No description available.

The South African educational system has undergone many changes since 1994. The integration of previously segregated education departments has made it possible for different cultures to be in the same classroom. However, it is the researcher's view that the vast majority of learners in multicultural secondary schools do not exit the system with the skills and attitudes needed to contribute positively to nation-building. This is borne out by the fact that many learners continue to prefer the company and assistance of their own cultural groups for work in class and out of class. Incidents of racial conflict, religious intolerance and cultural discrimination are reported among learners from time to time. The researcher believes that the basis for creating a new society, that is free of fear and discrimination, lies in the imparting and assimilation of nation-building values at multicultural secondary schools. A qualitative method of research was employed as it lent itself to naturalistic inquiry, detailed thick description, inquiry of depth and direct quotations to capture people's personal perspectives and experiences. An extensive literature study of nation-building, nation-building values and multicultural education was conducted. The empirical study was conducted at a local multicultural secondary school. Research techniques such as observation, interviews, completion of an open-ended questionnaire and discussions were used. The researcher was able to ascertain the values that underpin nation-building; the factors that militate against the promotion of nation-building values and strategies that can be used to promote these values at multicultural secondary schools. He has made significant proposals to the Department of Education, which should be carefully considered. Ultimately, the promotion and assimilation of nation-building values at multicultural secondary schools should lead to a progressive and peaceful nation. / Educational Studies / (D.Ed.(Psychology of Education))

Made available in DSpace on 2016-04-28T18:23:30Z (GMT). No. of bitstreams: 1 Nancy.pdf: 733974 bytes, checksum: 3328fc484cb900aa422463eae9318005 (MD5) Previous issue date: 2007-05-15 / Secretaria da Educação do Estado de São Paulo / This research examines the senses that the Pedagogical Technical Assistants (ATP) attribute to their role in contexts of public schools teachers education and investigates the critical reflection in the discussion sessions or reflective sessions (RS) with these professionals.This research is based on the Socio-Historical-Cultural Activity Theory (Vygotsky, 1930/1999; 1934/2002; Leontiev, 1978; Engeström, 1999; Daniels 2003) and emphasizes the fundamental role of language for: (1) the understanding of senses attributed by participants to their roles in teacher education, (2) the verification of the organization, division of working in the reflective sessions. The reflective principles of this research are based on studies by Paulo Freire (1970), Brookfield (1995), Magalhães (2004), Liberali (2004), among others. The collaboration reflective-critical methodology, which regards participants availability and presupposes questions about the practice is the basis of this research. Data were collected in discussion sessions and analyzed based on: Bronckart (2003), with emphasis on thematic content, voices and status in the enunciation. Kerbrat-Orecchioni (1996) based the analysis of interpersonal relations and some conversational markers were looked at as per Marcuschi (2003). Results showed that ATP s senses are impregnated of institutionalized or prescribed meanings, even though one of them tries to innovate his practice. Discourse analyses also showed that in the reflective activity there was a change from the initial object, which was the reflection about the ATP s senses, to unleashing of new actions in the context of teacher education centered in specific material for motivating the teachers, and the ATP s responsibility as teacher educator. The critical reflection occurred in very few moments and the relationship between ATP and researcher was supported by politeness, which provided participants with tranquility for putting forward their understandings, as well as for reminding them of their roles as teacher educators / Esta pesquisa examina os sentidos que alguns Assistentes Técnico-Pedagógicos (ATP) atribuem ao seu papel nos contextos de formação de professores de escolas públicas e investiga a reflexão crítica nas sessões de discussões ou sessões reflexivas (SR) com esses profissionais. Esta pesquisa está embasada na Teoria da Atividade Sócio-Histórico-Cultural (Vygotsky, 1930/1999; 1934/2002; Leontiev, 1978; Engeström, 1999; Daniels, 2003) e enfatiza o papel fundamental da linguagem para: (1) a compreensão dos sentidos atribuídos pelos participantes aos seus papéis na formação de professores, (2) a verificação da organização, divisão de trabalho nas sessões reflexivas. Os princípios reflexivos desta pesquisa são baseados nos estudos de Paulo Freire (1970), Brookfield (1995), Magalhães (2004), Liberali (2004) dentre outros. A metodologia crítico-reflexiva de colaboração que considera o tempo disponível dos participantes e pressupõe questionamentos sobre a prática, embasa esta pesquisa. Os dados foram coletados em sessões de discussão e analisados com base em Bronckart (2003), com ênfase no conteúdo temático, vozes e os posicionamentos na enunciação. Kerbrat-Orecchioni (1996) embasou a análise da relação interpessoal e alguns marcadores conversacionais, segundo Marcuschi (2003). Os resultados mostraram que os sentidos do ATP são impregnados de significados prescritos ou institucionalizados, embora ele tente inovar sua prática. A análise dos discursos revelou, também, que na atividade reflexiva houve uma mudança do objeto inicial - a reflexão sobre os sentidos do ATP- para o desencadeamento de novas ações no contexto de formação de professores, com foco no material específico pensado para motivar os professores, e a responsabilização do ATP como formador. A reflexão crítica ocorreu em poucos momentos e o relacionamento entre ATP e pesquisadora foi sustentado pela polidez, o que proporcionou aos participantes a tranqüilidade de colocação de suas compreensões como o repensar sobre elas e a introdução de novas preocupações sobre seu papel como formador

The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo / perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession / and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.

Thesis (Ed.D)--Columbia University, 1952. / Typescript. Sponsor: Karl W. Bigelow. Dissertation Committee: Eleanor M. Witmer, Willard S. Elsbree. Type B project. Includes bibliographical references (leaves 174-184).

Thesis (M.A.)--University of Iowa, 2000. / Supervisor: Scott R. Eliason. Also issued in paper (viii, 114 leaves, bound ; 28 cm.). Includes bibliographical references. Also issued on CD-ROM (43 files, 421 kilobytes).

The South African educational system has undergone many changes since 1994. The integration of previously segregated education departments has made it possible for different cultures to be in the same classroom. However, it is the researcher's view that the vast majority of learners in multicultural secondary schools do not exit the system with the skills and attitudes needed to contribute positively to nation-building. This is borne out by the fact that many learners continue to prefer the company and assistance of their own cultural groups for work in class and out of class. Incidents of racial conflict, religious intolerance and cultural discrimination are reported among learners from time to time. The researcher believes that the basis for creating a new society, that is free of fear and discrimination, lies in the imparting and assimilation of nation-building values at multicultural secondary schools. A qualitative method of research was employed as it lent itself to naturalistic inquiry, detailed thick description, inquiry of depth and direct quotations to capture people's personal perspectives and experiences. An extensive literature study of nation-building, nation-building values and multicultural education was conducted. The empirical study was conducted at a local multicultural secondary school. Research techniques such as observation, interviews, completion of an open-ended questionnaire and discussions were used. The researcher was able to ascertain the values that underpin nation-building; the factors that militate against the promotion of nation-building values and strategies that can be used to promote these values at multicultural secondary schools. He has made significant proposals to the Department of Education, which should be carefully considered. Ultimately, the promotion and assimilation of nation-building values at multicultural secondary schools should lead to a progressive and peaceful nation. / Educational Studies / (D.Ed.(Psychology of Education))

Diploma thesis Documentary film in the global development education in high schools deals with the issue of the global development education in conditions of Czech high schools. The aim of the diploma thesis is to introduce possibilities of utilisation of the documentary film as a method of global development education. The theoretical part elaborates on the global development education in the school curriculum and one of it's educational instruments - documentary film. The empirical part is focused on preparedness of the future high school teachers for use of documentary film in the global development education and it is also concerned with their attitudes and knowledges of the theme.

The diploma thesis focuses on cooperation of composite primary schools and pre-school centres. The theoretical part refers to strategic documents in the field of education - White Paper, Strategy for Education Policy of the Czech Republic untill 2020, Common European Framework of Reference. It explains the basis of creating school educational programmes. It also outlines the legislative strategy of composite primary school and kindergardens and the cooperation in the field of education in general and in the field of community-based education. The main aim of this thesis was to gain the insight into the cooperation and communication within the group of pedagogical staff in primary schools and pre-school centres, insight into given school educational programme,s and moreover to search the elements which denotes the close interconnection. These tendencies of cooperation are then the basis for forming and innovating the above mentioned programmes. The next aim was to discover the cooperation between schools and municipal authorities. In the practical part there was conducted a survey. The teachers and municipal authorities were given questionnaires. The evaluating criteria of school educational programmes were set before. The hypothesis, that the primary schools and pre-school centres communicate only...

Title: The comparison of the conditions for teaching Educational area of Man and Health in primary and secondary schools Objectives: Research whether schools have such conditions for teaching Educational area of Man and Health in order to achieve the objectives of framework educational programs. Research basic information about the structure of PE teachers in primary and secondary schools and on the structure of PE teachers in Prague and Pilsen region. Research the different conditions of teaching Educational area of Man and Health in primary and secondary schools in Prague and Pilsen Region. Propose appropriate solutions to improve the situation. Methods: We used for comparison of results of non-standardized questionnaire containing mainly closed types of questions. The questionnaire survey was for PE teachers in elementary and secondary schools. The surveyed regions were Pilsen Region and Prague. Results: We found that overall conditions in schools meet the standards of basic curricula. Overall conditions prevent attainment of the objectives and tasks set out in the basic curricula. Conditions for physical education are demonstrably better at primary schools than at secondary schools. Higher educated teachers are located at secondary schools and in Prague Region. Keywords: primary school,...