Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references. Also available in print.

VASCONCELOS, Ana Lúcia da Silva. Instituto Bom Pastor – Fortaleza/Ceará: heterotopia, educação corretiva, autobiografia e memória. 2014. 152f.– Tese (Doutorado) Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-05-25T14:15:57Z No. of bitstreams: 1 2014_tese_alsvasconcelos.pdf: 1931438 bytes, checksum: 1bd5454e17ef71d4f5d7c2944cc135b2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-26T11:27:25Z (GMT) No. of bitstreams: 1 2014_tese_alsvasconcelos.pdf: 1931438 bytes, checksum: 1bd5454e17ef71d4f5d7c2944cc135b2 (MD5) / Made available in DSpace on 2017-05-26T11:27:25Z (GMT). No. of bitstreams: 1 2014_tese_alsvasconcelos.pdf: 1931438 bytes, checksum: 1bd5454e17ef71d4f5d7c2944cc135b2 (MD5) Previous issue date: 2014 / This thesis seeks to understand through the perspective of heterotopia and remedial education, as set educational practice, performed by correcting and moralizing seized by single women-mothers, in Fortaleza, collected when the institution created for this purpose called Good Institute pastor. This entity performed charity work and was directed by the religious of the Congregation of Our Lady of Charity of the Good Shepherd. Mission was to house single young people that bore the act of getting pregnant without marriage. By the lack of written sources, resort to narratives of Maria Francisca Santos (Dona Chiquinha) over the period out internal and cook in that institution. His life story is considered in this research the main source of research on the Good Shepherd Institute. The terms "correction and moralization" are understood as learned in this study that aims to be practiced, and that is instilled in people's behavior. The idea of power exercised over themselves from the inside is important for the understanding of educational practices, initiated in Fortaleza, from the second half of the nineteenth century and, in some ways, in many of these institutions would endure after World War II . That is why I consider the Good Shepherd Institute as a place where one develops a heterotopia (agglutination hetero = other + topia = space). Foucault uses the term heterotopia to describe spaces that have multiple layers of meaning or relationships to other places and whose complexity can not be seen immediately. In this case, I use the concept of heterotopia of deviance and purification, understood as a space that is isolated and impenetrable to the public without permission, used for purification, whether for religious, remedial or hygienic reasons. / Esta tese buscou compreender mediante a perspectiva da heterotopia e da educação corretiva, como foi configurada a prática educativa, realizada através de correção e moralização apreendidas pelas moças-mães solteiras, na cidade de Fortaleza, quando recolhidas à instituição criada para este fim denominada Instituto Bom Pastor. Essa entidade realizava trabalhos filantrópicos e era dirigida pelas religiosas da Congregação de Nossa Senhora da Caridade do Bom Pastor. Tinha como missão abrigar jovens solteiras que incorriam no ato de engravidar sem o casamento. Pela carência de fontes escritas, recorremos às narrativas de Francisca Maria dos Santos (Dona Chiquinha) sobre o período que fora interna e cozinheira na referida instituição. A sua história de vida é considerada nesta pesquisa a principal fonte de investigação sobre o Instituto Bom Pastor. Os termos “correção e moralização” são entendidos neste estudo como o aprendido que visa a ser praticado, e que é inculcado no comportamento das pessoas. A ideia do poder sobre si exercido a partir do interior é importante para a compreensão das práticas educativas, iniciadas em Fortaleza, a partir da segunda metade do século XIX e que, de certa forma, em muitas dessas instituições, perduraria após a II Guerra Mundial. É por isso que considero o Instituto Bom Pastor como lugar onde se desenvolve uma Heterotopia (aglutinação de hetero = outro + topia = espaço). Foucault usa o termo heterotopia para descrever espaços que têm múltiplas camadas de significação ou de relações a outros lugares e cuja complexidade não pode ser vista imediatamente. Neste caso, utilizo o conceito de heterotopia de desvio e de purificação, entendida como espaço que estão isolados e impenetráveis ao público sem permissão, usados para a purificação, seja por motivos religiosos, corretivos ou higiênicos.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2021 / The study explored essay writing errors of English First Additional Language (EFAL) FET rural learners. The aim of the study was to analyse essay writing errors of the EFAL FET learners in rural schools. EFAL Grade 11 learners together with their educators from 4 circuits in Mopani West District of Limpopo Province (LP), South Africa (SA), participated in the study. The learners’ 40 essays were analysed. Additionally, the learners and educators were interviewed and the data generated were analysed. A qualitative Content Analysis (CA) research method was used to collect data. The sample was made up of 3 instruments; an essay checklist for the 40 essays, EFAL learners’ group interviews that consisted of 4 equal groups made up of 10 learners per school, and interviews with 4 educators from each of the school represented. N – Vivo was used for data transcription, storage and analysis. Errors populated in the checklist were arranged into smaller units, identified, analysed, described and reported. Data obtained through semi-structured interviews with EFAL learners and educators were transcribed and analysed thematically. The analysis of the EFAL FET rural learners’ essay writing errors revealed weaknesses pertaining to choice of essay topics, proofreading, spelling, punctuation and grammar.

Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.

Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die middelkinderjare met leerprobleme se belewenis van remediëring binne die skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van ‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en konsultasie met kundiges die kind in die middelkinderjare met leerprobleme wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie studie gedefinieer het. Semi-gestruktureerde onderhoude is met die deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en aanbevelings gemaak is na aanleiding van die deelnemers se belewenis. Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en met bestaande literatuur geverifieer. Tydens die bespreking van die data is daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis te deel. / During this research, the aim was to explore and describe the experiences of remedial education within the school milieu of the child in middle childhood with learning problems. In order to reach the required goal, a number of objectives were set. The objectives included conceptualising a theoretical framework by means of a literature study and consultation with experts in order to define the child in middle childhood with learning difficulties that receives remedial education within the school milieu. Semi-structured interviews with participants were conducted, whereupon data were analysed and conclusions and recommendations were made according to the participants’ experiences. Main themes, sub-themes and categories were identified in the transcriptions and were verified with existing literature. During the discussion of data the aim was not to generalise the findings, as it was a qualitative study and each participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work

Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.

The aim of my thesis titled "Josef Zeman's Contribution to Associational Life of People with Disablement" is to familiarize the readers more closely with Josef Zeman's contribution to the development of care for individuals with disablement, with respect to his participation in the federal movement. The accessible sources from the archives, period literature and Josef Zeman's estate were processed by the historical and analytical method. The introductory chapter maps the historical context of the time focusing on the legal aspects of the federal movement. Next part is devoted to the life stages and bibliography of Josef Zeman. The third chapter is focused on his active participation in improving the living conditions of disabled people through associational activities. The final part documents Josef Zeman's contribution in the field of special education.

Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die middelkinderjare met leerprobleme se belewenis van remediëring binne die skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van ‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en konsultasie met kundiges die kind in die middelkinderjare met leerprobleme wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie studie gedefinieer het. Semi-gestruktureerde onderhoude is met die deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en aanbevelings gemaak is na aanleiding van die deelnemers se belewenis. Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en met bestaande literatuur geverifieer. Tydens die bespreking van die data is daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis te deel. / During this research, the aim was to explore and describe the experiences of remedial education within the school milieu of the child in middle childhood with learning problems. In order to reach the required goal, a number of objectives were set. The objectives included conceptualising a theoretical framework by means of a literature study and consultation with experts in order to define the child in middle childhood with learning difficulties that receives remedial education within the school milieu. Semi-structured interviews with participants were conducted, whereupon data were analysed and conclusions and recommendations were made according to the participants’ experiences. Main themes, sub-themes and categories were identified in the transcriptions and were verified with existing literature. During the discussion of data the aim was not to generalise the findings, as it was a qualitative study and each participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work

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