This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.

Orientador: Carmen Zink Bolognini / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T06:05:26Z (GMT). No. of bitstreams: 1 Megid_CristianeMaria_M.pdf: 3214436 bytes, checksum: 1a1b22a7b2cb6eb16c4baee09c0e50ae (MD5) Previous issue date: 2013 / Resumo: O presente texto apresenta os resultados dos estudos de práticas educacionais com materiais didáticos multimídia que têm sido propostos recentemente para o estudo de Língua Portuguesa no Ensino Médio. Para isso, foram selecionados dois tipos de materiais. O primeiro é composto por análises de cenas de filmes desenvolvidas pelo grupo de pesquisa "Relações Institucionalmente Determinadas: História e Ideologia", coordenado pela Profa. Dra. Carmen Zink Bolognini (IEL/Unicamp). Tais análises têm sido trabalhadas anualmente, desde 2007, em oficinas com os alunos que participam do programa "Ciência & Arte nas Férias", desenvolvido anualmente pela Pró-Reitoria de Pesquisa da Unicamp. Dessa prática, analisamos as avaliações dos alunos sobre a oficina apresentadas à coordenação do programa. O segundo conjunto de atividades foi desenvolvido pelo Projeto Conexão Linguagem, integrante do Projeto Condigitais (MEC/MCT/FNDE/UNICAMP), que produziu material multimídia para o ensino de Língua Portuguesa (entre outras disciplinas) no Ensino Médio. Os conteúdos produzidos são compostos por vídeos, programas de rádio, atividades de aprofundamento e jogos digitais que estão disponíveis no site do Ministério da Educação. O material Conexão Linguagem foi trabalhado em aulas com 30 alunos do Ensino Médio de escolas estaduais de Campinas reunidos em um projeto realizado na Unicamp. A análise das atividades foi feita a partir de respostas dos alunos às atividades que compõem o material, pelas suas avaliações das práticas educacionais e pelos registros da professora em diário de campo. Todas as análises foram feitas com base nos fundamentos teóricos da Análise de Discurso de perspectiva materialista. Elas indicam que os materiais trabalhados instauram outras práticas educacionais, diferentes daquelas desenvolvidas com materiais que circulam em meios impressos, promovendo o deslocamento das posições-sujeito professor e aluno. Esse deslocamento promove e é promovido pela possibilidade de acesso a textos e ambientes diferentes daqueles que se apresentam impressos, agregando o envolvimento dos alunos nas atividades e a ampliação das possibilidades das práticas educacionaiS / Abstract: The aim of this work is to present the results of studies about educational practices with multimedia teaching materials that have been proposed recently for the study of Portuguese language in high school. For this purpose, we selected two different materials: analyzes of movie scenes developed by the research group coordinated by Prof. Dr. Carmen Zink Bolognini (IEL/Unicamp); and activities of the Project Condigitais (MEC/MCT/FNDE/UNICAMP), which produced multimedia materials for the teaching of Portuguese language (among other academic disciplines) in high school. All analyzes were made based on Discourse Analysis materialist perspective. They indicate that the multimedia materials developed other educational practices, different from those in print media, promoting displacement of teacher and student positions. It promotes and is promoted by the possibility of access to different texts and environments, adding the involvement of students in activities and expanding the possibilities of educational practices / Mestrado / Lingua Materna / Doutora em Lingüística Aplicada

The purpose of this project was to develop a WebQuesst investigation that would facilitate student Internet usage. A WebQuest investigation is an inquiry-oriented activity in which most or all of the information that learners interact with comes from resources on the Internet.

Syftet med studien är att öka kunskapen om hur lärare inom årskurs 1 - 3 uppfattar arbetet med skolutvecklingsprogrammet Naturvetenskap och teknik för alla (NTA) inom teknikämnet. Studiens frågeställningar har besvarats genom kvalitativa intervjuer, både enskilda och fokusgrupper, med lärare inom grundskolans lägre åldrar som använder sig av NTA i teknikundervisningen. Resultatet visar att teknikämnets status fortfarande är lågt och att teknik är ett ämne som ofta hamnar i skuggan av andra ämnen. Lärarna menar att NTA bidrar till en högre kvalité på undervisningen då programmet erbjuder en helhetslösning i form av bland annat material, lärarhandledningar och fortbildning. Samtidigt kan lärarna själva välja att anpassa upplägget utifrån sin egen klass och bekvämlighet. Resultatet visar att lärarna väljer att arbeta med NTA på flera olika sätt samt att tekniktemat Testa teknik ofta används på fel sätt. I det stora hela är det tydligt att lärarna är nöjda med skolutvecklingsprogrammet samtidigt som de menar på att det finns viss utvecklingspotential. Avslutningsvis diskuteras resultatet där även teknikundervisningens likvärdighet ifrågasätts kopplat till NTA. / The purpose of this study has been to increase the knowledge of how some teachers in primary school perceive the work with the kit-based programme Naturvetenskap och Teknik för Alla (NTA) in the subject of technology. The main questions of this study have been answered through qualitative interviews, both individual interviews and focus groups, with primary teachers that have been using NTA in their technology education. The results confirm that the technology subject has a low status and is often hidden in the shadows of other subjects. The teachers believe that NTA contributes to a higher teaching quality as the kit-based programme includes a complete material, teacher’s guidance and further training to increase their competence, etc. At the same time, the teachers have a choice how to adapt the ”kit” based on their own convenience and the individuals in their classrooms. The results show that teachers are working with NTA in several different ways and that one of the boxes that includes technology is often used incorrectly. As a conclusion it is clear that the teachers are satisfied with the program, but at the same time there is room for improvement. At the end of this essay the results are discussed, including the equivalence of technology subject that is affected when using the NTA-program.

The aim of this research is to establish which aspects influence students’ successful learning of design skills through contextually integrated learning support material for the design and technology education programme at the University of Pretoria. The purpose of the research is threefold: • The first aim is to investigate the extent to which the electronic tutorial, Design in Action (hereafter referred to as “the tutorial”) contributes to students’ (novice designers) design theory in a technological context i.e. to indicate whether the level of sophistication of the exemplary graphics and explanatory text is suited to the context. • The second aim is to establish the levels of learning achieved by learners as a result of the intervention using Design in Action in order to indicate the adequacy of the learning support material in achieving the learning outcomes of the unit. • The third aim is to establish possible improvements for the tutorial to increase its effectiveness in terms of curriculum, media&technology, learning&instruction and teacher education&didactics (Van den Akker, 1999). The findings of this preliminary study will be used in broader studies focused on the design and development of contextually integrated learning support material for design and technology education students. This research is a qualitative case study, including the evaluation of levels of learning of first year pre-service design and technology students, conducted in the interpretative paradigm, within the theoretical frame of socially responsible research (Reeves, 2000). The evaluation of the levels of learning was based on a model designed by Kirkpatrick (Kirkpatrick, 1994). The model delineates four levels of instruction (training) outcomes: reaction, learning, behaviour, and results. / Dissertation (MEd (CIE))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known about how integrating technology into the daily German-language-teaching curriculum changes the implicit power structures embedded in all classroom interactions. Because of the central, decision-making role of the teacher, this study uses a critical theory of technology lens to examine the daily technology integration experiences of three secondary German language teachers. This study employed a holistic, multiple case study design with a mixed purposive sampling strategy. One classroom observation and two interviews were conducted with each informant. The three secondary German language teachers' descriptions of their decision-making process as they integrate digital technologies into their daily curriculum provide a deeper, more contextualized understanding of their perceptions of their technology integrations. The interpretation of the interview data produced several conclusions. First, digital technology integration is a process that happens over time for the three informants. Second, the informants' decisions about their classroom technology integrations are influenced by their second language acquisition (SLA) beliefs. Third, the informants' classroom technology integrations are influenced by the implicit power relations embedded in the normalized classroom discourse. Fourth, the informants' perception of their own identity and their students' identities influences their classroom technology integrations.

The Intergovernmental Panel on Climate Change’s (IPCC) sixth assessment report was stark, and called for action to address global warming, climate change, and carbon emissions (UnitedNations, 2022). As educators one way to enact change is to educate the current and futuregenerations for sustainable development. Education for Sustainable Development and OutdoorEducation are two popular pedagogical practices utilised for this purpose globally. The aim of this study is to explore teacher perceptions of Classroom Based Assessmentsand their potential to integrate Education for Sustainable Development and Outdoor Educationin the Irish Technology Education subject Wood Technology. To realise this aim, the followingresearch questions were formulated: 1. How do teachers perceive the new Junior Cycle and Classroom Based Assessments? 2. How do teachers perceive and integrate Education for Sustainable Development intoWood Technology? 3. How do teachers perceive and integrate Outdoor Education into Wood Technology? Wood Technology teachers working in the Republic of Ireland were recruited forqualitative semi-structured interviews to gather data and ultimately to answer the researchquestions. These interviews were later transcribed and analysed using a phenomenographicanalysis. As a result an outcome space was created describing the variations in teachers’perceptions (Sin, 2010). The outcome space demonstrated that teachers value Classroom BasedAssessments, Education for Sustainable Development, and Outdoor Education. Education for Sustainable Development was widely integrated through the sustainable use of material in theclassroom and through some Classroom Based Assessments. Outdoor Education was practicedin Wood Technology, Transition Year, and most often in Senior Cycle Construction Studies.

Det här självständiga arbetet har som syfte att ta reda på vilka uppfattningar som flickor på högstadiet har om teknikämnet för att kunna se vad som kan förändras i den nuvarande teknikundervisningen. Syftet är också att det aktuella arbetet ska kunna bidra till att teknikundervisningen kan utvecklas åt ett håll så att fler flickor känner att de förstår vad teknik är och på så sätt kan utveckla ett intresse som gör att de vill välja att läsa vidare på gymnasiets teknikprogram. Frågeställningarna som användes i undersökningen var: - Vad gör teknikämnet intressant för flickor på högstadiet? - Vad påverkar flickor till att välja/inte välja teknikprogrammet på gymnasiet? Undersökningen genomfördes med två fokusgruppsintervjuer på två skolor i två olika kommuner. Av resultatet framkom det att en del flickor anser att de haft så lite teknikundervisning att de saknar kunskap om vad teknik är, och att det har bidragit till att de inte utvecklat något intresse för teknikämnet och därmed inte heller funderar på att välja teknikprogrammet. En del flickor anser även att lärarnas roll är viktig för att kunna utveckla ett intresse för teknikämnet, men att det också är väldigt viktigt att ha kvinnliga förebilder som kan visa att det är möjligt även för flickor att lyckas inom en teknisk bransch. / The purpose of this report is to find out what perception of technology girls in lower secondary school have, so that technology as a subject can be altered. Another aim of this report is to create a helpful tool for future developing the technology subject so that more girls can establish an interest in the subject. This is as an understanding within technology could increase the possibility that they want to study technology in the future. The research issues for this study are: - What makes girls in lower secondary school interested in technology? - What affects girls in their choice of studying or not studying technology in upper secondary school? The study was performed by group interviews conducted at two different schools in different municipalities. Results given reveal that some girls believe that they have had too little training in technology, leading to a lack of knowledge about what technology is. This contributes to a lack of interest within technology, which makes them not think about choosing the technology program in the future. Some girl believe that the teachers play a significant role when it comes to the development regarding an interest in technology, and also that it is important to have female role-models to show that it is possible for girls to succeed in the technological industry.

Under Skolinspektionens granskning från 2019 framkom det att en tredjedel av de besökta högstadieskolorna i undersökningen saknade delar av det centrala innehållet i sin teknikundervisning. Granskningen vittnade även om en upplevd otydlighet bland tekniklärare när de tolkade Skolverkets styrdokument.  Det här examensarbetet undersöker hur planeringar inom teknikämnet på högstadiet ser ut idag och vilken inverkan de har på teknikinnehållet i undervisningen. Denna studie undersöker även vad som framträder som viktigt teknikinnehåll och vad som anses högt värderat samt vad som osynliggörs och anses lågt värderat. Arbetet har för avsikt att besvara följande frågeställningar: Hur reella ämnesplaneringar ut för teknikundervisningen på några av Sveriges högstadieskolor 2022? samt Hur väl kopplade är några av Sveriges högstadieskolors reella ämnesplaneringar för teknikundervisning till det centrala innehållet i Skolverkets styrdokument? För att ta reda på svaret i dessa frågor kontaktades 18 stycken tekniklärare som delade med sig av sina planeringar för högstadiets tre år inom ämnet. Dessa planeringar sammanfattades och bearbetades genom en induktiv tematisk analys, tillsammans med tabeller, vilket utformade diskursen som sedan en resultatanalys utfördes på.  Resultatet av arbetet påvisar att det finns en relativt klar bild utifrån diskursen av vad som borde förekomma i teknikundervisningen och att majoriteten av diskursens planeringar är väl kopplade till det centrala innehållet i Skolverkets styrdokument. Flera områden framträder som viktigt teknikinnehåll och anses vara högt värderat och bland de områden som värderas högst finns: teknikhistoria, rit- och skissteknik, byggteknik, konstruktion, tekniska system, styr- och reglerteknik samt programmering. De områden som i större utsträckning osynliggörs och som värderas lågt utifrån diskursens resultat är: digitalisering, framtiden och AI (maskininlärning). / During the inspection of the Swedish Inspectorate (Skolinspektionen) in 2019, it was demonstrated that a third of the visited schools from the investigation lacked parts from the central content in their technology education. The inspection also shed light on an experienced ambiguity amongst the technology teachers when they interpreted the governing documents from the School board of Sweden (Skolverket).  This thesis examines how planning within the technology subject at lower secondary schools looks like today and what impact it has on the technology content. It examines what appears to be classified as important technology content and considered highly valued. Additionally, it also examines what is missing and is considered lowly valued. The thesis’s intention and ambition is to answer the following questions: How does real subject plannings occur within technology education at some of Sweden’s secondary schools in 2022? and How well connected are some of Sweden’s secondary school’s subject plannings within technology education with the central content of the governing documents from the School board of Sweden? To answer these questions, 18 technology teachers were contacted and they shared their subject plannings for the three years of Swedish lower secondary school. These plannings were summarized and processed through an inductive thematic analysis, together with tables, which designed the discourse that the results analysis were based on. The result of the thesis shows that through the discourse there is a relatively clear view of what should take place in technology education and that the majority of the plannings from the discourse are well connected to the central content of the governing documents from the School board of Sweden (Skolverket). Many of the areas appear as important technology content and are considered to be highly valued, but the areas that are considered to be valued the highest are: technology history, draw- and sketch technique, building technique, construction, technical systems, control and regulation technology and programming. The areas which to a greater extent are missing and considered lowly valued based on the result of the discourse are: digitalisation, the future and AI (machine learning).

Detta examensarbete riktar sig främst till tekniklärare för högstadiet och gymnasiet i Sverige och rör hur elever skulle kunna möta klimatförändringar i relation till lärande för hållbar utveckling och handlingskompetens. Syftet är att reda ut hur skolmaterialen på globalamalen.se kan främja lärande för hållbar utveckling. Frågeställningen lyder: Hur kan skolmaterialen på globalamålen.se användas för att främja lärande för hållbar utveckling och handlingskompetens i teknikundervisning? En reflexiv tematisk analys har utförts på ett underlag av dels rekommendationer om lärande för hållbar utveckling och dels forskning som beskriver hur undervisning kan påverka elevers handlingskompetens. Detta gjordes för att identifiera några didaktiska metoder som används av skolmaterial på hemsidan globalamålen.se och kan främja lärande för hållbar utveckling och handlingskompetens. Skolmaterialen och de didaktiska metoderna kan användas i teknikundervisningens socioetiska dimension. Den tematiska analysen finner några didaktiska metoder, som formuleras som kriterier för att tydligare kunna jämföra olika skolmaterial, så att läsaren kan använda skolmaterialen på hemsidan som inspiration för sitt arbete med lärande för hållbar utveckling. Resultatet visar några didaktiska principer som används av skolmaterialen som undersökts. Dessa är: Möten med omvärlden Medbestämmande och elevinflytande Pluralism Genusperspektivet Kritiska perspektiv Elevernas perspektiv och idéer synliggörs Flera handlingsalternativ diskuteras Demokratiska kollektiva beslut Elevernas uttryck med flera sinnen Resultatet visar även vilka skolmaterial som använder vilka metoder, och detta sammanfattas bäst av resultattabellen i bilaga A. Slutsatsen är att flera av de didaktiska metoder som kan främja lärande för hållbar utveckling och handlingskompetens är ovanliga i skolmaterialen som undersökts, men att alla skolmaterial tillsammans tar upp dessa principer på flera sätt, och att skolmaterialen med fördel kan jämföras i relation till varandra för att inspirera arbetet med lärande för hållbar utveckling och främja handlingskompetens. / This thesis is primarily aimed at technology teachers for lower and upper secondary school in Sweden and concerns how students could face climate change in relation to education for sustainable development (ESD) and action competence. The aim is to find out how the school materials on globalamalen.se can promote ESD. The question is: How can the school materials on globalamalen.se be used to promote ESD and action competence in technology education? A reflexive thematic analysis has been carried out partly on the basis of recommendations on learning for sustainable development and partly on the basis of research that describes how teaching can affect students' action competence. This was done to identify some didactic methods that are used by school materials on the website globalamålen.se and can promote ESD and action competence. The school materials and didactic methods can be used in the social and ethical dimension of technology education. The thematic analysis finds some didactic methods, which are formulated as criteria to be able to more clearly compare different school materials, so that the reader can use the school materials on the website as inspiration for their work with ESD.The result shows some didactic principles used by the school materials examined. These are: Meetings with the outside world Co-determination and student influence Pluralism The gender perspective Critical perspectives Students' perspectives and ideas are made visible Several options for action are discussed Democratic collective decisions Students' expressions with multiple senses The results also show which school materials use which methods, and this is best summarized by the results Table in Appendix Bilaga A. The conclusion is that several of the didactic methods that can promote ESD and action competence are unusual in the school materials examined, but that all the school materials together address these principles in several ways, and that the school materials can be advantageously compared in relation to each other in order to inspire work with learning for sustainable development and promote action skills.