Made available in DSpace on 2014-07-29T15:13:51Z (GMT). No. of bitstreams: 1 Sonia.pdf: 3489157 bytes, checksum: 5fb96de31282866dcdac88be0de8a8ce (MD5) Previous issue date: 2009-08-10 / This research is linked to the Public Politic Project and Infant Education in Goiás: history, conceptions, projects and practices and to the line of research Formation and Professionalization of Teachers from Faculty of Education at Federal University of Goias. It aims to investigate the place of the six-year-old child on the Nine-year Elementary School in a Municipal school in Goiânia. This is na ethnographic research based on the dialectical materialism method with Socio-Historical approach and on the writings of the following authors: Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). A mapping of the theses and dissertations deposited in Capes from 2002 to 2006 dealing with themes related to this research was done in order to verify the relevance and the pertinence of the research. The conceptions of Infancy were situated historically through the analysis of the theses and dissertations to comprehend its place in history, its vinculation to the school context and to select the paradigms that guide the current school and that define the place of child in this space. Legal orientations that determine the inclusion of the six-year-old child in the Elementary School were discussed in order to understand the place of Infancy deliberated by legal procedures as well as the Pedagogic proposal of the Municipal Education Bureau to understand the conceptions of Infancy and Education that guide the work developed in schools. In order to apprehend the concrete real , the conceptions of Infancy and Education and their implications to the school quotidian were analysed having in mind the representation objectivated by the six-year-old child about him(her)self when starting Elementary School. The child speech was analysed aiming to understand the place attributed to the child by school and the place claimed by her(him)self. In this process categories as escolarization and issues related to this concept of Zone of Proximal Development and Discipline were highlighted. Another concept that emerged in the dialogic interaction with children and with adult was Ludicity when teacher or child-directed play was proposed. Some intervenient factors such as: Religiosity and Sexuality were also analysed. After this study it was possible to comprehend that the six-year-old child demands an education that is differentiated from the traditional one offered by the Elementary School.This study presented some considerations and among them that the the six-year old child lost his/her place historically instituted , the Infantile Education, that has been studied by various researchers in order to qualify this space, so that the specifity of the child could be respected and also to propose a teaching based in an omnilateral perspective.This is the place defended by the six-year old child. He/she demands a differentiated education from the Elementary school. The child has searched his/her space by the speech, cry, agressivity and indiscipline. It is necessary to listen to the child. And based on this listening it is necessary that the Municipal Education Secretary and schools start a critical and democratic debate aiming to analyse and guarantee an educational space to fulfill the child wishes and needs, that offers a meaningful and ludic learning and to propiciate his/her development. / Essa pesquisa vincula-se ao Projeto Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas e à linha de pesquisa Formação e Profissionalização Docente da Faculdade de Educação da UFG. Tem como objeto investigar o lugar da criança de seis anos no Ensino Fundamental de nove anos em uma escola da Rede Municipal de Goiânia. É uma pesquisa do tipo etnográfico, baseada no método materialista histórico-dialético e com a abordagem sócio-histórica, compreendida, principalmente, a partir das obras de Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). Verificou-se a pertinência e relevância da pesquisa por meio de um mapeamento das teses e dissertações, depositadas na Capes entre 2002 e 2006, que abordam temas conexos à presente pesquisa. A partir da análise das teses e dissertações selecionadas, situaram-se historicamente as concepções de infância para compreender o seu lugar na história, sua vinculação ao contexto educativo escolar e levantar os paradigmas que norteiam a escola atual e que definem o lugar da criança nesse espaço. Discutiram-se as orientações legais que determinam a inclusão da criança de seis anos no Ensino Fundamental, para entender o lugar da infância, deliberado pelas vias legais, como também a proposta pedagógica da Secretaria Municipal de Educação, com o intuito de compreender as concepções de infância e educação que orientam o trabalho desenvolvido nas escolas. Para apreender o real concreto, analisaram-se as concepções de infância e educação e suas implicações no cotidiano escolar, tendo em vista as representações objetivadas pela criança de seis anos a respeito de si mesma, ao iniciar o Ensino Fundamental. Com esse objetivo analisou-se a fala da criança para compreender o lugar atribuído a ela pela escola e por ela reivindicado. Nesse processo emergiram categorias como Escolarização e permeadas a ela se destacaram questões relativas ao conceito de zona de desenvolvimento proximal e disciplina. Outra categoria que emergiu, na interação dialógica com as crianças e adultos, foi a Ludicidade, com questões relativas a brincadeiras e jogos propostas pelas professoras e/ou pelas crianças. Alguns fatores intervenientes como a religiosidade e a sexualidade também foram analisados. Esse estudo teceu algumas considerações finais, dentre elas a de que a criança de seis anos perdeu um lugar historicamente instituído, a Educação Infantil, que tem sido estudada por diversos pesquisadores no sentido de qualificar esse espaço, de modo a respeitar a especificidade da criança e de se propor a lhe oferecer um ensino de cunho onilateral. Esse é o lugar defendido para a criança dessa faixa etária. Ela exige uma educação diferenciada da que historicamente tem sido propiciada pelo Ensino Fundamental. A criança tem buscado seu espaço por meio da fala, do choro, da agressividade, da indisciplina. É imprescindível que ela seja ouvida. Com base nessa escuta, torna-se necessário que a SME e a escola estabeleçam um debate crítico e democrático, objetivando analisar e garantir um espaço educativo que vá ao encontro dos desejos e necessidades dessa criança, que lhe ofereça aprendizagem significativa, lúdica e que propicie seu desenvolvimento.

This study reveals the impact of an exemplar narrative arts learning programme on the self-concept of Grade 9 learners in the Life Orientation classroom. The episodic narrative arts learning programme was designed in response to a suggestion in the government guidelines for Life Orientation and merged the outcomes for Arts and Culture and Life Orientation. The aims of narrative counselling were employed to allow the learners to tell their stories to themselves and others. The arts component, based on the arts therapies, allowed the learners an opportunity to give visual substance to their individual and collective narratives through arts activities that occurred within a small group. Brief video recordings were made of each group’s interactions during the narrative arts episodes in order to compile an edited video overview of the process that could be screened for the learners on completion of the programme. The aims of positive psychology were embedded in the structure and design of the arts episodes and activities. This is an interpretive study with a phenomenological focus, because the lived experiences of the participants and the teacher-researcher are paramount and the narrative element in the study necessitates the inclusion of the postmodern paradigm. This qualitative arts-based research project is based on a two-month Life Orientation learning programme that occurred during school hours on the grounds of a faith-based school. Forty-seven learners were divided into six small groups of approximately eight learners each in which they remained for the duration of the programme and were assigned to a specific teacher-facilitator. Fourteen learners volunteered to participate in four rounds of interviews, which were conducted with each participant to determine the impact of the narrative arts activities on the self-concept over the course of the programme. The transcribed interview responses were interpreted and classified according to five predetermined self-concept domains established by an examination of literature. Data analysis occurred in four cycles which align with the four rounds of interviews. Two data analysis approaches were employed and the data triangulated: a scientifically-accountable and a more intuitive approach. Findings based on the interpreted interview responses of these 14 participants indicate that the exemplar narrative arts programme primarily impacted on two self-concept domains, namely the social and personal-emotional domains. The participants’ self-descriptors revealed that the small group arts activity context allowed them to become gradually more other focused and stimulated varied measures of self-insight and self-growth. Once the limitations are recognised, the study could contribute to the inclusion of more arts-based assignments in Life Orientation programmes to aid the development of self-concept, the inclusion of this particular exemplar approach in more educational settings, openness to “team teaching” in the high school and more innovative applications of video recording within an educational or research setting. The exemplar narrative arts approach is a means for strengthening psychological support services in the school, because it reinforces the formulation of identity by allowing learners an opportunity to become actively busy writing and living their life stories / Thesis (PhD)--University of Pretoria, 2008. / Educational Psychology / unrestricted

In this research study three subject didactical measuring instruments were compared with regard to certain psychometric characteristics of a group of grade nine learners in the Tzaneen and Phalaborwa region, in the Northern Province. The primary goal of this study was to optimize learning competencies with regard to subject context. The SOM-, LEMOSS(II)- and LCH-questionnaires can be applied at the start or at the end of an academic year to an individual or to a group in order to identify learners who need specific help, counseling, remediation and support in the subjects mathematics, natural and domestic sciences in order to facilitate learning. The following aspects have been handled in this study, such as: In chapter 1 an attempt is made to clarify and define the title and certain relevant concepts. The research statement and questions are formulated. The research design is briefly discussed and the primary goal and objectives are set. Other aspects that enjoy attention include the types of research that were used, the method of sampling, data gathering and analysis, as well as the progress of the study. Literature on subject didactics is discussed in chapter 2 for the conceptualising of basic related aspects by means of a macro-model for the optimising of learning competencies in the context of a specific subject. This model emphasises subject content, form and competencies that should be taken into consideration when planning a learning opportunity. Other aspects concerning learning, namely relevant theories, approaches, models, styles, strategies and motives were discussed in order to facilitate learning in mathematics, natural and domestic sciences. In chapter 3 the SOM-, LEMOSS(II)- and LCH-questionnaires as diagnostic instruments are described. The diagnostic value, background, categories and psychometric aspects of the measuring instruments are briefly discussed. In chapter 4 the method of investigation used for the comparison of the SOM- LEMOSS(II)- and LCH-instruments regarding their reliability and validity is described and it includes the goal, hypothesis and method of sampling as an extension of the research design. The way in which descriptive and inferential statistics are conveyed is theoretically described In chapter 5 the results and qualitative conclusions of the empiric-analytical investigation are included. The SOM-, LEMOSS(II)- and LCH-questionnaires are compared with regard to reliability and validity of a group grade nine learners in the Tzaneen and Phalaborwa region. Reliability is discussed by means of test-retest reliability and pared observations. Pared observations include staggering, locality and pared t- and sign-rank testing. Validity refers to criteria referenced validity with regards to simultaneous and predictable validity. Simultaneous validity is described by means of the relation between the subject mark and the field, and by stepwise and multiple regression analysis. In chapter 6 the study is concluded with the brief answering of the research questions and by describing the research findings by means of the research statement. Possible limitations are shown and recommendations for future research are made. / Dissertation (PhD)--University of Pretoria, 2001. / Humanities Education / Unrestricted

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Syftet med denna studie har varit att förstå hur högstadieelever i årskurs 9 i sex svenska skolor beskriver teknikämnet samt ta reda på vad de uppger att det de har lärt sig respektive vad de saknat kring innehåll i teknikämnet efter 9 år i grundskolan. Studien bygger på en enkätundersökning ifylld med hjälp av papper och penna. Respondenter fick svara på frågorkring vad de anser att teknik är, samt vad de har lärt sig och eventuellt saknat iteknikundervisningen under grundskolans gång. 252 enkäter delades ut och 250 besvarades. DiGirnonimos (2011) ramverk har använts för att kategorisera uttalanden avseende teknikens natur som framkommer i elevernas enkätsvar. I resultatet framkommer att teknik beskrivet som artefakt och teknik som skapandeprocess samt beskrivningar relaterade till teknikens roll i samhället är de mest återkommande dimensionerna i respondenternas svar. Däremot är det inte så många elever som beskriver teknik relaterat till teknikens historia eller teknik som mänsklig verksamhet. Ett annat innehåll som framhålls av eleverna som något de har lärt sig mycket om är programmering. Teman såsom el-teknik, sätt att tänka för att lösa problem etc.(som en ingenjör), tekniska system, miljöfrågor relaterat till teknik framkommer också, dock med avsevärt mindre frekvens. Resultatet visar att eleverna generellt nämner innehållet i teknikundervisning från olika håll, Många elever kan uttrycka flera av DiGironimosdimensioner när de får frågan om vad teknik är. Men eftersom vissa områden, exempelvis denhistoriska dimensionen inte riktigt framkommer krävs fortfarande tydlighet och en mer välplanerad teknikundervisning för att täcka hela innehållet som står i kursplanen för teknikämnet. En relativt stor andel av eleverna visar osäkerhet kring vilket teknikinnehåll som de saknat i sin teknikundervisning. Det kan förstås bero på att de inte vet vad de har att vänta av undervisningen. Det som framkommer i elevernas svar är att de saknar programmering, teknikinnehåll, konstruktion, resurser, praktiskt arbete vilket också sammanfaller med vad de anser att de lärt sig. En tolkning är att dessa områden är elevernas beskrivning av vad teknikämnet omfattar och att det är detta som de också anser sig behöva mer av. / The purpose of this study has been to understand how high school students year 9 in six Swedish schools describe the subject of technology and state what they have learned and what they lacked about content in the subject of technology after 9 years in primary school. The study is based on a questionnaire completed using paper and pen. Respondents had to answer questions about what technology is, and what they have learned and possibly missed in technology teaching during primary school. 252 questionnaires were distributed and 250 were answered. DiGirnonimo's (2011) framework has been used to categorize statements regarding the nature of technology that appear in students' questionnaire responses. The results show that technology described as an artifact and technology as a creative process as well as descriptions related to the role of technology in society are the most recurring  dimensions in the respondents' answers. However, not many students describe technology related to the history of technology or technology as human activity. The results show that students seem to have learned the most about construction technology and drawing technology. Another content that is emphasized by the students as something they have learned a lot about is programming. Themes such as electrical engineering, ways of thinking to solve problems, etc. (as an engineer), technical systems, environmental issues related to technology also emerge, but with less frequency. The results show that students generally mention technology teaching from different angles. Many students can express several of DiGironimo's dimensions when asked what technology is. However, as some areas, such as the historical dimension, do not really emerge, clarity and more well-planned technical teaching are still required to cover the entire content of the syllabus for the technical subject. A relatively large proportion of the students show uncertainty about what technology content they lacked in their technology teaching. This may of course be because they do not know what to expect from the teaching. What emerges in the students' answers is that they lack programming, technical content, construction, resources, practical work, which also coincides with what they think they have learned. One interpretation is that these areas are the students'description of what the subject of technology includes and that this is what they also considerneeding more of.

This thesis examines American Far Eastern policy from the beginning of the Franklin Roosevelt presidency through the early months of 1938. This study is chiefly concerned with the attack by Japanese aircraft on the USS Panay and its effect on the course of U.S. foreign policy. Particular attention is paid to the Anglo-American dialogue which occurred throughout the Far Eastern Crisis. Prior to the end of 1938, the U.S. administration’s position in Asia was dictated both by policies inherited from preceding administrations and by the extreme isolationism of the American people. This foundation effectively inhibited any cooperation with foreign powers. Relying on a reactive policy in the Far East, Washington remained aloof from entanglement as the President sought a plan which would permit U.S. involvement without inviting isolationist wrath. This paper traces an evolution in American Far Eastern policy, highlighting the Panay incident as a distinctly identifiable turning point whereby isolationism gave way to internationalism.

This thesis examines American Far Eastern policy from the beginning of the Franklin Roosevelt presidency through the early months of 1938. This study is chiefly concerned with the attack by Japanese aircraft on the USS Panay and its effect on the course of U.S. foreign policy. Particular attention is paid to the Anglo-American dialogue which occurred throughout the Far Eastern Crisis. Prior to the end of 1938, the U.S. administration’s position in Asia was dictated both by policies inherited from preceding administrations and by the extreme isolationism of the American people. This foundation effectively inhibited any cooperation with foreign powers. Relying on a reactive policy in the Far East, Washington remained aloof from entanglement as the President sought a plan which would permit U.S. involvement without inviting isolationist wrath. This paper traces an evolution in American Far Eastern policy, highlighting the Panay incident as a distinctly identifiable turning point whereby isolationism gave way to internationalism.

This thesis examines American Far Eastern policy from the beginning of the Franklin Roosevelt presidency through the early months of 1938. This study is chiefly concerned with the attack by Japanese aircraft on the USS Panay and its effect on the course of U.S. foreign policy. Particular attention is paid to the Anglo-American dialogue which occurred throughout the Far Eastern Crisis. Prior to the end of 1938, the U.S. administration’s position in Asia was dictated both by policies inherited from preceding administrations and by the extreme isolationism of the American people. This foundation effectively inhibited any cooperation with foreign powers. Relying on a reactive policy in the Far East, Washington remained aloof from entanglement as the President sought a plan which would permit U.S. involvement without inviting isolationist wrath. This paper traces an evolution in American Far Eastern policy, highlighting the Panay incident as a distinctly identifiable turning point whereby isolationism gave way to internationalism.

This thesis examines American Far Eastern policy from the beginning of the Franklin Roosevelt presidency through the early months of 1938. This study is chiefly concerned with the attack by Japanese aircraft on the USS Panay and its effect on the course of U.S. foreign policy. Particular attention is paid to the Anglo-American dialogue which occurred throughout the Far Eastern Crisis. Prior to the end of 1938, the U.S. administration’s position in Asia was dictated both by policies inherited from preceding administrations and by the extreme isolationism of the American people. This foundation effectively inhibited any cooperation with foreign powers. Relying on a reactive policy in the Far East, Washington remained aloof from entanglement as the President sought a plan which would permit U.S. involvement without inviting isolationist wrath. This paper traces an evolution in American Far Eastern policy, highlighting the Panay incident as a distinctly identifiable turning point whereby isolationism gave way to internationalism.

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)