<div>Although design is part of everyday experience, increased proficiency in managing and reflecting while designing signify greater proficiency as a designer. This capacity for regulation in design is crucial for learning, including from failure experiences, while designing. Failure and iteration are integral parts of design, with potential cognitive and psychological ramifications. On the one hand, failure can be framed as a learning experience that interrupts thinking and evokes reflection. On the other hand, it can be detrimental for confidence and motivation or derail the design process. Based on similarities between design and self-regulation, I articulate a framework whereby responses to failure might be regulated by beginning designers. Then, this case study applies the framework to describe the experiences and perspectives of beginning designers as they work and fail, illuminating issues of failure in design and the extent of their self-regulation.</div><div><br></div><div>The in situ design processes of four teams was examined to describe self-regulation strategies among student designers. Analysis was conducted with two methods: linkography and typological thematic analysis. Linkography, based on think-aloud data, provided a visual representation of the design process and tools to identify reflection, planning, and critical moments in the design process. Typological analysis, based on think-aloud data, follow-up interviews, and design journals, was used to investigate specific strategies of self-regulation. The complementary methods contribute to understanding beginning designers’ self-regulation from multiple perspectives.</div><div><br></div><div>Results portray varied trajectories in design, ranging from repeated failure and determination to fleeting success and satisfaction. Class structures emerge in designers’ patterns of planning and reflection. These highlight the contextualized and evolutionary nature of design and self-regulation. Furthermore, linkographic evidence showed a beginning sense-making process, followed by oscillating phases of forward and backward thinking, to various degrees. Moments of testing, both successes and failure, were critically connected in the design process.</div><div><br></div><div>Thematic analysis identified 10 themes, aligning with the self-regulatory phases of forethought, performance, and reflection. The themes highlight how regulation in forethought is used to shape performance based on past iterations; meanwhile, the identification and attribution of failures relays information on how, and whether to iterate. Collectively, thematic findings reinforce the cyclical nature of design and self-regulation.</div><div><br></div><div>Design and self-regulation are compatible ways of thinking; for designers, the juxtaposition of these concepts may be useful to inform patterns of navigating the problem-solving process. For educators, the imposition of classroom structures in design and self-regulatory thinking draws attention to instructional design and assessment for supporting student thinking. And for researchers of design or self-regulation, these methods can give confidence for further exploration.</div>

There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-10-20T13:43:16Z No. of bitstreams: 2 Dissertacao Sander de Sales Amaral - 2013.pdf: 1415090 bytes, checksum: fd4e6c240937cdbf3b7ed0e85948dcec (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-20T19:43:28Z (GMT) No. of bitstreams: 2 Dissertacao Sander de Sales Amaral - 2013.pdf: 1415090 bytes, checksum: fd4e6c240937cdbf3b7ed0e85948dcec (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-20T19:43:28Z (GMT). No. of bitstreams: 2 Dissertacao Sander de Sales Amaral - 2013.pdf: 1415090 bytes, checksum: fd4e6c240937cdbf3b7ed0e85948dcec (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-10-03 / The process of expansion and democratization of higher education in the country, in recent decades, with the university reforms implemented by the State, has caused hard debate about the future of the university. It is in the midst of these reforms that the Distance Education (EaD) on upper level begins to expand, is viewed as strategic to democratize the access to higher education, by virtue of the possibilities arising from the improvement of Information Technology and Communication (TIC) from 1990s. Since then, their quality has been very questioned with the expansion of higher education by the distance education, where the problems of attendance and demand also are expanded, with implications on the academic teaching staff. And when we think of the expansion and quality in distance education, it is impossible not to give less importance to educational tutors, because the role and activity which are performed raise important issues for the development of our understanding on this non-presence education. Thus, our goal with this current study is to analyze the dissertations and theses into portal Capes surveyed in the period of 2006-2012 in order to understand how the authors situate the work of educational tutors in distance education who work in educational institutions linked to UAB, as regards to aspects such as professional identity, training, working conditions, among others. Therefore, we propose the following question: considering the analysis of dissertations and theses produced in portal Capes, the period of 2006-2012, what can we say about the tutors of EaD, understood as fundamental professionals to interact directly with students in the classroom poles and the virtual learning environment? In the methodology, we adopt two types of research: documents and literature. In documentary research, we analyzed documents written (laws, decrees, orders, notices, and other statistics), to verify the progress and prospects for the EaD in Brazil with the improvement of TIC. In the literature, apart from reading authors such as Castells, Schaff, Frigotto, Belloni, Barreto, Dourado, Santos, Toschi, Valente who have guided our study, we analyze theses and dissertations, selected in portal Capes, considering the period of 2006-2012. In the analysis developed , predominantly qualitative, we look at issues arising from the conceptions of the authors on the EaD, especially on aspects of the tutors‟ work , their specificities , their theoretical and methodological approaches , which enabled us to build a general framework in relation discussions on the subject. Analysis of State of the Art on studies involving tutors in distance education who work in education in IES members of UAB enables us to say that there are few dissertations and theses in the portal Capes on education tutors in IES members of UAB, many authors highlight the importance of tutors for the quality of distance education, so that some of them defend its function as teaching, but few roles deal about training and working conditions of these professionals, although, in some studies, it predominates discourse on the need for tutors and/or teachers in EaD with intent to adapt to technological advances, which is significant for the development of education, and know how to deal with the tools used in the process. / O processo de expansão e democratização da educação superior no país, nas últimas décadas, com as reformas universitárias implantadas pelo Estado, tem provocado acirrados debates sobre os rumos da universidade. É no bojo dessas reformas que a Educação a Distância (EaD) em nível superior começa a se expandir, pois é entendida como estratégica para democratizar o acesso à educação superior,em virtude das possibilidades advindas do aprimoramento das tecnologias da informação e comunicação (TIC), a partir dos anos 1990. Desde então, sua qualidade tem sido muito questionada, pois, com a expansão da educação superior via EaD, ampliam-se, também, os problemas de atendimento e de demanda, com implicações no trabalho docente. E quando pensamos a expansão e a qualidade na EaD, é impossível secundarizarmos a figura dos tutores, pois o papel e a atividade que executam suscitam questões importantes para o desenvolvimento de nossa compreensão sobre essa educação não presencial. Assim, nosso objetivo com o presente estudo é analisar as dissertações e teses pesquisadas no portal Capes, no período 2006-2012 para compreendermos como os autores situam o trabalho dos tutores na EaD que atuam na área da educação nas intuições vinculadas à UAB, no que se refere a aspectos como identidade profissional, formação, condições de trabalho, dentre outros. Para tanto, propomos a seguinte questão norteadora: considerando a análise das dissertações e teses produzidas no portal Capes, do período 2006-2012, o que podemos dizer sobre os tutores da EaD, entendidos como sujeitos fundamentais por interagirem diretamente com os alunos nos polos presenciais e no ambiente virtual de aprendizagem? Na metodologia, adotamos dois tipos de pesquisa: documental e bibliográfica. Na pesquisa documental, procedemos à análise de documentos escritos (leis, decretos, portarias, editais, estatísticas e outros), procurando verificar os avanços e as perspectivas para a EaD no Brasil com o aprimoramento das TIC. Na pesquisa bibliográfica, além da leitura de autores como Castells, Schaff, Frigotto, Belloni, Barreto, Dourado, Santos, Toschi, Valente que nortearam nosso estudo, analisamos dissertações e teses, selecionadas no portal Capes, considerando o período 2006-2012. Na análise que desenvolvemos, predominantemente qualitativa, atentamos para questões oriundas das concepções dos autores sobre a EaD, principalmente sobre aspectos inerentes ao trabalho dos tutores, suas especificidades, seus enfoques teórico-metodológicos, o que nos possibilitou a construção de um quadro geral em relação às discussões acerca do tema. A análise do Estado da Arte sobre estudos que envolvem tutores em EaD que atuam na área da educação nas IES integrantes da UAB nos possibilita afirmar que existem poucas dissertações e teses no portal Capes sobre tutores em educação nas IES integrantes da UAB; muitos autores destacam a importância dos tutores para a qualidade da EaD, de modo que alguns defendem sua função como docência, mas poucos trabalhos tratam sobre formação e condições de trabalho desses profissionais; em alguns estudos, predomina o discurso sobre a necessidade de os tutores e/ou professores na EaD se adaptarem aos avanços tecnológicas, tidos como significativos para o desenvolvimento da educação, e de saberem lidar com as ferramentas utilizadas nos processos.

Made available in DSpace on 2016-04-27T16:58:35Z (GMT). No. of bitstreams: 1 Flavio Pereira da Cruz.pdf: 2297186 bytes, checksum: e42d3730b92eeee2b7c7f4a9b7c71ab5 (MD5) Previous issue date: 2008-02-15 / Secretaria da Educação do Estado de São Paulo / This dissertation aims to analyze how the collection Mathematics and Reality approaches argumentation and proof when it refers to the Fundamental Theorem of Arithmetic and the Theorem of Pythagoras. It s inserted in the Project AProvaME (Argumentation and Proof in School Mathematics) that proposes the investigation of conceptions of argumentation and proof in the teaching of mathematics in schools in the state of São Paulo and to form a group of researchers to elaborate situations of learning involving arguments and proof to be investigated in the classroom. The analysis of the collection, in our research, is based on the work done by BALACHEFF et. al. (2001) which presents possible activities that may involve argumentation and proof classifying them into various types and levels. We have used this classification, when it refers to the Fundamental Theorem of Arithmetic and the Theorem of Pythagoras, to consider the theoretical text and the respective exercises presented in the collection that are related to argumentation and proof. We have noticed that the proposed activities may basically be classified as "tasks of initiation to proof." We conclude, in our analysis, that the collection is not designed to work with argumentation and proof to develop such skills in students when presenting the Fundamental Theorem of Arithmetic and the Theorem of Pythagoras, and also when proposing its activities. We propose, at the end of our work, dynamic activities that may complement those that are present in the collection, aiming to help in the development of new approaches on argumentation and proof in the classroom / Este trabalho tem o objetivo de analisar como a coleção Matemática e Realidade aborda argumentação e prova quando trata do Teorema Fundamental da Aritmética e do Teorema de Pitágoras. Ele está inserido no projeto AProvaME - (Argumentação e Prova na Matemática Escolar) que propõe a investigação de concepções de argumentação e prova no ensino de matemática em escolas do estado de São Paulo e formar grupo de pesquisadores para elaborar situações de aprendizagem envolvendo argumentação e prova para serem investigadas em sala de aula. A análise da coleção, em nossa pesquisa, tem como fundamento o trabalho desenvolvido por BALACHEFF et. al. (2001) que apresenta possíveis atividades que possam envolver argumentação e prova classificando-as em vários tipos e níveis. Utilizamos esta classificação para analisar, quando trata do Teorema Fundamental da Aritmética e do Teorema de Pitágoras, o texto teórico e os respectivos exercícios apresentados na coleção e que estejam relacionados com argumentação e prova. Constatamos que são propostas basicamente atividades que podem ser classificadas como de tarefas de iniciação a prova . Concluímos, em nossa análise, que a coleção não visa o trabalho com argumentação e prova para desenvolver tais competências nos alunos quando apresenta os temas Teorema Fundamental da Aritmética e Teorema de Pitágoras e também quando propõe as respectivas atividades. Propomos ao final de nosso trabalho, atividades dinâmicas que podem complementar as que estão presentes na coleção, com o propósito de contribuir na elaboração de novas abordagens sobre argumentação e prova em sala de aula

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Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.