Thesis (Ph. D.)--Columbia University, 1926. / Published also as Teacher College, Columbia University, Contributions to education no. 237. Bibliography: p. 80-83.

Presented in fulfilment of the requirements for a Master of Education Degree in the Department: Foundations of Education at the University Of Zululand, South Africa, 2011. / The world is changing fast due to the increasing innovation in technology. New products and services are emerging faster than ever before. The task of identifying opportunities for creating new processes, services and products leading to the creation of wealth and jobs, will increasingly fall on the shoulders of a new generation of entrepreneurs. Learners need to be more oriented towards the entrepreneurial practices and create room for hands-on projects. In order for South Africans to have hope in the education that is on offer for today’s youth, there must be a strong emphasis on having learners understand the entrepreneurial process. The future of South Africa lies in the youth education of today. They must understand what makes a society and organization entrepreneurial. Learners need to be creative and innovative. They must be given the opportunity to identify areas in which innovation has particular advantages or weaknesses. In addition, they must be able to determine with a reasonable degree of certainty whether or not that innovation is viable before investing money in it. Quality in the education context can be described as good achievement, worthy and add value to one’s living. This will involve learners, parents, teachers, employers and industry as the major stakeholders in the education scenario. Entrepreneurship should be applied both practically and theoretically in education which will in return empower learners to bring forth natural talents and capacitates them to become creative and critical. Learners are mentored to become self-driven, life–long seekers of knowledge and to respond to challenges with the enthusiasm of great entrepreneurship. Education has encountered many problems in the past because of political agendas; for that reason, the focus must now change to offering basic education to primary schools, since nowadays children in this country head most of the families. They therefore need to attain strategies of entrepreneurship at an earlier stage in order to sustain their families. This paper aims at scrutinizing the link between the practical and theoretical part of teaching entrepreneurship among learners. The Department of Education in South Africa has identified educational opportunities, preparing young people for the world in response to intermediate and higher-level skills requirements. The government is very optimistic about meeting its targets for 2004 - 2009 and 2010 – 2014, which are geared towards minimizing inadequate education and skills development. India and China have managed to transform themselves from economic prey to corporate raiders of international repute and world-class competitors (Agelasto & Adamson, 1998: 433). The introduction of a new Outcomes Based Curriculum and the Revised National Curriculum in South Africa, amongst other things, have aimed at attaining critical outcomes, which included problem-solving skills, teamwork, communication by means of mathematics, language and the application of science and technology. Thus, to a large degree, this curriculum has been a response to the demands of globalization; hence there has been the shift to new curriculum which is Curriculum and Assessment Policy Statements (CAPS.) Generally, there is a need of a curriculum to become more vocationally orientated. Learners are expected to be more in touch with the world of work, as practiced in the Netherlands, Japan, China and India (Dore & Sako, 1989: ix). They are made aware of the brave new world they will be facing in the workplace (Lemmer,1999:37). Herrington (2008:1) indicated that, “the low business prevalence rates remain a major concern for South Africa”. The poor sustainability of start-ups in South Africa relative to other countries highlights the need for policy interventions aimed at supporting and mentoring entrepreneurs through the difficult process of the firm’s birth and skilled labourers.

The problem of this study was to ascertain to what degree a bias recognition program would act to increase the bias perception level of eighth grade social studies students. Hypotheses were set covering five bias recognition subtest areas: ethnocentric, religious, political, sexist and racial bias recognition. Two areas, racial and sexist bias recognition, were to undergo two-way analysis. Sexist bias recognition was analyzed for differences by control and experimental group, sex, and by sex and group. The racial bias recognition subtest area was also analyzed by experimental and control group, by race, and by race and group. A review of the available literature revealed little in the way of work previously done concerning bias recognition. Some efforts had been made in the area of communication skills. The review itself was divided into three areas: 1. articles and studies dealing with communication skills 2. testing and research studies in skills 3. articles dealing with bias recognition as a skill area The review revealed only one prior research study had been done in the area of skills. This study was accomplished by Dan B. Fleming and Larry Weber and concerned a wide range of skills. Two excerpts from articles were found that concerned bias recognition as a skill. However, no research studies were found in this area. After available literature was reviewed, a bias recognition test was designed to test the aforementioned five bias recognition subtest areas as well as the total test area. This test was administered in the three experimental classes located in three different junior high schools in Roanoke, Virginia. The test was also administered to three classes located in the three remaining junior high schools. In this way each junior high school contained one treatment or control class. After an approximate thirteen school days period, the classes were retested. During this period between tests the experimental classes received instruction in the form of a bias recognition program. Data from these tests was analyzed using both descriptive and inferential statistical techniques. The statistical application of most importance was multivariate and univariate analysis of covariance. In covariance analysis of a pretest - posttest design, posttest scores are adjusted for pretest scores in order to statistically control for any initial differences that may have existed between the groups at the time of the pretest. Descriptive analysis showed the experimental group exhibited superior achievement on the posttest by total and subtest areas. Inferential analysis further showed a significant difference existed between groups for the total score as well as all the five subtest areas of ethnocentric, religious, political, sexist and racial bias recognition. The two subtest areas exhibiting the greatest success were political and sexist bias recognition. No significant difference was found to exist in the sexist bias recognition subtest area by sex or sex and group. In the racial bias recognition subtest area significant differences were not shown to exist by race, but did exist by race and group. Simultaneous confidence intervals analysis further showed that the most effective combination was black students that had received the treatment, compared to black students not receiving the treatment. Conclusions from this study showed positive results in all subtest and total areas pointing toward a need for a more systematic approach toward skills-oriented curriculum in public schools. One facet of the study of importance is a development of a bias recognition test that can be further refined toward the goa1 of more effective measurement of this skills area. / Ed. D.

M.Ed. / HIV/AIDS needs to be treated as a national emergency and all organs of the society must be fully engaged in the struggle against it, learners in particular. Some are nursing their dying parents, while others are taking care of their siblings as they face death. So it will be the schools that can and must play an important role in helping to empower the learners with the necessary skills to be ready to meet whatever challenge they may have to face in life. Of all the learning areas, it is through the Life Orientation learning area that learners can be best empowered. Most of the problems can be faced and solved with effort. Learners need to have information about HIV/AIDS presented to them in a way which is appropriate to their age in the context of Life Orientation. Children generally know very little about HIV/AIDS and parents do not, or cannot give their children the necessary information and guidance about the disease (van Niekerk, 1991:80). Thus it is the duty of the school to fill the gap. Women and girls are the most vulnerable, as most of them are exposed to abuse and violence, particularly sexual abuse. They are financially and materially dependent on men, which means that they often cannot decide when, with whom and in what circumstances to have sex (Nursing Update, 2000). Schools can make an important contribution towards the prevention of HIV/AIDS. In the absence of a cure, education is the only defence we have (van Niekerk, 1991:80). Almost every young person attends the school, so education offers a great opportunity to discuss the disease, and help the young people to protect themselves from becoming infected, getting sick and dying. / Dr. M.C. van Loggerenberg

The purpose of this study is to contribute to an increased understanding of the importance of user education in relation to undergraduates´ bachelor thesis. The secondary purpose of the study was to investigate how institutional impact is reflected in student text production. The starting point of the study is an observation of user education at Södertörn University Library, where students in the process of writing their bachelor thesis in tourism participated. This student group became the focus of the study.         Through a survey, feedback was collected concerning what the students think the user education might have contributed to in relation to their thesis writing. Whether the importance of user education reflected in the papers has been investigated based on a comparative reference analysis that included bachelor theses in tourism science published between 2015 and 2017. The students' questionnaire answered in general in the support of the user education, where an increased focus on searching in databases and after scientific articles was emphasized. The comparative reference analysis also did not dispute what was expressed in the questionnaire survey although the difference was marginal to those who participated and those that did not. Based on Norman Fairclough's critical discourse analysis, it was investigated how institutional impact was reflected in selected papers. By analysing the user education and guidelines, it was possible to see how a certain type of academic discourse was reproduced in the theses. This study describes the importance of library education in several ways. The discourse analysis showed that library education has a role as a genre of governance where academic and disciplinary discourse is reproduced. The survey also showed that library education constitutes a cognitive authority towards the students, which correlated with the reference analysis.

Ante a demanda do mercado por profissionais com formação integral, transposta por competências abrangentes, também se adicionam ao contexto o alto grau de envolvimento dos estudantes com tecnologias, o papel das instituições de ensino e dos docentes na formação dos indivíduos e as evidências de que o processo de ensino-aprendizagem focado no estudante produz experiência de aprendizagem significativa. Esse cenário enseja identificar quais são as competências necessárias à formação integral. A literatura mostra estruturas que contribuem para o desenvolvimento de competências sem contemplar aquelas da formação integral, por completo, o que ensejou o delineamento do MAI, o qual se funda sobre os princípios do construtivismo e se apropria de modelos, estratégias e tecnologias para ensino-aprendizagem eficaz, com elementos aproveitados de forma sinérgica. O objetivo desta pesquisa foi avaliar um modelo instrucional para a formação integral do indivíduo por meio do ensino de contabilidade. O Modelo concebido foi transposto ao Moodle, em um curso sobre notas explicativas com a finalidade de constatar o alcance da formação integral e, ainda, verificar indícios de sua validade. Sua avaliação se deu por meio de duas edições do curso, nas modalidades semipresencial e online. Os dados foram obtidos por meio de levantamentos e analisados com base em estatística descritiva, testes não paramétricos e análises de conteúdo. Os resultados demonstraram a efetividade do MAI em conduzir ao desenvolvimento de comunicação, pensamento crítico, colaboração e solução de problemas no processo instrucional contábil, ao que se considera formação integral. O MAI acrescenta-se à literatura como alternativa viável ao ensino de contabilidade. Suas contribuições alcançam os estudantes, por proporcionarem experiência de formação integral, bem como os docentes, por migrarem de transmissões de conhecimentos para facilitadores, e as instituições de ensino superior, por demonstrarem como se pode realizar uma formação contextualizada pelo perfil digital dos estudantes e demandas do mercado. Com base nos achados, recomenda-se que disciplinas, cursos de contabilidade e áreas relacionadas sejam planejados, considerando o uso de modelos instrucionais como o MAI. / Given the market demand for fully educated professionals transposed by comprehensive competences, the high degree of student engagement with technology, the role of teaching institutions and teachers in the training of individuals, and the evidence that the process of student-centered teaching-learning produces meaningful learning experience. This scenario identifies the competences required for integral training. The literature shows structures that contribute to the development of competences, without contemplating those of integral formation, in full, which led to the design of the ILM, which is based on the principles of constructivism and appropriates models, strategies and technologies for teaching and learning, with elements used synergistically. The objective of this research was to evaluate an instructional model for the integral training of the individual through the teaching of accounting. The designed Model was transposed to Moodle, in a course on explanatory notes, with the purpose of verifying the scope of the integral formation, and still verify indications of its validity. His evaluation was made through two editions of the course, in the mixed and online modalities. The data were obtained through surveys and analyzed based on descriptive statistics, non-parametric tests and content analyzes. The results demonstrated the effectiveness of the ILM in leading to the development of communication, critical thinking, collaboration and problem solving, in the accounting instructional process, which is considered integral formation. ILM is added to literature as a viable alternative to accounting education. Their contributions reach the students, by providing full training experience, the teachers, by migrating from transmissions of knowledge to facilitators, to higher education institutions, for demonstrating how a contextualized training can be carried out by students\' digital profile and market demands. Based on the findings, it is recommended that disciplines and accounting courses and related areas be planned considering the use of instructional models such as MAI.

Ante a demanda do mercado por profissionais com formação integral, transposta por competências abrangentes, também se adicionam ao contexto o alto grau de envolvimento dos estudantes com tecnologias, o papel das instituições de ensino e dos docentes na formação dos indivíduos e as evidências de que o processo de ensino-aprendizagem focado no estudante produz experiência de aprendizagem significativa. Esse cenário enseja identificar quais são as competências necessárias à formação integral. A literatura mostra estruturas que contribuem para o desenvolvimento de competências sem contemplar aquelas da formação integral, por completo, o que ensejou o delineamento do MAI, o qual se funda sobre os princípios do construtivismo e se apropria de modelos, estratégias e tecnologias para ensino-aprendizagem eficaz, com elementos aproveitados de forma sinérgica. O objetivo desta pesquisa foi avaliar um modelo instrucional para a formação integral do indivíduo por meio do ensino de contabilidade. O Modelo concebido foi transposto ao Moodle, em um curso sobre notas explicativas com a finalidade de constatar o alcance da formação integral e, ainda, verificar indícios de sua validade. Sua avaliação se deu por meio de duas edições do curso, nas modalidades semipresencial e online. Os dados foram obtidos por meio de levantamentos e analisados com base em estatística descritiva, testes não paramétricos e análises de conteúdo. Os resultados demonstraram a efetividade do MAI em conduzir ao desenvolvimento de comunicação, pensamento crítico, colaboração e solução de problemas no processo instrucional contábil, ao que se considera formação integral. O MAI acrescenta-se à literatura como alternativa viável ao ensino de contabilidade. Suas contribuições alcançam os estudantes, por proporcionarem experiência de formação integral, bem como os docentes, por migrarem de transmissões de conhecimentos para facilitadores, e as instituições de ensino superior, por demonstrarem como se pode realizar uma formação contextualizada pelo perfil digital dos estudantes e demandas do mercado. Com base nos achados, recomenda-se que disciplinas, cursos de contabilidade e áreas relacionadas sejam planejados, considerando o uso de modelos instrucionais como o MAI. / Given the market demand for fully educated professionals transposed by comprehensive competences, the high degree of student engagement with technology, the role of teaching institutions and teachers in the training of individuals, and the evidence that the process of student-centered teaching-learning produces meaningful learning experience. This scenario identifies the competences required for integral training. The literature shows structures that contribute to the development of competences, without contemplating those of integral formation, in full, which led to the design of the ILM, which is based on the principles of constructivism and appropriates models, strategies and technologies for teaching and learning, with elements used synergistically. The objective of this research was to evaluate an instructional model for the integral training of the individual through the teaching of accounting. The designed Model was transposed to Moodle, in a course on explanatory notes, with the purpose of verifying the scope of the integral formation, and still verify indications of its validity. His evaluation was made through two editions of the course, in the mixed and online modalities. The data were obtained through surveys and analyzed based on descriptive statistics, non-parametric tests and content analyzes. The results demonstrated the effectiveness of the ILM in leading to the development of communication, critical thinking, collaboration and problem solving, in the accounting instructional process, which is considered integral formation. ILM is added to literature as a viable alternative to accounting education. Their contributions reach the students, by providing full training experience, the teachers, by migrating from transmissions of knowledge to facilitators, to higher education institutions, for demonstrating how a contextualized training can be carried out by students\' digital profile and market demands. Based on the findings, it is recommended that disciplines and accounting courses and related areas be planned considering the use of instructional models such as MAI.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-05-04T11:18:11Z No. of bitstreams: 1 arquivototal.pdf: 5501644 bytes, checksum: 30915ff417f8defb8d13cbc001d1a53c (MD5) / Made available in DSpace on 2017-05-04T11:18:11Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5501644 bytes, checksum: 30915ff417f8defb8d13cbc001d1a53c (MD5) Previous issue date: 2015-08-31 / This research aims to create opportunities for students some moments of encouragement and improvement of writing skill, as well as (re)cognition of the characteristics of chronicle as a textual genre, producing it in mediated or non-mediated environment by digital technologies. This is a qualitative, descriptive and interventionist study, in which the method used is an experiment conducted through didactic sequences, divided into modules, with elementary students from the 8th grade from the Military Police School Rebeca Cristina Alves Simões, located in João Pessoa -PB. From a socio-discursive perspective and from everyday analysis, the purpose of this work is to collaborate with the students so that they can become increasingly competent and critic readers and writers. For its part, the intervention carried out in the classroom is based on the didactic sequence proposal presented by Schneuwly & Dolz (2004). For purposes of linguistics research, this study has as corpus 06 (six) textual productions, three carried out by students of the 8th graders A, which had made all the modules in an environment unmediated by computers, and the other three by 8th graders B, whose productions were developed in the school computer laboratory. These texts were analyzed considering the criteria proposed by Santos, Riche and Teixeira (2013) and Antunes (2006) for textual productions analysis, as well as the evaluation criteria of the chronicle genre used in the “Writing the Future” Portuguese Language Olympiad. During the analysis of the first textual production, it was possible to identify different problems related to the characteristic aspects of the textual genre and to the adaptation to standard Portuguese language. This analysis was performed on both aforementioned environments in order to support the development of modules, whatever didactic intervention in students’ writing process that, from then on, was being developed. After the intervention process made through the modules, it is possible to identify, in the final production of the 06 (six) investigated texts, that the difficulties previously detected in the first production were mostly overcome and that the environment in which the texts were produced (with and without computers mediation) did not interfere significantly to the success of production, but the computer-assisted environment was a motivating factor for many of the participating students. The studies of Schneuwly and Dolz (2004), about didactic sequences, the studies of Miller (2012), Bazerman (2011), Santos, Riche and Teixeira (2013), and Marcuschi (2008), among others, about textual genre analyses, and the studies of and the studies of Marcuschi and Xavier (2010), Gabriel (2013), Lévy (1993), Moran (2012) about the reflections on education and its digital technologies, were fundamental for this research. / A presente pesquisa busca oportunizar aos estudantes momentos de incentivo e de aperfeiçoamento da escrita, bem como de (re)conhecimento das características do gênero crônica, produzindo-o em ambiente mediado ou não por tecnologias digitais. Nosso estudo é de natureza qualitativa, de caráter descritivo e intervencionista, no qual o método utilizado é um experimento realizado através de sequências didáticas, divididas em módulos, com alunos do 8º ano (7ª série), do Colégio da Polícia Militar Estudante Rebeca Cristina Alves Simões, localizado em João Pessoa-PB. O propósito deste trabalho é, a partir de uma perspectiva sociodiscursiva e de análises do cotidiano, colaborar para que os alunos sejam, cada vez mais, leitores e escritores competentes e críticos. A intervenção realizada em sala de aula, por sua vez, fundamenta-se na proposta de sequência didática apresentada por Schneuwly & Dolz (2004). Para fins de investigações linguísticas, o presente trabalho tem como corpus 06 (seis) produções textuais, sendo três realizadas por alunos do 8º ano (7ª série) A, os quais tiveram os módulos realizados todos em ambiente não mediado por computadores, e as outras três por alunos do 8º ano (7ª série) B, cujas produções foram desenvolvidas no laboratório de informática da escola. Os referidos textos foram analisados considerando-se os critérios propostos por Santos, Riche e Teixeira (2013) e Antunes (2006) para análise de produções textuais, bem como os critérios de avaliação do gênero crônica, da Olimpíada de Língua Portuguesa Escrevendo o Futuro. Na análise da primeira produção, foi possível identificar diferentes problemas referentes aos aspectos característicos do gênero e de adequação ao padrão culto da língua. Esta análise foi realizada nos dois ambientes supracitados, com o intuito de fundamentar a elaboração dos módulos, qual seja a intervenção didática no processo de escrita dos alunos que, a partir de então, foi sendo desenvolvida. Após o processo de intervenção realizado por meio dos módulos, é possível perceber, na produção final dos 06 (seis) textos investigados, que as dificuldades anteriormente detectadas na primeira produção foram, em sua maioria, superadas, e que o ambiente onde os textos foram produzidos (com e sem a mediação de computadores) não interferiu significativamente para o êxito das produções, porém o ambiente com mediação das tecnologias foi fator motivante para boa parte dos alunos participantes. Para esta pesquisa foram fundamentais os estudos de Schneuwly e Dolz (2004), acerca de sequências didáticas, e, no tocante às análises do gênero textual, foram preponderantes os estudos de Miller (2012), Bazerman (2011), Santos, Riche e Teixeira (2013), e Marcuschi (2008), entre outros. Marcuschi e Xavier (2010), Gabriel (2013), Lévy (1993), Moran (2012) foram primordiais nas reflexões acerca de educação e das tecnologias digitais.

This thesis is aimed on the topic of swimming training on the first grade of primary school. The theoretical part is processed according to available resources, history and importance of swimming, characterized by basic swimming training of children at school age and younger. The practical part is focused on the research sample, a swimming schools and children who participated in basic swimming training. Following sections of this thesis are analyzing the research sample, which consists of swimming instructors in selected schools. This research sample was examined in terms of detection effectiveness and impact of swimming training on the results of graduate (or maturity) of swimming courses. This thesis map the swimming training of primary school students, especially in terms of periodicity and teaching effectiveness. The aim of the thesis is to elaborate a comprehensive overview of the current situation in basic swimming training.