Yes / Assess feasibility, acceptability and costs of delivering a physically active lessons (PAL) training programme to secondary school teachers and explore preliminary effectiveness for reducing pupils' sedentary time. Secondary schools in East England; one school participated in a pre-post feasibility study, two in a pilot cluster-randomised controlled trial. In the pilot trial, blinding to group assignment was not possible. Across studies, 321 randomly selected students (51% male; mean age: 12.9 years), 78 teachers (35% male) and 2 assistant head teachers enrolled; 296 (92%) students, 69 (88%) teachers and 2 assistant head teachers completed the studies. PAL training was delivered to teachers over two after-school sessions. Teachers were made aware of how to integrate movement into lessons; strategies included students collecting data from the environment for class activities and completing activities posted on classroom walls, instead of sitting at desks. Quantitative and qualitative data were collected to assess feasibility and acceptability of PAL training and delivery. Outcomes were assessed at baseline and ~8 weeks post-training; measures included accelerometer-assessed activity, self-reported well-being and observations of time-on-task. Process evaluation was conducted at follow-up. In the feasibility study, teachers reported good acceptability of PAL training and mixed experiences of delivering PAL. In the pilot study, teachers' acceptability of training was lower and teachers identified aspects of the training in need of review, including the outdoor PAL training and learning challenge of PAL strategies. In both studies, students and assistant head teachers reported good acceptability of the intervention. Preliminary effectiveness for reducing students' sedentary time was not demonstrated in either study. No evidence of preliminary effectiveness on the primary outcome and mixed reports of teachers' acceptability of PAL training suggest the need to review the training. The results do not support continuation of research with the current intervention. ISRCTN38409550.

Yes / A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two—dominated by maths and English—were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA. / This research was funded by Redcar and Cleveland Borough Council.

The purpose of this study was to investigate the use of verbal communication and vocal performance during university-level applied studio voice lessons. Specific emphasis lay on the relationship between verbal communication, vocal performance, and instructional segments as defined by technical and song literature vocal repertoire.

For many centuries, children have known fairytales. Whether they were read to them by their parents, or whether they have been exposed to them through Disney movies and other adaptations; one cannot ignore that they have become an integral part of one's childhood memories. However, one often tends to forget the didactic nature of those fairytales and the real life fairies that created them, for they were and remain educators. While uncovering the lives of those famous female writers of the late seventeenth-century, one will be able to better grasp the environment in which they lived and thus will understand the context in which their tales were written, the educating lessons that they were trying to convey, and the universal moralities that remain forever engraived in history. These women were educators, and so were their fictional fairies; for they conveyed information. onto others, just like a teacher conveys inform~tion to a student. They wanted to be heard, and their tales, for this reason, will forever remain timeless.

Handreichung für Lehrer zur Durchführung einer Unterrichtseinheit mit Stundenverlaufsplanung und Materialien. Gegenstand der Unterrichtseinheit ist es, mit den Schülern den Weg zum mittelalterlichen Text über die Rezeption des Textes in Schulbüchern aus der Zeit des Nationalsozialismus und aus der DDR zu vollziehen.

This ethnographic study describes the teaching and learning experiences of private music teachers, students, and students’ parents among the Taiwanese Canadian community in Greater Vancouver, British Columbia, Canada. The following elements are examined in this study: the context of private music lessons of Taiwanese Canadians; the private music teaching and learning experience of Taiwanese Canadians; the cultural beliefs underpinning Taiwanese Canadian private music lessons; and the valuing of private music lessons by Taiwanese Canadians. Five Taiwanese Canadian private music teachers and five of their students and the students’ parents living in Greater Vancouver, British Columbia participated in this research. Data were collected through formal and informal interviews and observations of video-recorded lesson. The findings indicate that the context of Taiwanese Canadian private music lessons is similar to that of the Western private music lessons, a consequence of the emphasis on the talented and Western teaching styles in private and school music education in Taiwan. Cultural values nevertheless have a strong but unacknowledged influence in the private music lessons of Taiwanese Canadians. The Confucian value of obedience to authority and a desire for Western independence are the two seemingly conflicting values that surfaced in the study. Taiwanese Canadians private music teachers teach to remove students’ doubts about music. The students, on the other hand, learn to put the skills and knowledge they have acquired during their private music lessons into practice. In addition, parents were involved in the private music lessons through various interactions associated with “pei.” Engaging their children in private music teaching and learning represents a status symbol for Taiwanese Canadians. Lastly, teaching privately is often a fall back job which provides financial security for private music teachers.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-04T15:30:23Z No. of bitstreams: 1 Jose B Damasceno Junior.pdf: 1891815 bytes, checksum: 03363a3789637e84b97afceb57e7fcb7 (MD5) / Made available in DSpace on 2017-04-04T15:30:23Z (GMT). No. of bitstreams: 1 Jose B Damasceno Junior.pdf: 1891815 bytes, checksum: 03363a3789637e84b97afceb57e7fcb7 (MD5) Previous issue date: 2016-02-26 / The subject lessons learned in projects has been more and more relevant nowadays, considering the adoption on institutions and a growing number of academic researches. Models for lessons learned management have been developed, supported by processes and tools such as social software (eg, Wikis, Blogs, Microblogging ...). Considering the software adoption problem or the lack of processes and tools for managing lessons learned in institutions and carrying on Rose’s research project (2015) whom developed a model for management of lessons learned, the Target 2.0, this study’s main objective is to validate such a model in action on a public safety government institution. A Wiki page has been developed to promote the management of lessons learned in a project at this institution. This work was developed based on the Design Science Research (DSR) paradigm and the Technical Action Research (TAR) method. The results suggests increments to the validated artifact on the lessons learned list of processes during the phases of the project’s life cycle, while the usefulness and ease of use of the Wiki were recognized by those involved they also pointed to the positive effect on the efficiency and effectiveness of the processes and project activities. This research presents itself as unique and useful. The uniqueness is because the Target 2.0 had not yet been validated on the field, so it is unprecedented. Its usefulness is shown by the fact that the public safety government institution will make use of this Wiki in the upcoming issues of the Quality Award project. The contribution to the theory happens as it is confirmed that investing into the adoption of tools and techniques is essential, and that it is also possible to innovate in the Brazilian’s public safety sector by using good practices, that keeping people aligned is fundamental to the lessons learned management in projects. It shows that: 1. the implementation phase of the project life cycle allows for a greater collection of lessons learned; 2. the perception of the existence of new tools can promote greater social collaboration of information about projects; and 3. beyond the importance of raising awareness, a lessons learned policy is needed. The practical contribution lies on the adoption of a model of lessons learned management in projects, which was pioneered in that institution. / Cada vez mais o tema lições aprendidas em projetos vem se fazendo presente, haja vista a sua abordagem nas instituições e a crescente produção de pesquisas acadêmicas. Modelos para gestão de lições aprendidas vêm sendo desenvolvidos, apoiados em processos e ferramentas como os softwares sociais (e.g. Wikis, Blogues, Microblogues...). Considerando o problema do desuso ou desconhecimento de processos e ferramentas para a gestão de lições aprendidas em instituições, e dando continuidade ao projeto de pesquisa de Rosa (2015), que desenvolveu um modelo Target para gestão de lições aprendidas, este trabalho tem como objetivo principal validar tal modelo na prática em uma instituição governamental de segurança pública. Uma página Wiki foi desenvolvida para promover a gestão de lições aprendidas em um projeto nesta instituição. Este trabalho foi desenvolvido baseado no paradigma de pesquisa Design Science Research (DSR) e no método de pesquisa Technical Action Research (TAR). Os resultados sugerem incrementos ao artefato validado nos processos de liçoes aprendidas por fase do ciclo de vida do projeto, enquanto a utilidade e facilidade no uso da Wiki foram reconhecidos pelos envolvidos que, também, consideram haver efeito positivo na eficácia nos processos e atividades do projeto. Este trabalho de pesquisa se apresenta como original e útil. A originalidade se caracteriza pelo fato que o Target não havia sido ainda validado na prática, portanto, inédito. Já a sua utilidade se comprova pelo fato que a instituição governamental de segurança pública fará uso da Wiki nas próximas edições do projeto no qual o Target foi validado. A contribuição para a teoria ocorre à medida que se confirma que investir na adoção de técnicas e ferramentas em projetos é fundamental, que é possível inovar na segurança pública brasileira por meio das boas práticas de projetos, que o alinhamento das pessoas é fundamental para a gestão de lições aprendidas em projetos, que a fase de execução do ciclo de vida do projeto permite uma maior coleta de lições aprendidas em projetos, que a percepção da existência de novas ferramentas podem promover uma maior colaboraçao social de informações sobre projetos e que além da importância do processo de conscientizar, uma política para a prática de lições aprendidas se faz necessária. Já a contribuição para a prática se apresenta na adoção de uma sistemática para gestão de lições aprendidas em projetos, inédita naquela instituição.

Portrait of Your Stream (POYS) is a stream ecology and student action program designed for use with middle-school students. The program is correlated with learning cycle pedagogical methods emphasizing student-centered lessons and activities in both classroom and outdoor settings. Implementation of a pilot program in the Fall semester of 1999 was used to collect formal and informal responses and data from students and teachers. Data included changes in student knowledge, skills and attitudes and were analyzed for determination of the success of program objectives and modifications to the program. The final POYS program is currently distributed and administered by the Botanical Research Institute of Texas.

Studiens syfte var att undersöka och analysera hur gitarrlärare iscensätter övningsstrategier i enskild undervisning på gymnasial nivå eller motsvarande. I studien har ett multimodalt och designteoretiskt perspektiv använts. Relevant har varit att observera hur lärare, medvetet eller omedvetet, använder olika teckensystem för att gestalta tänkbara övningsstrategier i undervisningssituationer. I studien har videoobservation använts som metod och tre gitarrlärare har observerats vid varsitt lektionstillfälle. Urvalet har bestått av lärare från två olika musikskolor samt en privatlärare. Undervisningen har bedömts vara på gymnasial nivå eller högre. Resultatet belyser på vilket sätt många olika teckensystem används parallellt för iscensättandet, och vilka typer av strategier de kan sägas representera. I studien identifieras två huvudtyper av iscensättande; det performancebaserade och det pedagogiska. I studiens avslutande diskussion problematiseras hur dessa kan ha potentiella för- och nackdelar för enskilt övande. / The purpose of the study was to examine and analyse how teachers present strategies for practice within single student guitar lessons on a level corresponding to that of the Swedish gymnasium. In this study, a multimodal and design theoretic perspective was used. It has been relevant to observe how guitar teachers, on a conscious or unconscious level, utilize different sign systems to stage possible strategies for practice in these situations. In the study, video observation has been used as a method, and three teachers has been observed, each for the duration of one lesson each. The selection has consisted of guitar teachers from two separate music schools and one private teacher. The teaching has been estimated to be on the level of the Swedish gymnasium or higher. The results highlight how different sign systems are used together for staging, and what types of strategies they can be seen to represent. In the study identifies two types of presentations are identified; the performance-based and the pedagogic. In the study’s final chapter their potential advantages and disadvantages in individual instrumental practice are discussed.

The diploma thesis focuses on teaching of solo singing at primary art schools according to the Framework Educational Programme. The aim of the work is to prove the need to synthesize professional and practical point of view on this field of study and provide a clear comprehensive material for future teachers of singing. Stating the records of attended lessons of singing and of my own taught lessons we show that the linking of the two views is for singing teaching practice experience required. The theoretical basis of the work are chapters that deal with interpretation of professional sub-folders singing with the methodological notes with respect to the expected outcomes from the Framework Educational Programme. In annex we present musical material that is the subject of training repertoire recorded singing lessons. The thesis contains a written record of the interview with the teacher of solo singing MgA. Daniela Šimůnková-Štěpánová.