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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 7 of 7 (0.058 seconds)| 1 |
Combining 'phonics' and 'whole language' approaches in teaching reading : a case study of Phenduka Literacy Project in an Alexandra school.Murahwa, Sindisiwe 10 February 2009 (has links)
This research report is a case study, the aim of which is to describe and analyse the
methods used by a non-profit organization in teaching Grade Seven (7) learners with
reading difficulties in an Alexandra Township school, by using a combination of the
whole language and phonics approaches. It involves Phenduka Literacy Project
facilitators immersed in a two to three week literacy intervention with an average of 30-
35 Grade 7 learners at Dr Knak Primary School. The aim of the Phenduka programme
is to improve learners’ levels of reading so that they can meet the demands of high
school education. Data was collected by analysing the teaching material, carrying out
semi-structured interviews with Phenduka facilitators, and observing the facilitators at
work. The findings revealed that there is no one suitable method for teaching reading;
rather, using an integrated approach would bear much fruits. It is envisaged that the
findings of this study would enlighten teachers in disadvantaged communities in South
Africa who face the same scenario of dealing with poor readers and using limited
teaching/learning resources.
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The interplay between teachers and texts in adult basic education and training (ABET) : a case study.Steinberg, Carola 22 May 2013 (has links)
This research report explores the implications of one central question: ‘In what ways can course materials support and improve ABET teachers’ ability in the classroom and what are the limits of that support?’ Methodologically it is an ethnographic case study of five teachers at company literacy programmes using The ELP English Literacy Course for Adults to prepare learners for examinations at ABET English Communications Levels 1&2. Conceptually it makes use of Shirley Grundy’s exposition of different paradigms for thinking about curriculum and Jean Lave’s notion of learning in a community of practice. It portrays literacy as a social practice in which people learn to master skills, make decisions about the applications of those skills and develop an emancipatory awareness. The research enables insights into the relationship between ABET teachers and texts, outlining their respective responsibilities and some implications for thinking about ABET teacher development.
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Projeto de letramento na sala de aula: uma experiência com leitura de gêneros textuaisSilva, Elaine Cristine Fernandes da 19 March 2015 (has links)
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Previous issue date: 2015-03-19 / This study was part of the reading line of research, writing and Portuguese Language Teaching, the Portuguese Language Program at the Pontifícia Universidade Católica de São Paulo, with a focus on reading focused on the development of a literacy project through genres textual. The overall objective is to contribute to the expansion of the learner's knowledge to act and interact critically in specific contexts. The specific objectives are: 1) to see how our work as teaching being can contribute to the reader and critical training of students through proposals for literacy projects; 2) to propose educational activities for the learner, contact the textual genres, can handle the language in its various contexts in order to act and interact with real communication practices. This research is justified because our practice of classroom has shown us that learners of high school have difficulties to read, understand genres and participate competently in various social practices. Having the hypothesis that the practices of reading and literacy through genres, may contribute to the formation of critical learner we had as a reference for Solé reading approach (2007 [1998]), Smith (2000), Kleiman (1998, 2000, 2004 and 2013), Zanotto (1984), Moita Lopes (1996 and 2002), Bakhtin (2000), Koch (2002), Koch and Elias (2011). For the learner, contact genres, can handle the language in its various contexts in order to act and interact with real communication practices, we made use of the assumptions of genres of Marcuschi (2007 and 2008), Santos (2006 ), Antunes (2002) and the work of Dolz & Scheneuwly (2004 and 2010). With regard to new technologies and genres multisemiotic, consider the ideas of Santos (2002), Rojo (2012), Coscarelli (1999) and Bezerra (2008). This paper is a case study, based on observation and description of a phenomenon in specific context, as Flick (2004), Silva and Menezes (2001), Lüdke & Andrew (2001), Chizzotti (2005), Appolinário (2004) , Triviños (1987) and Andrew (2005). The results showed that the literacy project, based on the genres, contributes to the formation of competent and critical reader, allowing the learner to act in different social demands / Este estudo está inserido na linha de pesquisa de Leitura, Escrita e Ensino de Língua Portuguesa, do Programa de Língua Portuguesa, da Pontifícia Universidade Católica de São Paulo, com enfoque na leitura voltada para o desenvolvimento de um projeto de letramento, por meio de gêneros textuais. O objetivo geral do trabalho é contribuir para a ampliação do conhecimento do aprendente para agir e interagir de modo crítico em contextos específicos. Os objetivos específicos são: 1) verificar como a nossa atuação como ensinante pode contribuir para a formação leitora e crítica dos alunos por meio de propostas de projetos de letramento; 2) propor atividades pedagógicas para que o aprendente, em contato com os gêneros textuais, possa lidar com a língua em seus diversos contextos visando a agir e interagir com práticas reais de comunicação. Esta pesquisa se justifica porque a nossa prática de sala de aula tem nos mostrado que os aprendentes do Ensino Médio têm dificuldades de ler, interpretar gêneros textuais e participar, de modo competente, em práticas sociais diversas. Tendo por hipótese que as práticas de leitura e letramento, por meio de gêneros textuais, podem contribuir para a formação crítica do aprendente, tivemos como referência para a abordagem de leitura Solé (2007[1998]), Soares (2000), Kleiman (1998, 2000, 2004 e 2013), Zanotto (1984), Moita Lopes (1996 e 2002), Bakhtin (2000), Koch (2002), Koch e Elias (2011). Para que o aprendente, em contato com gêneros textuais, possa lidar com a língua em seus diversos contextos visando a agir e interagir com práticas reais de comunicação, valemo-nos dos pressupostos de gêneros textuais de Marcuschi (2007 e 2008), Santos (2006), Antunes (2002) e aos trabalhos de Dolz & Scheneuwly (2004 e 2010). No que diz respeito às novas tecnologias e os gêneros multissemióticos, consideramos as ideias de Santos (2002), Rojo (2012), Coscarelli (1999) e Bezerra (2008). O presente trabalho é um estudo de caso, fundado na observação e descrição de um fenômeno em contexto específico, conforme Flick (2004), Silva e Menezes (2001), Lüdke & André (2001), Chizzotti (2005), Appolinário (2004), Triviños (1987) e André (2005). Os resultados obtidos demonstram que o projeto de letramento, tendo por base os gêneros textuais, contribui para a formação de leitor competente e crítico, propiciando que o aprendente atue nas diversas demandas sociais
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A construção de sujeitos críticos em um projeto vivencial de letramentoSouza, Franceli Rodrigues de 25 September 2013 (has links)
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Previous issue date: 2013-09-25 / This work aims to understand literacy experiences able to lead children to a critical and reflexive perspective about what they experience in school literacy practices (BUNZEN, 2010; TINOCO, 2008). Considering this social context, transformations are analyzed in written reports by children of 3rd year Basic Teaching, with the realization of a Literacy Project (Projeto Vivencial de Letramento), in 2012, from a situated practice, which values the immersion in significant Literacy practices. The theoretical bases of the research are the Principles of the Pedagogy of Multiliteracies (THE NEW LONDON GROUP, 2000) and in the dialogical approach to language (BAKHTIN, 2011; SOBRAL, 2009; BRAIT, 2009; ZANDWAIS, 2009). As for methodology, the research adopts the qualitative method and is characterized as an interventional research-action, done in Pelotas, Rio Grande do Sul. Among several instruments for data generation, we privileged as a focus for analysis written reports and oral interviews. We seek to identify enunciative marks in the reports and in words of studied pupils, which were indicating possible demonstrations of the principles of the Pedagogy of Multiliteracies (THE NEW LONDON GROUP, 2000): situated practice, explicit instruction, critical framing and transformative practice, which summarized in the context of the research the set of relationships appropriated for the processes of teaching and learning. By means of the comparison of the positions of pupils in the beginning and the end of the process with the Project, coming from the reports and the interviews, the practices evidence showed to be transformed/transformative thanks to the contextualization of the practices in real learning contexts / O presente trabalho tem como objeto de estudo compreender experiências de letramento, capazes de conduzir crianças a uma perspectiva crítica e reflexiva sobre o que elas vivenciam em práticas de letramento escolar (BUNZEN, 2010; TINOCO, 2008). Considerando esse contexto social, são analisadas transformações nos discursos escritos, de crianças de um 3º ano do Ensino Fundamental, com a realização de um Projeto Vivencial de Letramento, em 2012, a partir de uma prática situada, que valoriza a imersão em práticas significativas de letramento. A fundamentação teórica da pesquisa centra-se nos Princípios da Pedagogia dos Multiletramentos (THE NEW LONDON GROUP, 2000) e na abordagem dialógica da linguagem (BAKHTIN, 2011; SOBRAL, 2009; BRAIT, 2009; ZANDWAIS, 2009). Quanto à metodologia, essa pesquisa adota o método qualitativo e caracteriza-se como uma pesquisa-ação de intervenção, encaminhada em Pelotas, no Rio Grande do Sul. Dentre vários instrumentos de geração de dados, privilegia-se como foco de análise, neste trabalho, relatórios escritos e entrevistas orais. Buscamos identificar marcas enunciativas nos relatórios e nas falas dos alunos, as quais indicassem possíveis manifestações dos princípios da Pedagogia dos Multiletramentos (THE NEW LONDON GROUP, 2000): prática situada, instrução explícita, enquadramento crítico e prática transformadora, os quais sintetizaram no âmbito dessa pesquisa, o conjunto de relações apropriadas para os processos de ensino e aprendizagem. Através da comparação das posições dos alunos no início e no final do processo com o Projeto Vivencial de letramento, advindas dos relatos e das entrevistas, verificou-se a evidência de práticas transformadas/transformadoras, através da contextualização das práticas em contextos reais de aprendizagem
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Leitura na escola: análise de um projeto literário / Reading in school: analysis of a literacy projectDamasceno, Ana Maria 19 April 2010 (has links)
The theme of this work is related to the teaching of literature in school, especially
in high school. This study had as a general purpose to assess to what extent the
Literary Project that has being developed at the State School Tarcísio Soares
Palmeira, located in São Miguel dos Campos - AL. has contributed to the
development of reading among his students. More specifically, this research was
carried out in order to analyze and evaluate the literary project conducted in 2008,
to determine whether this project has contributed to the literary consciousness of
students through the assessment revealed by teachers and students of that
school. The survey is a case study, in which the author counted on with the
participation of 265 students and 9 teachers. The methodology used three
instruments to collect data: observation of the context of the practice of the
Literary Project; questionnaires answered by the students and teachers, as well
as interviews that were carried out in order cross data about the informants’
opinions and expectations. The research involved quantitative data, document
analysis, tabulation and analysis of results. The results showed that the Literary
Project developed by that school was a positive teaching and learning experience
of reading and has contributed significantly to the development of the literary
awareness among the students involved in the project. However, it was verified
that there are still some issues considered critical that need to be reflected by the
school community, to improve the development process of future projects. / O tema desta dissertação relaciona-se ao ensino da literatura na escola,
especialmente no ensino médio. Este estudo teve como propósito geral avaliar em
que medida o Projeto Literário que vem sendo desenvolvido na Escola Estadual
Tarcísio Soares Palmeira, situada no município de São Miguel dos Campos - AL.
tem contribuído para o desenvolvimento da leitura entre seus alunos. Mais
especificamente, esta pesquisa teve como objetivo analisar e avaliar o projeto
literário realizado no ano de 2008, no sentido de averiguar se o referido projeto tem
contribuído para o letramento literário dos alunos através da avaliação revelada por
professores e alunos dessa escola. A pesquisa realizada é um Estudo de Caso, que
contou com a participação de 265 alunos e 9 professores. A metodologia utilizou
três instrumentos para coleta de dados: a observação do contexto da prática do
Projeto Literário, os questionários respondidos pelos alunos, professores e as
entrevistas que foram realizadas para cruzar dados a respeito das opiniões e
expectativas dos informantes. A pesquisa envolveu o levantamento quantitativo de
dados, análise documental, tabulação e análise dos resultados. Os resultados
apresentados mostraram que o Projeto Literário desenvolvido pela referida escola foi
uma experiência positiva de ensino e aprendizagem da leitura, tendo contribuído
significativamente para o desenvolvimento da consciência literária dos alunos
envolvidos no projeto. Entretanto, foi verificado que ainda há algumas questões
consideradas críticas que precisam ser refletidas pela comunidade escolar, para
melhorar o processo de desenvolvimento dos futuros projetos.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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