Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes of participation alongside the role that technology plays in facilitating these. The subject of learning and teaching is an increasingly important area of study. The complex relationship between the practices of learning and teaching alongside research and administration duties within higher education has been previously explored yet little discussion is offered on academics who focus on learning and teaching practice. However, within the context of human geography research TNLTs as defined within this thesis have only received cursory treatment. This study situates TNLTs under the umbrella of geographies of higher education that are increasingly being studied with focuses on transnational academic mobility, international student mobility and international collaborations in higher education. This study sketches a conceptual framework for engaging in academic networking by bringing research together on TNLTs, Continuing Professional Development (CPD), higher education on a global scale, Communities of Practice (CoP) and the technology driven-network society that comprise five bodies of literature that have not been considered collectively before. Due to a lack of literature and previous work on TNLTs, this thesis applies grounded theorising that generated findings out of the data rather than testing a hypothesis. Such inductive methodology develops and constructs theory and is a useful approach to researching TNLTs because it also allows for a combination of different research methods. In this thesis, various ways to access TNLTs are blended to effectively study them, including both face-to-face and online surveys and interviews.

SANTRAUKA Darbo autorius Irma Kačinienė Darbo tema: E-mokymo/si sampratos ir plėtotės galimybių tyrimas LŽŪU pedagogų bendruomenėje Darbo rengimo vieta: Lietuvos žemės ūkio universitetas, Profesinės pedagogikos ir psichologijos katedra, Akademija, 2008. Darbo apimtis: 56 lapai Darbe yra: 5 lentelės, 25 paveikslai, 2 priedai Literatūros šaltiniai: 35 Tyrimo objektas: LŽŪU pedagogų bendruomenės narių samprata apie e-mokymą/si ir jo plėtotę universitete Tyrimo metodai: 1) Mokslinės literatūros ir dokumentų analizė; 2) LŽŪU pedagogų anketinė apklausa; 3) kiekybinė (procentinis duomenų vertinimas, koreliacinių ryšių nustatymas) ir kokybinė (sisteminimas, klasifikavimas) duomenų analizė Tyrimo tikslas: Ištirti LŽŪU pedagogų bendruomenės narių sampratą apie e mokymą/si ir įvertinti e-mokymo/si plėtros strategijos pagrįstumą universitete. Tyrimo rezultatai: Tyrimo rezultatai patvirtino hipotezę, jog LŽŪU pedagogų bendruomenės nariai nėra tinkamai pasirengę taikyti e-mokymo pedagogines technologijas. Dauguma respondentų žino pagrindinius e- mokymo ir nuotolinio mokymo metodų principus, bet tik nedidelė dalis iš jų yra praktiškai ruošę e-mokymo medžiagą. Tyrimas taip pat parodė, jog pedagogai nėra abejingi moderniems mokymo metodams: turėdami didesnį institucijos paskatinimą bei geresnį metodinį pasiruošimą, jie aktyvintų šias veiklas. Ypač tai linkę daryti jaunesni ir žemesnes pareigas užimantys dėstytojai. Šiuo metu esančią nuotolinio mokymo situaciją universitete pedagogai... [toliau žr. visą tekstą] / Author: Irma Kačinienė Subject: Research of E-learning/ e-teaching Notion and Development Possibilities in LŽUU Pedagogic Community Location: Lithuanian University of Agriculture, Department of Vocational Pedagogy and Psychology, Akademija, 2008. Coverage: 56 pages Volume: 5 tables, 26 pictures, 2 annexes References: 35 literature sources Research object: LŽŪU pedagogue community members’ understanding of e-learning/ teaching and its development Research methods: 1) Analysis of scientific literature and documents; 2) Questionnaire survey of LŽŪU pedagogues; 3) Quantitative (percentage data evaluation, establishment of correlative connections) and qualitative (systemizing, classification) analysis of the data. Research purpose: To research the LŽŪU pedagogue community members’ understanding of e-learning/ teaching and to evaluate the reasoning of e-learning/ teaching development strategy at the university. Research results: Research results confirmed the hypothesis that members of LŽŪU pedagogues’ community are not properly prepared to apply e-teaching pedagogical technologies. Most of the respondents know the main principles of e-teaching and remote teaching methods, but only small part of them were practically engaged in preparation of e-teaching material. The research also revealed that pedagogues are not uninterested in the modern teaching methods: in case of motivation from the institution and better methodical preparation they would be engaged more actively in these... [to full text]

This exploratory research investigates students’ responses to innovative instructional methods, focusing primarily on identifying the barriers that discourage students from engaging with methods that are new or not expected. The instructional methods explored are examples of learning-centred teaching and assessment methods, and are considered to be innovative since they are not yet widely used in higher education. To investigate this issue, literature from organizational change management, resistance to change, and higher education is reviewed. Gaps from the higher education literature suggest that no comprehensive framework or model exists regarding students’ barriers to engaging with innovative, learning-centred instructional methods. Additionally, few studies compare faculty member and student perceptions, clarify whether the instructional methods studied are innovative for the students, or apply theories and concepts from the change management literature. This research attempts to address these gaps. Case study methodology is selected to enable a detailed study of a course that employs innovative instructional methods. A modified grounded theory approach is used to inform both research instrument design and data analyses. Data are collected from multiple sources and via multiple methods, and both thematic and comparative analyses are presented. Overall, support is found for the four research propositions posed. The students’ barriers fall into eight key themes, and comprise various codes and properties to provide further understanding. The saliency of the codes appears to vary by time of term and type of instructional method. Other relevant factors include: the students’ year of study and amount of instructional variety, the academic discipline and culture of the innovative course, and misalignments between the students’ and instructor’s perceptions of the barriers to change. The value of course evaluation data as feedback about innovative courses is also questioned. Finally, connections are made between the findings and the Reasoned Action Approach theory for future possible research. The findings provide a new comprehensive barrier framework, analytic fishbone tool, and testable theory to help guide the development of future research projects. Additionally, future practitioners – both faculty members and educational developers – can benefit from knowing what factors to consider when planning for and confronting student resistance to innovative instructional methods.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-30Bitstream added on 2014-06-13T18:06:36Z : No. of bitstreams: 1 santos_ctb_me_prud.pdf: 925781 bytes, checksum: 83b1b914578f53f51ec8e4512402f7e5 (MD5) / Esta pesquisa está vinculada à linha de pesquisa “Práticas e Processos Formativos em Educação” do Programa de Pós-Graduação em Educação – Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista – UNESP, Campus Presidente Prudente. A preocupação com o tema vem da necessidade de incorporar, na prática pedagógica, didáticas e tecnologias que auxiliem os processos de ensino e aprendizagem em Matemática de forma a oportunizar aos alunos aprender significativamente os conteúdos matemáticos. Para isso, esta investigação pretende analisar a aprendizagem de conceitos matemáticos dos alunos do sétimo ano do Ensino Fundamental, por meio do desenvolvimento de um projeto de trabalho auxiliado pelas Tecnologias da Informação e Comunicação, bem como da utilização de recursos disponíveis no Portal do Professor, do Ministério da Educação. A prática pedagógica por meio de projetos de trabalho aponta a possibilidade de desenvolver os conteúdos curriculares, a partir dos interesses imediatos dos alunos, e de definir um currículo que dispõe os conhecimentos escolares de uma forma diferenciada da tradicional organização linear e conteudista. O Portal do Professor é um portal de conteúdos onde o professor pode encontrar estratégias para o ensino e sugestões para integrar a tecnologia em suas aulas. Para alcançar o objetivo proposto, a pesquisa foi delineada segundo a abordagem qualitativa empreendida pela pesquisa de intervenção numa escola pública da cidade de Juiz de Fora – MG. Os resultados mostraram que o ambiente criado pelo desenvolvimento de um projeto de trabalho, do uso das tecnologias e de recursos do Portal do Professor possibilitou uma nova forma de abordar os conceitos curriculares, aproximá-los da vivência dos alunos e de dar significado à aprendizagem dos conceitos matemáticos abordados / This research is linked to the research line “Practice in Education and Training Processes” of the Post-Graduate Education – Master of the Faculty of Science and Technology of the Universidade Estadual Paulista – UNESP, Presidente Prudente. The concern with the theme comes from the need to incorporate in teaching practice, teaching and technologies that aid the process of teaching and learning in mathematics in order to create opportunities for students to learn mathematical content significantly. To this end, this research intends to analyze the learning of mathematical concepts with seventh grade students of elementary school, through the development of a work project assisted by the Information and Communication Technologies as well as the use of available resources in the Teacher´s Portal, from the Ministery of Education. The pedagogical practice through work projects points to the possibility of developing curricula, from the immediate interests of the students, and to define a curriculum that provides students the knowledge in a different way from traditional linear organization and content. The Teacher´s Portal is a content portal where teachers can find strategies for teaching and suggestions for integrating technology into their lessons. To achieve the proposed objective, the research was designed according to the qualitative approach taken by intervention research in a public school in the city of Juiz de Fora – MG. The result show us that the environment created by the use of technologies and resources of the Teacher´s Portal made possible a new way to approach the curricular concept, bring it closer to the students and give a meaning to the learning of the addressed mathematical concepts

Orientador: Klaus Schlünzen Júnior / Banca: Maria Elisabete Brisola Brito Prado / Banca: Paulo César de Almeida Raboni / Resumo: Esta pesquisa está vinculada à linha de pesquisa "Práticas e Processos Formativos em Educação" do Programa de Pós-Graduação em Educação - Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista - UNESP, Campus Presidente Prudente. A preocupação com o tema vem da necessidade de incorporar, na prática pedagógica, didáticas e tecnologias que auxiliem os processos de ensino e aprendizagem em Matemática de forma a oportunizar aos alunos aprender significativamente os conteúdos matemáticos. Para isso, esta investigação pretende analisar a aprendizagem de conceitos matemáticos dos alunos do sétimo ano do Ensino Fundamental, por meio do desenvolvimento de um projeto de trabalho auxiliado pelas Tecnologias da Informação e Comunicação, bem como da utilização de recursos disponíveis no Portal do Professor, do Ministério da Educação. A prática pedagógica por meio de projetos de trabalho aponta a possibilidade de desenvolver os conteúdos curriculares, a partir dos interesses imediatos dos alunos, e de definir um currículo que dispõe os conhecimentos escolares de uma forma diferenciada da tradicional organização linear e conteudista. O Portal do Professor é um portal de conteúdos onde o professor pode encontrar estratégias para o ensino e sugestões para integrar a tecnologia em suas aulas. Para alcançar o objetivo proposto, a pesquisa foi delineada segundo a abordagem qualitativa empreendida pela pesquisa de intervenção numa escola pública da cidade de Juiz de Fora - MG. Os resultados mostraram que o ambiente criado pelo desenvolvimento de um projeto de trabalho, do uso das tecnologias e de recursos do Portal do Professor possibilitou uma nova forma de abordar os conceitos curriculares, aproximá-los da vivência dos alunos e de dar significado à aprendizagem dos conceitos matemáticos abordados / Abstract: This research is linked to the research line "Practice in Education and Training Processes" of the Post-Graduate Education - Master of the Faculty of Science and Technology of the Universidade Estadual Paulista - UNESP, Presidente Prudente. The concern with the theme comes from the need to incorporate in teaching practice, teaching and technologies that aid the process of teaching and learning in mathematics in order to create opportunities for students to learn mathematical content significantly. To this end, this research intends to analyze the learning of mathematical concepts with seventh grade students of elementary school, through the development of a work project assisted by the Information and Communication Technologies as well as the use of available resources in the Teacher's Portal, from the Ministery of Education. The pedagogical practice through work projects points to the possibility of developing curricula, from the immediate interests of the students, and to define a curriculum that provides students the knowledge in a different way from traditional linear organization and content. The Teacher's Portal is a content portal where teachers can find strategies for teaching and suggestions for integrating technology into their lessons. To achieve the proposed objective, the research was designed according to the qualitative approach taken by intervention research in a public school in the city of Juiz de Fora - MG. The result show us that the environment created by the use of technologies and resources of the Teacher's Portal made possible a new way to approach the curricular concept, bring it closer to the students and give a meaning to the learning of the addressed mathematical concepts / Mestre

A recente explosão do conhecimento da genética molecular e o avanço da indústria da biotecnologia requerem que o público compreenda muitos conceitos da genética para a tomada de decisões sobre a pertinência do uso dessas novas ferramentas. Durante os últimos 30 anos a literatura educacional produziu conceitos e teorias para lidar com estas dificuldades, mas a maioria dos professores desconhece estas produções, principalmente porque os periódicos de referência são publicados em línguas estrangeiras (principalmente em inglês). Esta pesquisa-ação pretende preencher esta lacuna e foi baseada em testes que envolveram 283 estudantes de 12 a 15 anos de idade. Nela descrevemos as concepções dos estudantes sobre a localização e transmissão da informação genética antes e após a aplicação de uma seqüência didática elaborada especificamente para desenvolver estratégias metacognitivas de aprendizagem. As idéias dos estudantes foram colhidas por meio dos questionários e redações, nas quais os estudantes descrevem como imaginam ser o interior das células e dos gametas. Verificamos que as crianças do ensino fundamental possuem concepções semelhantes àquelas descritas para estudantes do ensino médio. A comparação das redações produzidas pelos estudantes antes e após a aplicação da seqüência didática permitiu verificar que o padrão mais comum de aprendizagem é sincrético, ou seja, as crianças tendem a distorcer as informações oferecidas pelo professor em virtude da existência de conhecimentos prévios. Por fim, a descrição e a documentação de seqüências didáticas planejadas a partir de conhecimentos produzidos na literatura educacional permitem o entendimento dos processos de transposição didática e a relação deste com a aprendizagem dos estudantes. / The recent knowledge explosion on the areas of genetics, molecular biology and biotechnology introduced many new concepts hard for common people to grasp in their decision-making processes. During the last 30 years or so the educational literature produced concepts and theories to cope with these difficulties but the vast majority of our elementary and highschool teachers remain unaware of them possibly because the available literature is written in foreign languages (mainly in English). The action-research here presented intends to fill this gap and was based on tests performed with 283 students aged 12 to 15. We describe their conceptions on the location and transmission of genetic information before and after the application of a didactic sequence specifically elaborated to develop metacognitive learning strategies. The students\' ideas were gathered by means of questionnaires and through essays describing how they imagine the interior of cells and germ-cells. We verified that children on basic educational level have conceptions very similar to those of students of middle-level education. The paired comparison of before and after essays suggests the existence of a common, syncretic learning standard. In plain language, the results indicate that previous informal knowledge of children tends to distort the formal information transmitted by their teachers. It is clear that the description and documentation of planned didactic sequences, available from the specialized literature, provide the understanding of the didactic transposition process and its relation with the students´ learning process.

The purpose of this study was to investigate how African heritage language learners in Grade 3 constructed their language identity in a culturally diverse urban classroom. The data reflects the Grade 3 learners’ beliefs and feelings toward being educated in an English-medium school instead of attending a school where they were taught in their home language. A theoretical framework, based on Bronfenbrenner’s ecological system informed my study. The framework provides a holistic picture of how the Grade 3 learners constructed their language identity, as it did not only focus on the learners as such. The ecological system examined the unique aspects of the learners within their microsystem, mesosystem, exosystem, macrosystem and chronosystem. In this exploration of multiple cases studies from a social constructivism perspective, the researcher collaborated with two Grade 3 teachers, seven parents and six Grade 3 African heritage language learners, to create a mosaic by using semi-structured interviews, documents, observational field notes, narrative reflections, photographs, drawings and a reflective journal. Participants’ perceptions of attending an English-medium school revealed how the Grade 3 learners constructed their language identity through assimilation. The findings revealed that the Grade 3 participants did not favour their home language or heritage culture as much as they favoured the Western culture. The following factors influenced the construction of the Grade 3 learners’ language identity: their environments, the school setting, their teachers’ attitude toward teaching in a culturally diverse classroom, their parents’ attitude toward their attending an English-medium school and lastly their friends. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

<p style="text-align: justify;">Ova istraživanja posvećena načinima učenja harmonike svoju opravdanost nalaze u naučnoj sferi, praktičnoj potrebi i ličnom interesovanju istraživača. Naučna opravdanost proističe ne samo iz činjenice da harmonika nije bila dovoljno zastupljena u etnomuzikolo&scaron;kim i pedago&scaron;kim istraživanjima, nego je u ovom slučaju bitan aspekt posmatranja harmonike kao fenomena i načina učenja sviranja ovog instrumenta.<br />Cilj ovog istraživanja je utvrditi pedago&scaron;ko-muzičke karakteristike dva osnovna najče&scaron;će zastuplja modela praktično primenjivih u učenju sviranja harmonike: slobodni-neinstitucionalni, ili izvan&scaron;kolski model i institucionalni, ili &scaron;kolski. Op&scaron;ta hipoteza: Pretpostavlja se da nema statistički bitnih razlika u organizacionim, metodičkim i drugim aspektima učenja sviranja harmonike između van&scaron;kolskog i &scaron;kolskog modela učenja. U skladu sa op&scaron;tom, formirane su posebne hipoteze:&nbsp;</p><p style="text-align: justify;">h1: Pretpostavlja se da nema statistički značajnih razlika u pogledu osnovnog cilja podučavanja između van&scaron;kolskog i &scaron;kolskog učenja sviranja harmonike.</p><p style="text-align: justify;">h2: Pretpostavlja se da nema statistički značajnih razlika u pogledu vremenskog trajanja časa i socijalnog oblika nastave u &scaron;kolskom i van&scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h3: Pretpostavlja se da nema statistički značajnih razlika u pogledu odabira vrste učenja (iz nota, na sluh) u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h4: Pretpostavlja se da nema statistički značajnih razlika u pogledu primene pojedinih nastavnih, tehničkih i drugih sredstava, koja se koriste u podučavanju u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h5: Pretpostavlja se da nema statistički značajnih razlika u pogledu faktora koji utiču na organizaciju časa u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h6: Pretpostavlja se da nema statistički značajnih razlika u pogledu primene pojedinih postupaka motivacije učenika na času u van&scaron;kolskom i &scaron;kolskom učenju harmonike.</p><p style="text-align: justify;">h7: Pretpostavlja se da nema statistički značajnih razlika u postignućima, u pogledu odabira vrste instrumenta i vrste muzike na početku učenja sviranja u van&scaron;kolskim i &scaron;kolskim uslovima.</p><p style="text-align: justify;">h8: Pretpostavlja se da nema statistički značajnih razlika u pogledu značaja pojedinih faktora koji utiču na uspeh ili postignuće učenika u sviranju harmonike u van&scaron;kolskom i &scaron;kolskom učenju.</p><p style="text-align: justify;">h9: Pretpostavlja se da nema statistički značajnih razlika u pogledu prednosti i nedostataka učenja harmonike u van&scaron;kolskim i &scaron;kolskim uslovima.</p><p style="text-align: justify;">h10: Pretpostavlja se da nema statistički značajnih razlika u vrednovanju statusa instrumenta, dru&scaron;tvenog položaja izvođača i učitelja u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.<br />U gradskim i seoskim sredinama na području Srbije sprovedena su terenska istraživanja u periodu od 2014-2016. godine. Tehnikom intervjua, specijalno pripremljenog za potrebe ovih istraživanja, dobijeni su podaci o međusobnom odnosu učitelja harmonike, učenika i roditelja, o časovima harmonike, načinu rada i efektima učenja sviranja harmonike. Uzorak je činilo 30 ispitanika, od kojih se jedan deo ispitanika bavi podučavanjem učenika u sferi narodne muzike neinstitucionalno (privatno) i izvođa&scaron;tvom, a drugi deo ispitanika čine nastavnici i profesori harmonike koji se podučavanjem bave institucionalno, na različitim nivoima muzičkog &scaron;kolovanja.</p><p style="text-align: justify;">Za potrebe prikupljanja podataka upotrebljena je i tehnika skaliranja i njoj pripadajući instrument skala procene. Uzorak je takođe mali, činilo ga je 30 ispitanika, od kojih se jedan deo bavi podučavanjem sviranja harmonike u &scaron;koli, a drugi deo ispitanika se bavi podučavanjem van &scaron;kole. Ispitanici su birani na osnovu sledećih kriterijuma: da su muzičko &scaron;kolovanje ili radno iskustvo kao nastavnici i profesori harmonike stekli u Muzičkoj &scaron;koli &bdquo;Isidor Bajić― u Novom Sadu, odnosno da kao učitelji / nastavnici harmonike žive i deluju u Novom Sadu.<br />U van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike cilj podučavanja je isti. U pogledu pojedinih socijalnih oblika rada primećuje se da su rad u grupi učenika i kombinovanje vi&scaron;e oblika rada zastupljeni u &scaron;kolskom okruženju. Ispitanici koji podučavaju u &scaron;kolskom okruženju smatraju da je bitnije da se učenici tokom učenja oslanjanju na note, nego da uče po sluhu. Učenju po sluhu veću prednost daju ispitanici koji podučavaju van &scaron;kole. Svi spitanici procenjuju da isti faktori imaju podjednak uticaj na organizaciju časa u van&scaron;kolskom i &scaron;kolskom učenu sviranja harmonike. Sredstva motivacije učenika, kao &scaron;to su korektno ocenjivanje postignuća učenika, javni nastupi učenika i primereno kori&scaron;ćenje kazne zastupljenija su u &scaron;kolskom tipu učenja. Svi ispitanici su se složili u mi&scaron;ljenju da je za učenika prednost paralelno učenje narodne i klasične muzike, da je za učenika najbolje da prva znanja dobije u &scaron;koli. U van&scaron;kolskom okruženju se kao prednosti ističu učenje vrste muzike po želji i odabir učitelja koji će podučavati, a u &scaron;kolskom učenju se kao prednosti izdvajaju kompetencija nastavnika, obaveza vođenja dnevnika rada, sticanje svedočanstva o pohađanju &scaron;kole, dostupnost &scaron;tampanih muzikalija / udžbenika, učenje predmeta (muzička teorija, solfeđo) / disciplina, koje pomažu ukupni muzički razvoj pojedinca, nadzor podučavanja od strane stručnih organa, nabavka harmonike sa bariton sistemom, kao i prisutnost udžbenika za metodiku nastave harmonike. Ispitanici koji podučavaju van &scaron;kole procenjuju da instrument harmonika zauzima vi&scaron;i status u dru&scaron;tvu, a time i finansiranje izvođačke delatnosti i medijska promocija izvođača, za razliku od mi&scaron;ljenja koje zastupaju ispitanici koji podučavaju u &scaron;koli.<br />Za ovu doktorsku disertaciju je značajno to &scaron;to se na interdisciplinaran način, sa aspekta etnomuzikologije i muzičke pedagogije, objedinjuje problematika učenja sviranja harmonike. Rezultati i podaci dobijeni ovim istraživanjem, između ostalog, donose nova saznanja u oblasti metodike nastave harmonike. Oni mogu biti značajan dokument u strategiji dinamičnijeg i, na teritoriji Srbije, ravnomernog uvođenja harmonike na sve nivoe &scaron;kolovanja, imajući pritom u vidu zastupljenost ovog instrumenta u vi&scaron;e muzičkih žanrova.</p> / <p style="text-align: justify;">The present study, which is focusing on the ways accordion is learned, is justified by its scientific contribution, practical need and the personal interest of the researcher. The scientific justification stems not only from the fact that there is an insufficient body of research on the accordion in the field of ethnomusicology, but, more importantly, this study focuses on the aspect of the accordion as a phenomenon and the way the playing on this instrument is learned. The present study is aimed at determining pedagogical-musical features of the two predominant models that are practiced in learning the accordion playing: free- non-institutional or outside-of-school model and institutional or school model. The general hypothesis: It is assumed that there are no statistically significant differences in organisational, methodological and other aspects of learning the accordion playing between the outside-of-school and school models of learning. Stemming from the general hypothesis, the following specific hypothesis have been formulated:</p><p style="text-align: justify;">h1: It is assumed that there are no statistically significant differences in the primary teaching objectives between the outside-of-school and the school learning of the accordion playing.<br />h2: It is assumed that there are no statistically significant differences in the lesson duration and the social form of teaching between the outside-of-school and school learning of the accordion playing.<br />h3: It is assumed that there are no statistically significant differences in terms of choice of learning types (from musical scores, by ear) between the outside-of-school and school learning of the accordion playing.<br />h4: It is assumed that there are no statistically significant differences in terms of educational, technical and other resources used in teaching in the outside-of-school and school learning of the accordion playing.<br />h5: It is assumed that there are no statistically significant differences in terms of the factors that affect the organisation of lesson in the outside-of-school and school learning of the accordion playing.<br />h6: It is assumed that there are no statistically significant differences in terms of the use of student motivation procedures between the out-of-school and school learning the accordion.<br />h7: It is assumed that there are no statistically significant differences in the achievements, as well as the selection of the instrument and music types at the beginning of learning in the outside-of-school and school conditions.<br />h8: It is assumed that there are no statistically significant differences in the importance of certain factors that affect the student success and/or achievement in playing the accordion in the outside-of-school and school learning.<br />h9: It is assumed that there are no statistically significant differences in terms of the advantages and disadvantages of the accordion learning in the outside-of-school and school conditions.<br />h10: It is assumed that there are no statistically significant differences in the evaluation of the status of the instrument, social status of artists and teachers in the out-of-school and learning of the accordion playing.</p><p style="text-align: justify;">A field research was carried out in urban and rural communities in the territory of Serbia in the period 2014 &ndash; 2016. A technique of interview, which was designed for the needs of the present study, was used to obtain the data on the interpersonal relationship of the accordion teachers, students and their parents, on accordion lessons, method of work and learning of the accordion playing outcomes. The sample comprised 30 interviewees. One segment of the sample consisted of musicians who are engaged in teaching traditional music to students outside of school (private tutors) and performing music, while the other group consisted of accordion teachers and professors engaged in institutional teaching on different levels of music education.<br />For the purposes of data collection, the technique of scaling with an appropriate evaluation scale was used. The sample was small, consisting of 30 respondents, some of whom teach the accordion at school while others teach it outside of school. The respondents were selected on the basis of the following criteria: that they have received their music education or gained their work experience as accordion teachers and professors at Music School &bdquo;Isidor Bajic‖ in Novi Sad, and/or that as the accordion teachers/professors they live and work in Novi Sad.</p><p style="text-align: justify;">The teaching aims in the out-of-school and school accordion playing are the same. In regard to certain social forms of work it is noticeable that group work and combination of several forms of work are present in the school environment. The respondents who teach at school put emphasis on the importance of students&lsquo; relying on musical scores in comparison to playing by ear during the learning process. Learning to play by ear is given preference by the respondents who teach outside of school. The methods of motivating students, such as fair evaluation of their achievement, students&lsquo; public performances and an appropriate use of punishment, are preferred in the school type of teaching. All the respondents agree that it is beneficial for students to learn traditional and classical music in parallel have an advantage.</p><p style="text-align: justify;">What is emphasised as an advantage of the out-of-school environment is learning the desired music with a chosen teacher, while in the school learning among the identified advantages are teachers&lsquo; competences, the mandatory records of lessons, obtaining a certificate of school attendance, availability of printed musical scores/textbooks, learning different subjects (music theory, solfeggio) /disciplines which facilitate the overall music development of students, supervision of teaching by professional bodies, obtaining an accordion with a baritone system, as well as the existence of textbooks for the accordion teaching methodology. The respondents who teach outside of school consider that the accordion as an instrument has a higher social status, thus contributing to the financing of performances and media promotion of performers, on the contrary to the predominant opinion of the respondents who teach at school.</p><p style="text-align: justify;">The significance of this doctoral thesis lies in the fact that the learning of the accordion playing is observed from the point of view of ethnomusicology and music pedagogy in an interdisciplinary way providing a complete overview of the subject. The results and data obtained from this research, among other things, bring new insights into the accordion teaching methodology. These insights can serve as a significant document in the strategy of a more dynamic and, in the territory of Serbia, more even introduction of the accordion on all educational levels, bearing in mind the fact that this instrument is present in several music genres.</p><p style="text-align: justify;"><br />&nbsp;</p> / <p>The present study, which is focusing on the ways accordion is learned, is justified by its scientific contribution, practical need and the personal interest of the researcher. The scientific justification stems not only from the fact that there is an insufficient body of research on the accordion in the field of ethnomusicology, but, more importantly, this study focuses on the aspect of the accordion as a phenomenon and the way the playing on this instrument is learned. The present study is aimed at determining pedagogical-musical features of the two predominant models that are practiced in learning the accordion playing: free- non-institutional or outside-of-school model and institutional or school model. The general hypothesis: It is assumed that there are no statistically significant differences in organisational, methodological and other aspects of learning the accordion playing between the outside-of-school and school models of learning. Stemming from the general hypothesis, the following specific hypothesis have been formulated:</p><p>h1: It is assumed that there are no statistically significant differences in the primary teaching objectives between the outside-of-school and the school learning of the accordion playing.<br />h2: It is assumed that there are no statistically significant differences in the lesson duration and the social form of teaching between the outside-of-school and school learning of the accordion playing.<br />h3: It is assumed that there are no statistically significant differences in terms of choice of learning types (from musical scores, by ear) between the outside-of-school and school learning of the accordion playing.<br />h4: It is assumed that there are no statistically significant differences in terms of educational, technical and other resources used in teaching in the outside-of-school and school learning of the accordion playing.<br />h5: It is assumed that there are no statistically significant differences in terms of the factors that affect the organisation of lesson in the outside-of-school and school learning of the accordion playing.<br />h6: It is assumed that there are no statistically significant differences in terms of the use of student motivation procedures between the out-of-school and school learning the accordion.<br />h7: It is assumed that there are no statistically significant differences in the achievements, as well as the selection of the instrument and music types at the beginning of learning in the outside-of-school and school conditions.<br />h8: It is assumed that there are no statistically significant differences in the importance of certain factors that affect the student success and/or achievement in playing the accordion in the outside-of-school and school learning.<br />h9: It is assumed that there are no statistically significant differences in terms of the advantages and disadvantages of the accordion learning in the outside-of-school and school conditions.<br />h10: It is assumed that there are no statistically significant differences in the evaluation of the status of the instrument, social status of artists and teachers in the out-of-school and learning of the accordion playing.</p><p>A field research was carried out in urban and rural communities in the territory of Serbia in the period 2014 &ndash; 2016. A technique of interview, which was designed for the needs of the present study, was used to obtain the data on the interpersonal relationship of the accordion teachers, students and their parents, on accordion lessons, method of work and learning of the accordion playing outcomes. The sample comprised 30 interviewees. One segment of the sample consisted of musicians who are engaged in teaching traditional music to students outside of school (private tutors) and performing music, while the other group consisted of accordion teachers and professors engaged in institutional teaching on different levels of music education.<br />For the purposes of data collection, the technique of scaling with an appropriate evaluation scale was used. The sample was small, consisting of 30 respondents, some of whom teach the accordion at school while others teach it outside of school. The respondents were selected on the basis of the following criteria: that they have received their music education or gained their work experience as accordion teachers and professors at Music School &bdquo;Isidor Bajic‖ in Novi Sad, and/or that as the accordion teachers/professors they live and work in Novi Sad.</p><p>The teaching aims in the out-of-school and school accordion playing are the same. In regard to certain social forms of work it is noticeable that group work and combination of several forms of work are present in the school environment. The respondents who teach at school put emphasis on the importance of students&lsquo; relying on musical scores in comparison to playing by ear during the learning process. Learning to play by ear is given preference by the respondents who teach outside of school. The methods of motivating students, such as fair evaluation of their achievement, students&lsquo; public performances and an appropriate use of punishment, are preferred in the school type of teaching. All the respondents agree that it is beneficial for students to learn traditional and classical music in parallel have an advantage.</p><p>What is emphasised as an advantage of the out-of-school environment is learning the desired music with a chosen teacher, while in the school learning among the identified advantages are teachers&lsquo; competences, the mandatory records of lessons, obtaining a certificate of school attendance, availability of printed musical scores/textbooks, learning different subjects (music theory, solfeggio) /disciplines which facilitate the overall music development of students, supervision of teaching by professional bodies, obtaining an accordion with a baritone system, as well as the existence of textbooks for the accordion teaching methodology. The respondents who teach outside of school consider that the accordion as an instrument has a higher social status, thus contributing to the financing of performances and media promotion of performers, on the contrary to the predominant opinion of the respondents who teach at school.</p><p>The significance of this doctoral thesis lies in the fact that the learning of the accordion playing is observed from the point of view of ethnomusicology and music pedagogy in an interdisciplinary way providing a complete overview of the subject. The results and data obtained from this research, among other things, bring new insights into the accordion teaching methodology. These insights can serve as a significant document in the strategy of a more dynamic and, in the territory of Serbia, more even introduction of the accordion on all educational levels, bearing in mind the fact that this instrument is present in several music genres.</p>