pour la progression des apprentissages des élèves (Allal & Mottier Lopez, 2005; Black & Wiliam, 2009; Morrissette, 2010). Cependant, les orientations ministérielles concernant sa mise en œuvre sont très générales, et jusqu’ici, la recherche a laissé dans l’ombre son application en contexte de classes pléthoriques. Puisant au domaine des savoirs pratiques (Schön, 1983) et à une vision interactive et située de l’évaluation formative (Mottier Lopez, 2007; Morrissette, 2010), j’ai conduit une démarche de recherche collaborative auprès de 14 enseignants de français exerçant dans le même Lycée, ponctuée par 6 entretiens de groupe. Un premier registre d’analyse a décrit des façons de faire rattachées à trois dimensions de la pratique de l’évaluation formative: l’analyse du contexte de la pratique, la construction négociée du savoir et la gestion de l’effectif. Un second registre d’analyse de leurs façons de faire en contexte d’«étrangeté culturelle» (Douville, 2002) a permis de conceptualiser leur savoir-évaluer en relation avec leur façon d’interpréter les problèmes qui se posent aux élèves, leur conception de l’erreur et leurs manières de réinventer les modes d’accomplissement traditionnels de l’évaluation ancrés dans la culture scolaire. / This research documents the ways formative assessment is operationalized by French teachers working in the context of overcrowded classrooms in a Senegalese High School. The recent choice for implementing the competency-based approach in this country invites teachers to promote the use of formative assessment which is geared towards the provision of high quality learning (Allal & Mottier Lopez, 2005, Black & Wiliam, 2009 Morrissette, 2010). However, Ministerial guidelines for its implementation are very general, and so far, research has not been carried out as regards its application in overcrowded classes. Building on the field of reflective practice (Schön, 1983) and an interactive situated vision of formative assessment (Mottier Lopez, 2007; Morrissette, 2010), I led a collaborative research with 14 French teachers working in the same High School. Six focus groups discussions were carried out which shed light on three dimensions related to formative assessment practices: contextual analysis of teacher practices, the negotiated construction of knowledge and the management of the overcrowded classrooms. Analysis of formative assessment practices in the context of « cultural strangeness » (free translation) (Douville, 2002) helped to conceptualize their know-how on evaluation in light of how they interpret the problems faced by students, their conception of what error constitutes and the ways they reinvent the traditional performance evaluation methods rooted in the school culture. pratiques d’évaluation formative enseignants de français Lycée sénégalais savoir pratique perspective interactionniste recherche collaborative entretiens de groupe analyse thématique étrangeté culturelle formative assessment practices French teachers Senegalese High School reflective practice interactionist perspective collaborative research focus group thematic analysis cultural strangeness
35	Façons de faire l’évaluation formative d’enseignants de français sénégalais : une analyse de leurs savoirs pratiques en contexte d’effectifs pléthoriques au Lycée Diedhiou, Serigne Ben Moustapha 12 1900 (has links) No description available. pratiques d’évaluation formative enseignants de français Lycée sénégalais savoir pratique perspective interactionniste recherche collaborative entretiens de groupe analyse thématique étrangeté culturelle formative assessment practices French teachers Senegalese High School reflective practice interactionist perspective collaborative research focus group thematic analysis cultural strangeness
36	Early Opportunities for Quality Learning : A Comparative Study of Swedish Preschools' Language Practice Aras, Elizabet January 2014 (has links) The Swedish preschool is internationally known for its high quality. Children in Sweden are given early educational opportunities to learn and develop prior to their school start. The Swedish preschool activity should include an overall language developmental approach; however, studies show that the children's conditions for language instruction vary intra-nationally. While the Swedish preschool curriculum reflects on children's desire to learn, the preschool staff should be aware of their own practical theory in order to arrange for learning. Research show that early childhood education of high quality benefits children's future school results. Thus, this research aims at studying children's opportunities for quality learning and development in the Swedish preschool, by exploring the content of preschool teaching. The role of the preschool is to provide all children with an education of high quality. This study aims at investigating what quality can mean in terms of preschool language instruction. To generate an understanding of quality, the study focuses on the structure and process inputs in six public preschools and two municipalities. To provide insights about the preschools' practices, a qualitative approach has been used to conduct interviews with preschool heads and employees from education administrations, as well as questionnaires with preschool staff and observations of learning environments. As the quality inputs vary between the preschools and municipalities it affects the outputs of the children's language development. This research makes it evident that the outcomes are mainly dependent on the preschool staff's abilities and competences of implementing development. / Den svenska förskolan är internationellt känd för sin höga kvalitet. Barn i Sverige ges tidiga utbildningsmöjligheter för lärande och utveckling inför deras skolstart. Den svenska förskoleverksamheten bör omfatta ett övergripande språkutvecklande arbetssätt, men däremot visar studier att barnens förutsättningar för språkinlärning varierar inom landet. Medan den svenska förskolans läroplan reflekterar barns lust att lära, bör förskolepersonalen ändå vara medveten om sin egen praktiska teori för att arrangera för lärande. Forskning visar att förskoleverksamheter av hög kvalitet gynnar barns framtida skolresultat. Därmed syftar denna studie på att undersöka barns möjligheter för kvalitet i lärande och utvecklande inom den svenska förskolan, genom att utforska innehållet av förskolans pedagogiska arbete. Förskolans roll är att erbjuda alla barn en utbildning av hög kvalitet. Denna studie syftar på att undersöka vad kvalitet kan innebära i relation till språkinlärning. För att få en förståelse för kvalitet fokuserar denna studie på de struktur- och processinriktade insatserna inom sex kommunala förskolor och två kommuner. För att ge insikt om förskolornas praktik har ett kvalitativt förhållningssätt använts för att genomföra intervjuer med förskolechefer och tjänstemän från utbildningsförvaltningar, samt enkäter med förskolepersonal och observationer av läromiljöer. Eftersom kvalitetsinsatserna varierar mellan förskolorna och kommunerna påverkar detta resultaten av barnens språkutveckling. Denna studie tydliggör att resultaten beror framför allt på förskolepersonalens förmågor och kompetenser att utveckla verksamheten. quality language development language instruction early childhood education preschool Sweden interactionist perspective comparative kvalitet språkutveckling språkfrämjande arbete förskoleverksamhet förskola Sverige interaktionistiskt perspektiv jämförande Social Sciences Samhällsvetenskap Educational Sciences Utbildningsvetenskap General Language Studies and Linguistics Pedagogical Work Pedagogiskt arbete Learning Lärande
37	L’abandon scolaire en milieu rural marocain : une analyse interactionniste du point de vue des familles Gueddari, Khalid 11 1900 (has links) No description available. Abandon scolaire Représentations sociales Perspective interactionniste Modes d’interaction Conventions sociales Dropout school Social representations Interactionist perspective Interaction modes Social conventions
38	[pt] RACIOCINANDO PELO DIÁLOGO: UMA ANÁLISE DO CONTRADITÓRIO JUDICIAL CONTEMPORÂNEO A PARTIR DAS CONTRIBUIÇÕES DA PSICOLOGIA E DAS CIÊNCIAS COGNITIVAS / [en] REASONING THROUGH DIALOGUE: AN ANALYSIS OF THE CONTEMPORARY JUDICIAL ADVERSARIAL MECHANISM FROM THE CONTRIBUTIONS OF THE PSYCHOLOGY AND COGNITIVE SCIENCES LIANA DE SOUZA LYRIO RAMSCHEID 17 January 2022 (has links) [pt] O objetivo geral do presente estudo é sustentar que a consideração da literatura existente sobre julgamento e tomada de decisão (JTD), oriunda da psicologia e das ciências cognitivas, (i) não apenas confirma a direção acertada de nosso modelo constitucional de processo democrático pautado em um contraditório substancial, como também (ii) demonstra-se imprescindível ao seu aprimoramento. De início, apresentam-se os contornos teóricos daquilo que se entende por processo judicial democrático, focando-se no desenvolvimento dos principais (e novos) aspectos relacionados ao princípio do contraditório - garantidor do fluxo discursivo que permite a construção conjunta (comparticipada e policêntrica) da decisão. Passado o referido ponto, o estudo converge para o terreno da psicologia e das ciências cognitivas. Parte-se das mais conhecidas pesquisas sobre as limitações do raciocínio humano. Posteriormente, introduz-se a provocativa (e recente) teoria sobre o entendimento humano, formulada por Dan Sperber e Hugo Mercier (teoria interacionista do raciocínio). Ao final, concluise que tais estudos e experimentos - intimamente ligados à cognição individual e aos aspectos da deliberação coletiva – nos permitem lançar um novo olhar sobre diversas questões atinentes à (efetiva) adoção de um modelo de processual democrático. / [en] The general purpose of this study is to sustein that the consideration of the existing literature on judgment and decision making, from psychology and cognitive sciences, (i) not only endorses our constitutional model of democratic process, based on a substantial adversarial mechanism, while also (ii) proves to be essential to its improvement. At first, the theoretical contours of what should be understood by a democratic judicial process are presented, focusing on the development of the main (and new) aspects related to the adversarial principle - guarantor of the discursive flow that allows the joint construction (co-participated and polycentric) of the decision. Thereafter, the study steps into psychology and cognitive sciences domain. It is starts with the most acknowledged researches in about the limitations of the human reasoning. Later on, Dan Sperber and Hugo Mercier s recent provocative theory of human understanding is introduced (the interactionist theory of reasoning). Finally, it is concluded that such studies and experiments - intimately connected to individual cognition and the aspects of collective deliberation - allow us to acquire a new perspective over several of pertaining topics related to the (effective) adoption of a democratic procedural model. [pt] PSICOLOGIA [pt] DECISAO SURPRESA [pt] DEBIASING [pt] DELIBERACAO COLETIVA [pt] COGNICAO INDIVIDUAL [pt] HUGO MERCIER [pt] DAN SPERBER [pt] VIES DE CONFIRMACAO [pt] TEORIA INTERACIONISTA DO RACIOCINIO [pt] CIENCIAS COGNITIVAS [pt] CONTRADITORIO CONTEMPORANEO [pt] PROCESSO JURISDICIONAL DEMOCRATICO [en] PSYCHOLOGY [en] SURPRISE DECISION [en] DEBIASING [en] COLLECTIVE DELIBERATION [en] INDIVIDUAL COGNITION [en] HUGO MERCIER [en] DAN SPERBER [en] CONFIRMATION BIAS [en] INTERACTIONIST THEORY OF REASONING [en] COGNITIVE SCIENCES [en] CONTEMPORARY ADVERSARIAL MECHANISM [en] DEMOCRATIC JURISDICTIONAL PROCESS
39	Concepts of the 'Scientific Revolution': An analysis of the historiographical appraisal of the traditional claims of the science Onyekachi Nnaji, John 12 June 2013 (has links) ´Scientific revolution´, as a concept, is both ´philosophically general´ and ´historically unique´. Both dual-sense of the term alludes to the occurrence of great changes in science. The former defines the changes in science as a continual process while the latter designate them, particularly, as the ´upheaval´ which took place during the early modern period. This research aims to demonstrate how the historicists´ critique of the justification of the traditional claims of science on the basis of the scientific processes and norms of the 16th and 17th centuries, illustrates the historical/local determinacy of the science claims. It argues that their identification of the contextual and historical character of scientific processes warrants a reconsideration of our notion of the universality of science. It affirms that the universality of science has to be sought in the role of such sources like scientific instruments, practical training and the acquisition of methodological routines / "Revolución científica", como concepto, se refiere a la vez a algo «filosóficamente general» e « históricamente único". Ambos sentidos del término aluden a la ocurrencia de grandes cambios en la ciencia. El primero define los cambios en la ciencia como un proceso continuo, mientras que el último los designa, en particular, como la "transformación", que tuvo lugar durante la Edad Moderna. Esta investigación tiene como objetivo demostrar cómo la crítica de los historicistas a la justificación de las características tradicionales de la ciencia sobre la base de los procesos y normas científicos de los siglos XVI y XVII, ilustra la determinación histórica y local de los atributos de la ciencia. Se argumenta que la identificación del carácter contextual e histórico de los procesos científicos justifica una reconsideración de nuestra noción de la universalidad de la ciencia. Se afirma que la universalidad de la ciencia se ha de buscar en el papel de tales fuentes como instrumentos científicos, la formación práctica y la adquisición de rutinas metodológicas Filosofia de la Ciència 1
40	La fabrique de l’évaluation à l’aune d’une perspective resocialisante : une négociation entre enseignants et étudiants au premier cycle universitaire Segueda, Saïdou 11 1900 (has links) No description available. Étudiant Enseignant universitaire Évaluations mutuelles Négociation Université Massification Rationalisation Nouvelle gestion publique Relation pédagogique Pôles de la négociation Conventions Ordre négocié Fabrique de l'évaluation Perspective interactionniste Stratégies Enjeux de l'évaluation Contexte structurel Contexte de négociation Raisonnement par cas Compromis Resocialisation de l'évaluation Perspectives des acteurs Influences mutuelles Réussite universitaire Culture du testing Sociologie de l'évaluation Student University teacher Mutual evaluations Negotiation University Massification Rationalization New public management Pedagogical relationship Poles of the negotiation Coventions Negotiated order Making of the evaluation Interactionist perspective Strategies Issues of the evaluation Structural context Negotiating context Reasoning by cases Sociology of the assessment Agreements Resocialization of evaluation Stakeholders' perspective Academic success

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