Title: Preschool – a social language environment and an arena for emergent literacy processes. Author: Martina Norling By focusing on preschool, as an arena for emergent literacy and language learning processes, this thesis put the lens on preschool staff´s approaches and strategies in the social language environment in Swedish preschools. Taking its point of departure in real preschool settings, the overall purpose of this thesis is to develop a greater understanding of this social language environment, with particular emphasis on the quality dimensions of strategies, such as the preschool staff´s sensitivity and approaches in the preschool environment. Two didactic issues are of special importance to the thesis: preschool staff´s descriptions of what kind of strategies and approaches they use in the social language environment as well as how preschool staff support children’s language learning processes in literacy-related activities. The thesis consists of four articles aimed at capturing, variations of dimensions of preschool staff strategies as well as approaches that contribute to highlighting essential strategies for supporting children in the social language environment. The theoretical framework in this thesis consists of social constructivism (Vygotsky, 1997) and bioecological theory (Bronfenbrenner, 2005). The four empirical studies in this thesis have made possible a mixed method design. The data production consists of questionnaires with questions regarding background information of the participants, observation instruments (scoring the quality of the social language environment), focus group interviews, video observations as well as a systematic literature review. In this thesis, three dimensions of preschool staff strategies in social language environment emerged: play strategies, emotional strategies and communicative strategies. The social language environment in Swedish preschool can be described in terms of those three strategy dimensions and continuous interplay processes among children, peers and preschool staff, over time. The quality dimensions of strategies focus, on preschool staff efforts and children’s prerequisites of learning processes, rather than focusing on children’s individual performance. Keywords: Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes

Uppsatsen behandlar musiklärares användning av, eller delaktighet i, ämnesövergripande arbeten i år 6–9 i grundskolan. Studien utfördes under läsåret 2012/2013. Syftet med studien var att undersöka vad det är som påverkar en musiklärare att arbeta ämnesövergripande eller inte. Metoden som tillämpades var kvalitativa halvstrukturerade intervjuer. I studien har åtta musiklärare intervjuats. Informationen från musiklärarna sammanställdes i Engeströms verksamhetsteoretiska modeller. En jämförelse genomfördes mellan en analys av de delar inom verksamheten där musiklärarna upplevde att det inte fanns några ämnesövergripande arbeten alls, eller mycket få sådana, med en där de upplevde att det fanns ämnesövergripande arbeten. Ytterligare en jämförelse skapades genom en analys av hur två av musiklärarna hanterat sitt ämnes delaktighet i ämnesövergripande samarbeten när det gått från en fungerande ämnesövergripande verksamhet till en mindre väl fungerande ämnesövergripande verksamhet. Genom dessa jämförelser framkom att det är främst de skrivna och de oskrivna reglerna på skolan som påverkar om en musiklärare är delaktig eller inte i ämnesövergripande arbeten. Det visas i studien att det oftast inte är den enskilde musiklärarens övertygelse om ämnesövergripande arbeten som är den mest tongivande faktorn ifall de blir av eller inte. / ”Kaleidoscope – a research of music teachers interdisciplinary studies in year 6 – 9” is an independent study at the Master´s level (15 credits) at the Royal College of Music in Stockholm. This study explores music teachers’ involvement in, or usage of, interdisciplinary studies in year 6–9 in Swedish compulsory schools. The research was done during the school year 2012/2013. The purpose of the research was to understand what it is that affect a music teacher to arrange interdisciplinary studies for their students or not. The method used was qualitative semi structured interviews. In the research, eight music teachers have been interviewed. The information from them was put together in Engeströms activity system. A comparison of an analysis, between a system that explains an activity where their does not exist any, or rarely exist any, interdisciplinary studies for the students, and a system where there does exist interdisciplinary studies, was done. Also a comparison of the analysis between two of the music teachers when they move from a system that is arranging interdisciplinary work to one that does not, was done. Thru this comparison reveals that it is mainly the written and non-written rules of the school that affect the presence of interdisciplinary studies or not. The research shows that it is not the individual music teacher’s engagement in the interdisciplinary work, which is the main factor if interdisciplinary studies are done, or not.

This degree project essay examines the literary culture phenomenon known as poetry slam, a competitive format for performance poetry, with the purpose of discussing whether poetry slam could contribute to upper secondary school Swedish teaching or not. The essay consists of two parts, one where poetry slam is presented and one where poetry slam is discussed from a didactic perspective. In the first part, a brief history of poetry slam and its origins in the U.S. is presented, followed by a discussion of the ideology within the slam movement. Furthermore, the set of rules that regulate poetry slams are presented and finally the first part of the essay is ended with a discussion of poetry slam as a poetic genre of its own. The second part starts by presenting and discussing the concept of aesthetic learning processes and how poetry slam might enable such processes. Poetry slam is then related to the Swedish subject syllabus for upper secondary school in order to analyse whether there is any rationale for poetry slam in Swedish teaching or not. Furthermore, poetry slam is related to literacy development, first by discussing creative writing and then by discussing oral performance. The results of the analysis shows that poetry slam is foremost motivated in Swedish teaching as a literary historical content, partly as an opportunity to work with oral performance, and also to cultivate students’ linguistic subjectivity. Poetry slam could possibly enable aesthetic learning processes, although it may be questioned whether poetry slam qualifies as an artistic community professional enough to provide artistic working methods. The very concept of a school poetry slam could also be seen as a contradiction, when considering the slam movement’s self image of counter culture, as schools themselves could be interpreted as dominant literary establishments. Possible pitfalls related to poetry slam in Swedish teaching are the competitive format’s effect on students socio-emotional safety and the scoring system that may be hazardous for students’ linguistic subjectivity. Also, poetry slam may not meet the curricular demands on rhetoric performances which are mandatory in the upper secondary school Swedish courses, and thus questions may be raised if oral poetic performances can be prioritised at the expense of oral rhetoric performances. Moreover, the free, creative space provided to students within creative writing processes puts high demands on the teacher balancing students’ creative freedom, in order to possibly articulate hidden knowledge, with making sure that students do not spend time procrastinating.

Made available in DSpace on 2016-04-27T14:31:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-11-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research aims at discussing matters related to the teaching and learning processes by means of the computer for juvenile offenders who were released under supervision (Release on Recognizance), using as a case study a municipal public school in the city of São Paulo, from 2001 to 2004. The juvenile offenders are young people who committed minor offences but were not taken away from their home, their school, nor their work. The research portrayed, also, the implementation of the pedagogical use of the computer in the municipal public schools of São Paulo. Questions related to the reasons for their committing minor offences were discussed, as well as their difficulties in adapting to life in society. During most part of this research, we tried to know and understand the meaning of the relationships created along the teaching and learning process, especially the positive and relevant ones made possible by the use of the computer. Crime, family structure, public school, low schooling, infantile work, poverty, were constant matters looked at in this study, together with the acknowledgment that there is still a lot to be done, since the complexity of this subject is greater than it was previously thought. Although this study was carried out during three years, it was not possible to reach definite conclusions about the effectiveness of the use of the computer (e.learning) in improving the lives of these students. On the other hand, it is clear that this is one of the alternatives we have to deal with this matter. On trying to deepen the knowledge of juvenile offenders and their education, authors such as Edgar Morin, Francisco Varela, Humberto, Maturana, Jose Seting Brave, Maria Cândida Moraes, Mario Sergio Cortella, Pablo Freire were a source of valuable information. Here is, therefore, an optimistic contribution, though small, in the search of alternatives for adapting young offenders to society / A presente pesquisa tem como propósito principal expor questões relacionadas aos processos de ensino-aprendizagem mediante o uso da informática educativa para jovens em regime de Liberdade Assistida (LA), em uma escola pública municipal da cidade de São Paulo, no período de 2001 à 2004. Os alunos em Liberdade Assistida são jovens que cometeram pequenos delitos, mas não foram afastados do lar, da escola, do trabalho, enfim, do seu meio natural. A pesquisa retratou o processo a implementação do uso pedagógico do computador nas escolas públicas municipais de São Paulo. Foram discutidas algumas questões relacionadas às razões pelas quais estes jovens foram levados à prática das infrações, bem como algumas de suas dificuldades principais na sua adaptação à vida em sociedade. Preocupou-se, na maior parte do tempo de desenvolvimento da pesquisa, em conhecer quais as relações que foram constituídas nos processos de ensino-aprendizagem, principalmente os significados positivos e relevantes que o aprendizado no computador possibilitou. Criminalidade, estrutura familiar, escola pública, baixa escolarização, trabalho precoce, pobreza etc, foram assuntos que se fizeram constantes ao longo deste estudo, bem como a constatação de que muito ainda é preciso ser feito, pois a complexidade da situação dos alunos em (LA) se revelou de maior tamanho do que supúnhamos. Apesar de o presente trabalho ter sido realizado ao longo de três anos, não pudemos chegar a conclusões definitivas a respeito da eficácia dessas tecnologias (informática educativa) na melhoria da condição de vida dos alunos. Constatou-se, de qualquer forma, que este é um dos possíveis caminhos a serem trilhados. Procuramos, assim, aprofundar o conhecimento da problemática envolvendo os jovens infratores, e contribuir, de forma otimista, com alternativas na busca de autonomia, bem estar, e da adaptação desses jovens à sociedade. Para tanto, foram selecionados autores como Edgar Morin, Francisco Varela, Humberto, Maturana, José Armando Valente, Maria Cândida Moraes, Mario Sergio Cortella, Paulo Freire, entre outros, como fonte de referência. Aqui está, pois, uma contribuição otimista, ainda que pequena, perante a um grande problema: jovens infratores

Made available in DSpace on 2017-07-10T16:17:04Z (GMT). No. of bitstreams: 1 1Danieli Winck Iijima.pdf: 1847560 bytes, checksum: 8d14197739931044fcda5790f64526d7 (MD5) Previous issue date: 2014-08-15 / Considering school as an institution responsible for ensuring new generations to acquisition of knowledge historically constructed by mankind was sought, with this research to understand the routines in the teaching and learning processes in the early years of elementary school. We understand routine as those daily, repetitive and regular activities that occur in a particular quotidian, seeking organize it. Was held, in addition to a literature search, which sought to embrace the main authors who discuss this subject: Barbosa (2000), Cavasin (2008), Rodrigues (2009) and Lima (2010), an ethnographic study spanning two municipal schools in the region of Cascavel city. The fieldwork, whose data were collected through observation, using the cursive register technique, aimed to describe the pedagogical activities in the early years of elementary school, focusing on routines. In Phase I, it was observed for three days, the first and second year of elementary of two schools, totaling 48 hours. So it was decided, in phase II, concentrating the 48 hours of observation in a single class. Found a predominance of routines totaling between 52 and 72 percent of other educational activities in school life. Based on observations, the routines were classified as related to the organization of time, space, compliance with school rules and structuring of content. Considering the high frequency of the routines in the pedagogical process, emphasizes the importance of giving them the same treatment given to other activities developed by the teacher, planning them intentionally. Dialogues in the sense that, by targeting the formative aspect in education, routines can be constituted both an educational category that contributes to students learn the scientific knowledge, which process, school is responsible; as unlike can characterize an activity that hinders the learning process, making it uninteresting and boring, if not planned and diversified. / Ao considerar a escola como instituição responsável por garantir às novas gerações a apropriação dos conhecimentos historicamente construídos pela humanidade, buscou-se, com esta pesquisa compreender as rotinas presentes nos processos de ensino e de aprendizagem nos anos iniciais do Ensino Fundamental. Entendem-se como rotinas aquelas atividades diárias, repetitivas e regulares que ocorrem em um determinado cotidiano, buscando organizá-lo. Realizou-se, além de uma pesquisa bibliográfica, que buscou abarcar os principais autores que discutem essa temática: Barbosa (2000), Cavasin (2008), Rodrigues (2009) e Lima (2010), uma pesquisa etnográfica abrangendo duas escolas municipais da região de Cascavel. A pesquisa de campo, cujos dados foram coletados por meio da observação, utilizando a técnica do Registro Cursivo, objetivou descrever as atividades pedagógicas desenvolvidas nos anos iniciais do Ensino Fundamental, com foco nas rotinas. Na fase I, observou-se durante três dias, o primeiro e o segundo ano do Ensino Fundamental de duas escolas, totalizando 48 horas. Optou-se, então, na fase II, por concentrar às 48 horas de observação em uma única turma. Constatou-se o predomínio das rotinas totalizando entre 52 e 72 por cento das demais atividades pedagógicas desenvolvidas no cotidiano escolar. Com base nas observações realizadas, as rotinas foram classificadas como referentes à organização do tempo, do espaço, ao cumprimento das normas escolares e à estruturação dos conteúdos. Considerando-se a alta frequência das rotinas no processo pedagógico, ressalta-se a importância de se dar a elas o mesmo tratamento atribuído às demais atividades desenvolvidas pelo professor, planejando-as intencionalmente. Dialoga-se no sentido de que, ao visar o aspecto formativo na educação, as rotinas podem constituir-se tanto em uma categoria educativa que contribua para que os alunos apropriem-se dos conhecimentos científicos por cujo processo a escola é responsável, quanto ao contrário, podem caracterizar uma atividade que dificulta o processo de aprendizagem, tornando-o desinteressante e enfadonho, caso não sejam planejadas e diversificadas.

Objective. To document the type and extent of active-learning techniques used in US colleges and schools of pharmacy as well as factors associated with use of these techniques. Methods. A survey instrument was developed to assess whether and to what extent active learning was used by faculty members of US colleges and schools of pharmacy. This survey instrument was distributed via the American Association of Colleges of Pharmacy (AACP) mailing list. Results. Ninety-five percent (114) of all US colleges and schools of pharmacy were represented with at least 1 survey among the 1179 responses received. Eighty-seven percent of respondents used active-learning techniques in their classroom activities. The heavier the teaching workload the more active-learning strategies were used. Other factors correlated with higher use of active-learning strategies included younger faculty member age (inverse relationship), lower faculty member rank (inverse relationship), and departments that focused on practice, clinical and social, behavioral, and/or administrative sciences. Conclusions. Active learning has been embraced by pharmacy educators and is used to some extent by the majority of US colleges and schools of pharmacy. Future research should focus on how active-learning methods can be used most effectively within pharmacy education, how it can gain even broader acceptance throughout the academy, and how the effect of active learning on programmatic outcomes can be better documented.

No description available.

Face aux nombreuses difficultés environnementales et sociales auxquelles l'agriculture doit faire face, des pratiques basées sur la gestion de processus écologiques ont été proposées comme des solutions possibles. Or de telles pratiques, dites agroécologiques, ne peuvent résulter d'une simple application de recettes techniques, et doivent être développées en lien étroit avec les caractéristiques écologiques et autres du système géré par chaque agriculteur. En conséquence, il est nécessaire d'envisager une évolution du système de production et de diffusion de savoirs, avec en particulier une place importante à donner aux agriculteurs eux-mêmes dans le développement de leurs propres pratiques. L'objectif de cette thèse est donc de mieux comprendre comment les agriculteurs apprennent à développer des pratiques agroécologiques, afin de contribuer à l'accompagnement d'autres agriculteurs dans leur propre transition vers ce type de pratiques. Nous nous concentrons sur l'agriculture de conservation, qui se fonde sur trois grands principes : la réduction du travail du sol, la diversification des cultures et la couverture permanente du sol. A l'aide d'éléments théoriques issus de la philosophie pragmatiste, nous analysons qualitativement des entretiens réalisés chez des agriculteurs expérimentés en agriculture de conservation dans plusieurs régions de France. Cela nous amène dans un premier temps à proposer un cadre pour décrire les processus d'apprentissage et les jugements pragmatiques qui se développent au cours de ceux-ci. Nous précisons ensuite les évolutions possibles des jugements pragmatiques, et les particularités des processus d'apprentissage qui permettent ces différentes évolutions. Enfin, nous nous intéressons à la diversité entre agriculteurs dans les façons d'apprendre, notamment en mettant en regard les différentes trajectoires de changements vers l'agriculture de conservation. Nos résultats nous amènent à proposer des pistes pour l'accompagnement de l'apprentissage des agriculteurs : nous suggérons entre autres qu'il est important de valoriser la diversité des façons d'apprendre, mais sans chercher à la réduire à des styles d'apprentissage fixes, et nous proposons une application possible de la théorie de la communication engageante pour participer à l'accompagnement vers des pratiques d'agriculture de conservation. Enfin, nos résultats nous amènent à réfléchir à l'agroécologie non pas seulement comme un objectif du développement agricole, mais aussi comme un moyen de développement pour les individus. / Agriculture is facing multiple environmental and social challenges; in order to address them, practices based on the management of ecological processes have been pointed out as possible solutions. Such practices, known as agroecological, cannot be the result of a simple application of technical recipes: they must be developed locally, in close interaction with the ecological characteristics of the system managed by each farmer. Consequently, it is necessary to consider the evolution of the knowledge production and diffusion system, with the farmers as developers of their own practices having an especially important role. Therefore, the goal of this work is to better understand how farmers learn to develop agroecological practices in order to contribute to the support of other farmers in their own transition towards similar practices. We focus on conservation agriculture, which is based on three main principles: reduction of soil disturbance, crop diversification, and permanent soil cover. With the help of theoretical elements grounded in pragmatist philosophy, we qualitatively analyze interviews conducted with farmers experienced in conservation agriculture in different regions of France. This leads us to the proposal of a framework to describe the learning processes and the pragmatic judgements that develop along these processes. We then specify the possible developments of pragmatic judgements, and the specificities of the learning processes that allow such changes. Finally, we focus on individual characteristics of the learning processes, studying them partly through contrasting farmers' trajectories of changes toward conservation agriculture practices. Our results enable us to make different suggestions for the support of farmers' learning: we argue that it is important to take into account the diversity of learning processes without reducing it into a typology of learning styles, and we discuss a possible application of the binding communication theory to facilitate the transition toward conservation agriculture practices. Ultimately, our results suggest that we should think about agroecology not only as a goal for agricultural development, but also as a means for the development of individuals.

<p>In this study we wanted to have a closer look at how a specific working team of pedagogues in the senior part of elementary school works with student influence through a pedagogical concept created by themselves. We have used qualitative interviews as a method to achieve relevant information from the pedagogues, and from students teached by the same.</p><p>The purpose of the study was to investigate how the working team, through the concept, pursue real student influence within different school subjects and how the individual student is favored in his/her learning process. Another intention was to find out to what extent the students experience this influence. We also wanted to elucidate the advantages as well as the disadvantages of this concept, and to shed some light on how the informants view the future development of the concept.</p><p>The result shows that consensus prevails to a large extent among teachers and students regarding the signification of real student influence in the everyday learning situation. It also appears that the students’ abilities to exercise influence vary between different school subjects. The students seem to have understood and accepted the reasons for this.</p><p>The interaction between traditional teaching (in certain subjects) and the concept has resulted in the fact that students have succeeded in their learning process to a larger extent and that their engagement and sense of responsibility have increased significantly.</p>

The first goal of the present work focuses on the need for different rationing methods of the The Global Change and Financial Transition (GFT) work- ing group at the Potsdam Institute for Climate Impact Research (PIK): I provide a toolbox which contains a variety of rationing methods to be ap- plied to micro-economic disequilibrium models of the lagom model family. This toolbox consists of well known rationing methods, and of rationing methods provided specifically for lagom. To ensure an easy application the toolbox is constructed in modular fashion. The second goal of the present work is to present a micro-economic labour market where heterogenous labour suppliers experience consecu- tive job opportunities and need to decide whether to apply for employ- ment. The labour suppliers are heterogenous with respect to their qualifi- cations and their beliefs about the application behaviour of their competi- tors. They learn simultaneously – in Bayesian fashion – about their individ- ual perceived probability to obtain employment conditional on application (PPE) by observing each others’ application behaviour over a cycle of job opportunities. / In vorliegender Arbeit beschäftige ich mich mit zwei Dingen. Zum einen entwickle ich eine Modellierungstoolbox, die verschiedene Rationierungs- methoden enthält. Diese Rationierungsmethoden sind entweder aus der Literatur bekannt, oder wurden speziell für die lagom Modellfamilie ent- wickelt. Zum anderen zeige ich, dass man mit Hilfe von Rationierungsmetho- den aus der Modellierungstoolbox einen fiktiven Arbeitsmarkt modellie- ren kann. Auf diesem agieren arbeitssuchende Agenten, die heterogen im Bezug auf ihre Qualifikation und ihre Vorstellungen über das Bewerbungs- verhalten ihrer Konkurrenten sind. Sie erfahren aufeinanderfolgende Job- angebote und beobachten das Bewerbungsverhalten ihrer Konkurrenten, um in Bayesianischer Weise über ihre individuelle Wahrscheinlichkeit eine Stelle zu erhalten zu lernen.