Apoiando-se nos estudos pós-críticos do currículo, este trabalho se propõe a analisar, numa perspectiva histórica, os três últimos currículos de História paulistas (Guia Curricular para o Ensino de 1º grau de 1975, a Proposta Curricular para o Ensino de História de 1º grau de 1986, a Proposta Curricular de História para o 1º grau de 1992), além do PCN de História de 1998. A leitura da bibliografia referente ao tema nos mostrou que a maior parte dos estudos que se dedicaram aos currículos em questão partia de ferramentas conceituais próximas dos estudos críticos do currículo, enfatizando questões como a relação entre o currículo e o poder estatal, a importância da autoria do currículo para sua própria definição, entre outras. Essas questões foram problematizadas e os limites de algumas delas, apontados. Em segundo lugar, procedeuse à análise da trajetória histórica daqueles documentos curriculares a partir de outros instrumentos de análise, como a relação entre poder e discurso, a regionalização do poder, a produção de subjetividades, entre outros. Percebemos que, se a noção de experiência do aluno é um fator importantíssimo na Proposta de 1986, elemento de radicalidade contra o Guia de 1975 - o qual estava marcado pela sua excessiva fragmentação -, mais adiante esse mesmo conceito foi reapropriado nas Propostas de 1992 e no PCN de 1998, mas já sob um outro significado. Ou seja: aquilo que serviu como instrumento de um contrapoder ao Guia de 75 pela Proposta de 86 foi, logo depois, transformado e acomodado nos documentos curriculares da Proposta de 92 e no PCN de 98. Outro ponto importante foi a entrada do discurso acadêmico no corpo do texto curricular da Proposta de 86, fato esse que veio se mantendo até o PCN de 98. Dessa forma, tanto a incorporação do discurso acadêmico quanto o termo experiência discente são expressões que entraram no discurso curricular desde a Proposta de 86 e que se mantiveram - apesar das modificações operadas em torno do conceito de experiência. / Based on post-critic curriculum studies, this dissertation aims to analyse - after the historical approach - the three last history curricula from São Paulo (Curricular Teaching Guidebook for the Primary and Secondary School -,1975, Curricular Proposal for History Teaching for the Primary and Secondary School - 1986 and Curricular Proposal for History Teaching for the Primary and Secondary School - 1992) and the 1998 PCN (National Curricular Parameters) of History. The reading on the literature in this specific field has shown that most of the studies related to the curricula above had their starts from conceptual tools close to critic curriculum studies, emphasising aspects such as the relationship between curriculum and state power, the importance of curriculum authorship to its own definition, among others. Those aspects were firstly debated and some of them had their limits outlined. Secondly, analyses of the historical courses of those documents were made, based on analytical tools such as the relation between power and discourse, power fragmentation, the production of subjectivities, and so on. It has been perceived that despite the fact that the notion of the students\' experience is an extremely important factor in the Proposal of 86 - radically opposed to the Guidebook of 75, which is characterised by its excessive fragmentation. Later, the same concept was re-appropriated in the Proposal of 92 and the PCN of 98, but having other meaning. In other words, what had once been used as a counter-power instrument towards the Guidebook of 75 and the Proposal of 86, was transformed and incorporated into the Proposal of 92 and the PCN of 98. Another important aspect was the addition of the academic discourse to the text of the Proposal of 86, which remained until the PCN of 98. That being so, not only the incorporation of the academic discourse but also the term student experience have been present in the curricular discourse since the Proposal of 86, in spite of the changes made around the term experience.

The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. / Prof. B.R. Grobler

This study forms part of a broader research project that involves the investigation of the effect of a health promotion intervention (Win-LIFE) on a resource-constrained community's practices, needs and expectations related to food choice, preparation and production. As part of the Win-LIFE intervention, the South African Life Skills school curriculum was enriched, and the current study followed its implementation and focused on the experiences of 31 Grade 5 learners in a school in the Bronkhorstspruit area. For the purpose of this study I followed a qualitative methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, applying Participatory Reflection and Action (PRA) principles. Data were generated by means of PRA-based activities, supported by observations, and documented through field notes, audio-visual techniques and a reflective journal. Thematic inductive analysis was completed following data generation. Four themes with related sub-themes emerged. The first theme relates to the positive experience of experiential learning. The second theme concerns the role of a supportive facilitator. The third theme entails the positive outcomes of the learning process. The last theme relates to the challenges experienced by the learners. The findings of this study indicate a positive general experience of the enriched Life Skills curriculum by the Grade 5 learners, which led to benefits both proximally and distally in the various spheres in which the learners functioned. Learners demonstrated the ability to acquire knowledge and skills in a way they enjoyed, transferred these to their families, and their motivation to learn increased. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

Teaching the Holocaust is a challenging task. Not only do educators have a responsibility to impart the historical information surrounding these events, but issues of humanity are also an important part of the lessons. As of 2001, Holocaust education has been mandated by at least 6 states in the United States. At least 11 others, including Tennessee, have task forces or commissions responsible for promoting Holocaust education and providing professional development opportunities and materials for teaching such units. It is conceivable that additional states will enact legislation requiring Holocaust studies. The purpose of this qualitative study was to explore methods of teaching Holocaust education in a variety of subject areas to secondary students in grades 7 through 12, as implemented by recipients of Tennessee's Belz-Lipman Holocaust Educator of the Year Awards. These individuals have been recognized, through an application and committee selection process, as outstanding and successful teachers in this field. The researcher interviewed 17 of the 39 award recipients from across the State of Tennessee to determine commonalities in the resources, materials, and instructional methods used by the teachers. The participants included 4 males and 13 females, representing language arts (8) and social science (8) teachers from the middle school and high school levels. One participant taught a class in which students could obtain credit in both academic areas. The findings of this study included the importance of teacher training in this area; participants spoke of regularly attending sessions offered by reputable Holocaust organizations. This study also found commonalities in resources and materials used, such as specific titles of poetry, literature, and movie selections. Additionally, instructional methods such as group discussions, writing assignments, student project activities, and assessment strategies were frequently discussed. The importance of personalizing Holocaust history was emphasized throughout the study. The results indicate that students and teachers benefited from these lessons. While the findings of this study significantly contribute to the field of Holocaust education in Tennessee, the need for additional research is also addressed. To ensure successful, meaningful, pedagogically sound lessons, attention to this topic must be an on-going endeavor.

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This descriptive study uses a qualitative, content analysis to examine the middle school visual arts and core Texas Essential Knowledge and Skills (TEKS) to determine the potential common learning activities that can be aligned between the two. By performing an alignment of the potential common learning activities present in the middle school visual art TEKS and the middle school core TEKS, I demonstrate that there is a foundation for curriculum integration in the Texas middle school visual arts classroom.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-30T12:24:34Z No. of bitstreams: 1 José Roberto de Campos Lima.pdf: 798464 bytes, checksum: 390e74f72d58fa99f1dec2d73f258409 (MD5) / Made available in DSpace on 2018-07-30T12:24:34Z (GMT). No. of bitstreams: 1 José Roberto de Campos Lima.pdf: 798464 bytes, checksum: 390e74f72d58fa99f1dec2d73f258409 (MD5) Previous issue date: 2018-04-09 / In this paper, we present a qualitative research guided by the goal of investigating what the approach given to algebraic thinking in the prescribed curriculum of literacy cycle, which refers to the first three years of elementary school (children from 6 to 8 years old) of two proposals. To this end, we seek to characterize elements of algebraic thinking implicit or explicit in two documents, one of the federal sphere, the National Curricular Common Base (NCCB), and other of the state sphere, the Math Curriculum Guidelines for the Early Years (MCGEY). The NCCB was chosen because it is a document in the implementation phase, which every Brazilian education networks have as a reference for the elaboration of their own curriculum and, in the case of MCGEY, the state of São Paulo has the largest number of enrolments in literacy cycle. In addition, its curriculum is used by a large number of municipalities in the state. Thus, we decided to perform a documental analysis, in which the data collection occurred through content analysis, according to Bardin. We used the usual analytical techniques divided into three phases: pre-analysis, exploration of the material and processing of results, in which, through a “floating reading”, we refined the content until we get a material that met our goal. After this reading, investing in the observation, we established three categories for analysis, one that observes the structure with which the documents were elaborated; another to examine evidences of approach given to the algebraic thinking in different axes or thematic units of math; and, finally, the conceptual, which points to possible concepts involving algebraic thinking, either explicitly or implicitly. By analying the documents, in the NCCB, we identified a conceptual approach to the research area called Early Algebra, which has as its premise the possibility of developing algebraic thinking since the early years of schooling and not just from the final years of primary school, as Lins and Gimenez already pointed out. In MCGEY, we have evidences that can lead to the development of algebraic thinking, but in an implicity way, so this kind of mathematical thinking is hardly mentioned. The algebraic thinking in the literacy cycle is presented as identification, understanding of patterns and regularities in various contexts that can be generalized, without the need for a symbolic algebraic language. Therefore, it was necessary to understand how algebra interacts with other subareas of mathematics. We consider that it is very important to understand the development of algebraic thinking in the prescribed curriculum, both for initial and continuing training of teachers and for the preparation of materials and curricular structures, as well as a possibility that contributes to the mathematical training of students / Neste trabalho, apresentamos uma pesquisa qualitativa norteada pelo objetivo de investigar qual a abordagem dada ao pensamento algébrico no currículo prescrito do ciclo de alfabetização, que se refere aos três primeiros anos de escolaridade do ensino fundamental, ou seja, crianças de 6 a 8 anos, de duas propostas. Para tanto, buscamos elementos caracterizadores do pensamento algébrico de forma implícita ou explícita em dois documentos, sendo um da esfera federal, a Base Nacional Curricular Comum (BNCC), e o outro da esfera estadual, as Orientações Curriculares de Matemática para os Anos Iniciais (OCMAI). A escolha da BNCC se dá por esse ser um documento em fase de implementação, o qual todas as redes de ensino brasileiras têm como referência para elaboração de seus próprios currículos e, no caso do OCMAI, pelo fato de o estado de São Paulo ter o maior número de matrículas no ciclo de alfabetização. Além disso, seu currículo é utilizado por um grande número de municípios do estado. Assim, optamos por realizar uma análise documental, na qual a coleta de dados ocorreu por meio da análise de conteúdo, segundo Bardin. Empregamos as usuais técnicas de análise divididas em três fases: pré-análise, exploração do material e tratamento dos resultados, sendo que, por meio de uma leitura flutuante, refinamos o conteúdo até obtermos um material que atendesse ao nosso objetivo. Após essa leitura, investindo na observação, estabelecemos três categorias para análise, uma que observasse a estrutura com a qual os documentos foram elaborados; outra que analisasse indícios de abordagem dada ao pensamento algébrico nos diferentes eixos ou unidades temáticas da Matemática; e, por último, a conceitual, que aponta para possíveis conceitos que envolvam o pensamento algébrico, seja de forma explícita ou implícita. Ao analisarmos os documentos, identificamos, na BNCC, uma aproximação conceitual à denominada área de pesquisa Early Algebra, que tem como premissa a possibilidade do desenvolvimento do pensamento algébrico desde os primeiros anos de escolaridade e não apenas a partir dos anos finais do ensino fundamental, como já apontavam Lins e Gimenez. Nas OCMAI, temos indícios que podem conduzir ao desenvolvimento do pensamento algébrico, mas de modo implícito, sendo pouco citada essa forma de pensamento matemático. O pensamento algébrico no ciclo de alfabetização é apontado como identificação, compreensão de padrões e regularidades em diversos contextos que possam ser generalizados, sem a necessidade de uma linguagem simbólica algébrica. Sendo assim, fez-se necessário compreender como a Álgebra interage com as demais subáreas da matemática. Consideramos de grande importância a compreensão do desenvolvimento do pensamento algébrico no currículo prescrito, tanto para formação inicial e continuada de professores como para elaboração de materiais e estruturas curriculares, além de ser essa uma possibilidade que contribui para a formação matemática dos estudantes

There is a growing consensus that the character of pedagogy must shift from one of teacher- and textbook-directed instruction to one of student-centered learning. This transition stems from the need to maintain the United States’ competitive edge in the world market and prepare young people for a society that is more socially, economically, and politically complex. Progressive educators advocate for a “learning reform” facilitated by digital media, and the skills and competencies that young people develop through using participatory media in an informal setting. This study examined how the use of new media can support subject-area knowledge building and 21st century skills development in nine classrooms in an independent high school. A constructivist grounded theory approach guided the collection and analysis of empirical data. This process took the form of semi-structured interviews with students and teachers, classroom observations, and an examination of course-related documents. A symbolic interactionist perspective framed the data analysis. The study examined wiki use, blogging, microblogging, and document sharing in six high school subject areas: ninth grade History, Latin II, Advanced Placement Art History, twelfth grade English, Anatomy and Physiology, and Environmental Science. Conceptual categories derived from the findings suggest that the use of specific new media tools support subject-area knowledge building, both explicit and tacit. This occurs by promoting participation among all students, which helps students broaden their perspectives through universal access to their peers’ thinking. Findings also suggest that the integration and use of these specific new media tools support the development of certain 21st century cognitive and interpersonal skills. The findings from this study support two substantive theories: 1) The use of new media support knowledge building and skills development through increased participation, leading to broadening students’ perspectives about subject-area content, and 2) as students engage in knowledge building activities, specific features of new media support the development of specific 21st century skills within the cognitive and interpersonal domains. The results of this study provide educators with a set of guidelines to consider as they integrate new media into subject-area curricula, and offer an agenda for further research on a local and national level. / text

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The education of all students is important in the school system, however, all students learn differently and are at different levels. One strategy that is used to cope with this issue is differentiated instruction. Di fferentiated instruction is when you teach to the individual student's needs by pre-assessing and determining those needs. If the student already know the information you need to move onto something more challenging for them. Often these gifted students already know the information, since they do come into each grade knowing 50% of the curricula, but quite often they are taught it again.