Enligt Läroplanen för förskolan, Lpfö 98, (Skolverket, 2016) ska estetiska uttrycksformer vara en del av den dagliga verksamheten i förskolan. Denna studie grundar sig i mitt eget intresse för arbetet med estetiska uttrycksformer. Syftet med studien var att undersöka hur pedagoger i förskolan resonerar om de estetiska uttrycksformerna i relation till barns sociala samspel. Jag valde att undersöka hur sex stycken verksamma pedagoger med olika lång erfarenhet inom förskolan resonerar om estetiska uttrycksformer, hur dessa används i verksamheten och hur de påverkar barns sociala samspel. Studien utfördes med kvalitativaintervjuer som metod och har analyserats utifrån Lev S Vygotskij’s sociokulturella perspektivmed fokus på att lärandet sker i sociala sammanhang. Studiens resultat visar att pedagogernas uppfattningar om användandet av estetik i den dagliga verksamheten både anses vara roligt och utvecklande för såväl barn som pedagoger. Resultatet visar även att estetiken och dess olika former och uttryckssätt bör användas dagligen för att barn skall få möjlighet att utveckla sitt sociala samspel. / According to the Curriculum for Preschool, Lpfö 98, (Swedish National Agency for Education, 2016), aesthetic forms of expression should be part of the daily activities of the preschool. This study is based in my own interest in the work of aesthetic forms of expression. The purpose of the study was to investigate how educators in preschool discuss about the aesthetic forms of expression in relation to children's social interaction. I chose to examine how six active educators with different long experience in preschool discuss about aesthetic forms of expression, how these are used in the daily activities and how they affect children's social interaction. The study was conducted with qualitative interviews as a method and has been analyzed from the perspective of Lev S Vygotskij's socio-cultural perspective focusing on learning in social contexts. The study's results show that educators' perceptions of the use of aesthetics in daily activities are both considered fun and developing for both children and educators. The result also shows that aesthetics and its various forms and modes of expression should be used daily to give children the opportunity to develop their social interaction.

„Ohne Nachhaltigkeit gibt es keine gute Zukunft“ betonte die Bildungsstaatssekretärin Cornelia Quennet-Thielen in einem Interview Anfang Oktober (BMBF 2015). Sie erklärte weiter: „Und ohne Bildung bleibt Nachhaltigkeit nur eine Forderung.“ (ebd.) Genau zehn Jahre sind vergangen, seit die Vereinten Nationen die UN-Dekade für Bildung für nachhaltige Entwicklung, kurz BNE, ausriefen. Der Leitgedanken der Nachhaltigkeit sollte über die Bildung Eingang in die Alltagswelten finden. Nun ist die UN-Dekade letztes Jahr zu Ende gegangen. Doch wenn ich mal ehrlich bin – trotz umfassender Bildung durch das Gymnasium und die Hochschule im letzten Jahrzehnt – so wirklich nachhaltig gestalte ich mein Leben nicht, und auch mein ökologischer Fußabdruck ist unverändert zu groß für unsere eine Welt. Erst durch die intensive Auseinandersetzung mit Nachhaltigkeit fühle ich mich in der Lage, diese als Handlungsanleitung zu betrachten. Biosupermärkte, Carsharing und selbstgenähte Einkaufsbeutel sind für mich nun keine Modeerscheinung mehr, sondern mein kleiner persönlicher Beitrag zum wahrscheinlich wichtigsten globalen Ziel des 21. Jahrhunderts. Wieso ist es den Bildungseinrichtungen nicht gelungen, mich von dieser Erkenntnis zu überzeugen? Meine Antwort: Für BNE fühlt sich niemand so wirklich zuständig. In meiner Abschlussarbeit werde ich deswegen aufzeigen, welche bedeutungsvolle Rolle das Leitbild der nachhaltigen Entwicklung im Geographieunterricht spielen sollte. Damit die Inhalte einer BNE auch jeden Schüler erreichen, benötigt die Lehrperson außerdem ein methodisches Grundgerüst, welches auf die Aktivierung aller Schülerinnen und Schüler im Unterricht abzielt. Ich bin von der Wirksamkeit des Unterrichtskonzepts „Kooperatives Lernen“ überzeugt und möchte dessen Vorteile eng mit den zu vermittelnden Inhalten einer BNE verknüpfen. Das abschließende Unterrichtsbeispiel soll aufzeigen, wie sich die beiden Konzeptionen in den Regelschulalltag integrieren lassen. zitierte Literatur: Bundesministerium für Bildung und Forschung (BMBF) (2015): Bildung für nachhaltige Entwicklung muss selbstverständlich werden. – https://www.bmbf.de/de/bildung-fuer-nachhaltige-entwicklung-muss-selbstverstaendlich-werden-1644.html [21.10.2015]:Vorwort Einleitung 1 Nachhaltige Entwicklung – ein Leitbild für die Schule 1.1 Das Leitbild einer nachhaltigen Entwicklung 1.1.1 Ursprünge und Definition 1.1.2 Zieldimensionen der Nachhaltigkeit 1.2 Bildung für nachhaltige Entwicklung (BNE) 1.2.1 BNE - ein globales Bildungsziel im 21. Jahrhundert 1.2.2 BNE als Handlungsfeld in der Schule 1.3 Der Beitrag des Geographieunterrichts zu einer Bildung für nachhaltige Entwicklung 1.3.1 Bedeutung des Faches Geographie innerhalb einer BNE 1.3.2 Ziele und Umsetzung einer BNE im Geographieunterricht 2 Kooperatives Lernen im modernen Unterricht 2.1 Das Konzept des Kooperativen Lernens 2.1.1 Definition, Abgrenzung und Bedeutung 2.1.2 Die Basiselemente kooperativer Lernformen 2.2 „Think-Pair-Share“ als Grundidee des Kooperativen Lernens 2.3 Die Umsetzung des Kooperativen Lernens im Unterricht 3 Die Bedeutung kooperativer Lernformen bei der Umsetzung einer Bildung für nachhaltige Entwicklung 4 Konzeption einer Unterrichtssequenz für die Sekundarstufe II 4.1 Analysen zur Begründung der Unterrichtssequenz 4.1.1 Lehrplananalyse 4.1.2 Grobziele der Unterrichtssequenz 4.1.3 Bedingungsanalyse 4.1.4 Sachanalyse 4.1.5 Didaktische Analyse nach W. Klafki 4.2 Detaillierte Stundenplanungen 4.2.1 Verlaufspläne und Präsentationen 4.2.2 Feinziele der einzelnen Stunden 4.2.3 Begründung des methodischen Ganges Fazit Literaturverzeichnis Abkürzungsverzeichnis Anhang

The purpose of this study is to examine what happens when design thinking is used to create a leadership development program, increase leadership competencies, and participants perceptions of design thinking. This study uses action research to examine the experiences and design thinking to create a leadership program in a formal hierarchical. This study collected data during a two-cycle action research process. The findings from this study revealed that design thinking can be used to create a formal leadership development program. The ability to use design thinking’s human centered design can also help increase the leadership competencies of trust and collaborations. Additionally, despite early concerns participants enjoyed using design thinking in this study yet concerns remain about adopting it into core work. These findings have important implications for formal organizations exploring the ability to increase leadership development programs, leadership competencies, and organizational innovation.

No description available.

As the emergence of new technologies are continuously disrupting the way in which organizations function and develop, the majority of initiatives within Learning and Development (L&D) are far from fully effective. The purpose of this study was to conduct an exploratory case study to investigate how automation and AI technologies could improve corporate learning within financial services companies. The study was delimited to study three case companies, all primarily operating in the Nordic financial services industry. The exploratory research was carried out through a literature review, several indepth interviews as well as a survey for a selected number of research participants. The research revealed that the current state of training within financial services is characterized by a significant amount of manual and administrative work, lack of intelligence within decision-making as well as a non-existing consideration of employee knowledge. Moreover, the empirical evidence similarly reveled a wide array of opportunities for adopting automation and AI technologies into the respective learning workflows of the L&D organization within the case companies. / I takt med att företag kontinuerligt anammar nya teknologier för att förbättra sin verksamhet, befinner sig utbildningsorganisationer i ett märkbart ineffektivt stadie. Syftet med denna studie var att genomföra en explorativ fallstudie gällande hur finansbolag skulle kunna införa AI samt automatisering för att förbättra sin utbildningsorganisation. Studien var begränsat till att undersöka tre företag, alla med verksamhet i den nordiska finansbranschen. Den explorativa delen av studien genomfördes med hjälp av en litteraturstudie, flertal djupgående intervjuer samt en enkät för ett begränsat antal deltagare i forskningsprocessen. Forskning påvisade att den existerade utbildningsorganisationen inom finansbolag är starkt präglat av ett överflöd av manuellt och administrativt arbete, bristande intelligens inom beslutsprocesser samt en bristande hänsyn för existerande kunskapsnivåer bland anställda. Studien påvisade därtill en mängd möjligheter att införa automatisering samt AI för att förbättra utbildningsflödena inom samtliga deltagande bolag i fallstudien.

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs Education)

Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Children’s early mathematics learning and development have become a topic of increasing interest over the past decade since early mathematical knowledge and skills have been shown to be a strong predictor of later mathematics performance. Understanding how children develop mathematical knowledge and skills and how they can be supported in their early learning could thus prove to be a vital component in promoting learning of more formal mathematics. In light of the above, with this thesis I sought to contribute to an increased understanding of children’s early mathematics learning and development by examining effects of playing different number games on children’s number knowledge and skills, and by investigating children’s representations of numbers on number line tasks. Two number game intervention studies were performed, and effects of three different number game conditions (linear number, circular number and nonlinear number) were investigated by examining 5- and 6-year-old children’s pre- and posttest performance on different numerical tasks. The findings indicate that playing number games in general support children’s development of number knowledge and skills, where the specific learning outcomes are affected differently depending on the type of number game utilized. To elucidate children’s representations of numbers, their performance on two different  umber line tasks have been analyzed using a latent class modeling approach. The results reveal that there is a heterogeneity in 5- and 6-year-old children’s number line estimations and subgroups of children showing different estimation patterns were distinguished. In addition, it is shown that children’s number line estimations can be associated to their number knowledge as well as to task specific aspects. The findings presented in this thesis contribute to the discussion of the value of selecting game activities in a conscious way to support children’s early mathematics learning and development. They also add to the discussion regarding the number line task and how children’s number line estimations can be analyzed and interpreted.

Made available in DSpace on 2016-04-27T14:32:02Z (GMT). No. of bitstreams: 1 Ednilson Aparecido Guioti.pdf: 2932260 bytes, checksum: f5542b363b2ff37963b16176c7fec414 (MD5) Previous issue date: 2007-08-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The aim of the research was to analyze the current trends in the development of E-Learning at undergraduate level in the Brazilian context and, in a complementary way the situation in the Spanish context more specifically in Barcelona. The study started from a discussion and analysis of the concept of E-Learning based on the definitions of various authors in order to come to a consensual conceptual what proved to be quite difficult. The initial interest in the development of the on line tutor in E-Learning was minimized as it came to understanding the need for a whole view of the reality in terms of the practices developed in E-Learning and of their development process especially in Brazil. The research question was defined in the following terms: What are the present situation and the main E-Learning trends in Brazil and in Spain? How are the teaching institutions working with E-Learning in the university context, including the development of such professionals who act in the respective contexts? It was proceeded the data colleting of the Brazilian as well as the Spanish situation in the search for information allowing to measure the presence of E-Learning in the universities as well as its limits and possibilities. The statistical data was relevant in order to inform that there are many similarities between both researched contexts and in some cases it was noticed that in the Spanish context there are some new trends which soon may be reproduced in Brazil. Therefore it is necessary and urgent a greater attention by those responsible for E-Learning politics in order to avoid reproducing here the same mistakes found in other realities / Pretendeu-se com esta pesquisa analisar as tendências atuais no desenvolvimento de EAD no ensino superior no contexto brasileiro e, de forma complementar, tendo como contra-ponto, a situação no contexto espanhol, mais especialmente em Barcelona. O estudo partiu da discussão e análise do conceito de Educação a Distância tomando por base definições de vários autores, com o objetivo de se chegar a uma concepção consensual, o que se mostrou razoavelmente difícil. O interesse inicial pela formação do professor-tutor na educação a distância foi minimizado na medida em que se compreendeu a necessidade de ter uma visão de conjunto da realidade em termos das práticas desenvolvidas em EAD e do seu processo de desenvolvimento especialmente no Brasil. A questão de pesquisa foi definida nos seguintes termos: Qual a situação atual e as tendências predominantes do ensino a distância no Brasil e na Espanha? Como as instituições de ensino superior estão trabalhando a EAD no contexto universitário, inclusive a formação desses profissionais que atuam nos respectivos contextos? Procedeu-se, então ao levantamento de dados tanto da situação brasileira quanto espanhola na busca de informações que permitissem dimensionar a presença de EAD nas IES, os seus limites e possibilidades. Os dados estatísticos foram relevantes para informar que existem muitas similaridades entre os dois contextos pesquisados e, em alguns casos, observamos que no contexto espanhol já existem algumas novas tendências que em breve poderão ser reproduzidas aqui no Brasil. Por esse motivo, é necessário e urgente uma atenção maior por parte dos responsáveis pelas políticas de EAD para não reproduzirmos aqui os mesmos erros cometidos em outras realidades