Dissertationen zum Thema „Culture in school geography“
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Martins, Marcos Antonio Pereira. „Currículo e cultura: uma proposta de (re) desenho curricular de geografia no ensino médio“. Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8342.
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Outro
The present research sought to reflect on the (re) design of the curriculum of the Geography discipline, pointing to a more meaningful education based on cultural school reality. In this research the curriculum is seen from the perspective of the neoliberals transformations, especially in developing countries such as Brazil, and which there is a substantial impact in the teaching / learning process. This is notably observed in the Brazilian education system, singularly from the institution of the Law of Guidelines and Basis in Education (Law 9,394 / 1996), of the curricular restructuring through the National Curricular Parameters (NCPs), the National Curricular Guidelines for Secondary Education (DCNs), the National Pact for Strengthening Higher Education (PNFEM), the proposal to create a National Curricular Common Base, therecent provisional measures and the models of evaluation of the High School which can be noted through the National Higher Education Examination (ENEM), with the purpose of developing a new teaching / learning project in the Brazilian education system. The Qualitative research was carried out through bibliographical research and the process of data collection, using as observation procedures, questionnaires, interviews and documentary research, through which we seek to notice the curriculum of Geography of the current high school that is worked in the State Department Education, Culture and Sport of the State of Goiás, the educational methods of the Geography professors and discipline of the researched teaching unit, the relation of the pupils with the place in which they live, as well as the most relevant points of the pupils’ culture which appear in the redefinition of a new curricular proposal.
A presente pesquisa buscou refletir sobre o (re) desenho do currículo da disciplina de Geografia, apontando para uma educação mais significativa com base na realidade cultural escolar. Nessa pesquisa o currículo é visto sob a ótica das transformações neoliberais ocorridas, sobretudo nos países em desenvolvimento como o caso do Brasil, e, que impactam substancialmente o processo ensino/aprendizagem. Isso é notadamente observado no ensino brasileiro, singularmente a partir da instituição da Lei de Diretrizes e Bases na Educação (Lei nº 9.394/1996), da reestruturação curricular por meio dos Parâmetros Curriculares Nacionais (PCNs), das Diretrizes Curriculares Nacionais para o Ensino Médio (DCNs), do Pacto Nacional Pelo Fortalecimento do Ensino Médio (PNFEM), da proposta de criação de uma Base Nacional Comum Curricular, das recentes medidas provisórias e dos moldes de avaliação do Ensino Médio como se pode notar através do Exame Nacional do Ensino Médio (ENEM), com o intuito de desenvolver um novo projeto de ensino/aprendizagem na educação brasileira. A investigação de cunho qualitativo se realizou através de pesquisa bibliográfica e do processo de coleta de dados, utilizando como procedimentos a observação, questionários, entrevistas e pesquisa documental, por meio dos quais buscamos perceber o currículo de Geografia do ensino médio atual que é trabalhado na Secretaria Estadual de Educação, Cultura e Esporte do Estado de Goiás, a prática pedagógica dos professores da disciplina de Geografia da unidade de ensino pesquisada, a relação dos alunos com o lugar em que vivem, bem como os pontos mais relevantes da cultura dos alunos que constam na redefinição de uma nova proposta curricular.
Luken, Eleanor. „Children's power over play a cultural geography of playspaces in America /“. Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.
Der volle Inhalt der QuelleAdvisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.
Weber, Eliane. „PERCEPÇÕES EM RELAÇÃO AO AMBIENTE DESENVOLVIDAS NOS 4º E 5º ANOS NA ESCOLA MUNICIPAL SÃO FRANCISCO, ASSENTAMENTO ALVORADA“. Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9394.
Der volle Inhalt der QuelleA educação possui um papel fundamental para a formação do ser humano, visando à preparação de seres participantes e comprometidos com a transformação da sociedade. Faz-se ainda mais premente para o educador orientar os alunos para a compreensão, valorização e atuação positiva sobre o contexto espaço-ambiental em que vivem, identificando suas problemáticas e engajando-se na busca de soluções efetivas e sustentáveis para as mesmas, o que se reveste de especificidade no tocante à educação em meio rural. Neste contexto, a educação ambiental precisa aliar-se às diversas áreas do conhecimento humano e ao reconhecimento dos saberes empíricos, a fim de promover a compreensão, sem descaracterizar a cultura campesina. Com base nessas considerações, a presente proposta de estudo tem por objetivo geral: Compreender a percepção dos educandos do 4º e 5º anos da E. M. São Francisco em relação ao meio em que estão inseridos e a inter-relação com os conhecimentos construídos na referida escola; e como objetivos específicos: - Caracterizar as especificidades do trabalho com educação ambiental na escola; - Investigar as percepções dos educandos sobre o meio em que vivem; - Desenvolver e avaliar uma experiência em Educação Ambiental que busca articular a Geografia à realidade do assentamento. A metodologia privilegiada foi a pesquisa participante, obtendo informações necessárias através da realização de atividades com os alunos, que foram analisadas com o referencial teórico, relacionando a teoria e a prática. Concluindo a importância de o educador conhecer a realidade onde o aluno está inserido, na sua comunidade, trabalhar com o contexto social, suas relações e interações na sociedade, tornando o ensino mais significativo.
Silva, Carlos Augusto Gomes Cavalcanti da. „A diversidade cultural do nordeste brasileiro nos livros didáticos de geografia do ensino médio“. Universidade Federal de Alagoas, 2008. http://repositorio.ufal.br/handle/riufal/318.
Der volle Inhalt der QuelleO tema deste trabaho é a diversidade cultural do Nordeste brasileiro, como esse tema tem sido tratado no ensino médio do país na disciplina Geografia, através dos livros didáticos. Sabemos que o Brasil é um país composto por diversas culturas, onde cada uma das cinco regiões tem suas próprias características culturais e que no interior dessas regiões também existem diversas culturas. A intensão será averiguar se, quando os livros didáticos de geografia tratam da diversidade cultural do Nordeste, tratam da forma como os PCNEM dizem que é para ser tratado e as implicações disto para a identidade cultural nordestina. Neste trabalho mostraremos como o Nordeste é visto pelos livros didáticos de Eustáquio SENE de. E MOREIRA, João Carlos. GEOGRAFIA GERAL E DO BRASIL. Ed. Scipione. 1998 e o livro de VESENTINI, José Willian. Geografia: Série Brasil. Ed. Ática. 2005. A pesquisa será feita em uma abordagem qualitativa, onde faremos uma análise de conteúdo desses livros didáticos, que são os mais utlizados nas escolas públicas e privadas, aonde essa análise mostrará como a diversidade do Nordeste brasileiro é abordado nesses livros.
Swann, Michelle. „Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945“. Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
Der volle Inhalt der QuelleTabulawa, Richard Tjombe. „A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools“. Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
Der volle Inhalt der QuelleNascimento, Lisângela Kati do. „Identidade e territorialidade: os quilombos e a educação escolar no Vale do Ribeira“. Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-01122015-175909/.
Der volle Inhalt der QuelleThis dissertation approaches the subject of the relationship between the study of Geography and the cultural identity of remaining communities of quilombos in the Vale do Ribeira region, in the Brazilian state of São Paulo. From the analysis of methods proposed to teach Geography in public, municipality funded-schools in the towns of Eldorado and Iporanga (second grade) and in the state funded public school inside the Ivaporunduva Quilombo (first grade), this work tries to identify elements that help - or not - (re) create the cultural identity of the quilombo dweller. In the Vale do Ribeira region are the largest stretches of what remains of the Brazilian Mata Atlantica, formerly a forest complex that covered all of Brazil\'s coast and is known for its animal and plant diversity. The region also has the worst social and economic indicators in the state of São Paulo. In this context, environmental conservation collides with the need for economic development. Therefore, projects to build dams in the Ribeira do Iguape river naturally resonate among the local population. At the same time, however, a good deal of the quilombo communities, which are settled on Ribeira\'s riverbed, see their ancestral territories in jeopardy. The quilombo communities\' cultural identity is directly related to the place where they live. The Vale do Ribeira communities, under the prospect of losing their territory, fight for their right to their land (article 68 in the Brazilian constitution). That forces them to (re) think themselves as quilombolas - the name given to people who live in quilombos - in the various aspects of their social lives. It\'s within this frame that the concern about having a school that values their cultural identity becomes ever more important. From interviews with leaders of the quilombos, teachers and students, and from the observation of classes, it was clear that there still is a long way to be trailed before the ideal school for that purpose is achieved. In researching the role Geography classes play, we identified important actions that try to value the student\'s local space. We also saw actions that reinforce cultural homogeneization, instead of valuing the cultural diversity present in the schools.
Aiken, E. J. „Science, culture and the genealogy of scriptural geography“. Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437906.
Der volle Inhalt der QuelleHui, Kwai-yin. „Teachers' perceptions of curriculum continuity in secondary school geography“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887211.
Der volle Inhalt der QuelleHousiaux, Kathryn Margaret Louise. „Re-conceptualising consumption : a geography of masculinity“. Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297871.
Der volle Inhalt der QuelleBaker, Anne. „Heartless immensity : literature, culture, and geography in antebellum America /“. Ann Arbor : the University of Michigan press, 2006. http://catalogue.bnf.fr/ark:/12148/cb40206999n.
Der volle Inhalt der QuelleHimiyama, Yukio. „A comparative study of culture space in Japan and Britain“. Tokyo : Taga Shuppan, 1986. http://catalog.hathitrust.org/api/volumes/oclc/20473975.html.
Der volle Inhalt der QuelleBorg, Axisa Glorianne. „Intercultural education through school geography in Malta“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041945/.
Der volle Inhalt der QuelleRiecken, Theodore John. „School improvement and the culture of the school“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29368.
Der volle Inhalt der QuelleEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Puttick, Steven. „Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments“. Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
Der volle Inhalt der QuelleDas, Sharmistha. „School culture : exploring a concept“. Thesis, University of Aberdeen, 2006. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU226257.
Der volle Inhalt der QuellePaynter, Felicity. „Suburbs, culture and regeneration : cultural strategies in three English suburban boroughs“. Thesis, Queen Mary, University of London, 2010. http://qmro.qmul.ac.uk/xmlui/handle/123456789/513.
Der volle Inhalt der QuelleBinnie, Jonathan Robert. „A geography of urban desires : sexual culture in the city“. Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263257.
Der volle Inhalt der QuelleRose, Gillian Cathryn. „Locality, politics and culture : Poplar in the 1920s“. Thesis, Queen Mary, University of London, 1989. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1706.
Der volle Inhalt der QuelleScott, Peter Terence. „Communication of school culture in an Anglican grammar school“. Thesis, Australian Catholic University, 1998. https://acuresearchbank.acu.edu.au/download/6f70f4c533aee5a029abec18fa02833add0e6d0dff8e96f7d44bea5c5c6cd7f4/19219100/65077_downloaded_stream_302.pdf.
Der volle Inhalt der QuelleLebesa, Mabel Kgomotso. „Exploring the school culture in a township primary school“. Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50656.
Der volle Inhalt der QuelleDissertation (MEd)--University of Pretoria, 2015.
tm2015
Humanities Education
MEd
Unrestricted
Smith, Fiona. „The geography of out-of-school childcare provision“. Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481700.
Der volle Inhalt der QuelleButt, John Lindahl. „School improvement : implementation, evaluation and culture /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/MQ47441.pdf.
Der volle Inhalt der QuelleGoslin, Kimberly Gordon, und University of Lethbridge Faculty of Education. „Examining school culture in Southern Alberta“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/35.
Der volle Inhalt der Quellex, 114 leaves : ill. ; 28 cm.
Kay, Louise. „School readiness : a culture of compliance?“ Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20433/.
Der volle Inhalt der QuelleColley, Kenna. „Coming to Know a School Culture“. Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28799.
Der volle Inhalt der QuelleEd. D.
Gruenert, Stephen W. „Development of a school culture survey /“. free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901237.
Der volle Inhalt der QuelleMabusela, Mapula Rebecca. „How women principals negotiate school culture“. Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
Der volle Inhalt der QuelleChi, Heng-Chang. „Transnational food geography and culinary culture in Thai restaurants of Taiwan“. Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531199.
Der volle Inhalt der QuelleHyndman, Robert Murray. „Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school“. The University of Waikato, 2007. http://hdl.handle.net/10289/2322.
Der volle Inhalt der QuelleScott, Peter Terence, und res cand@acu edu au. „The Communication of School Culture in an Anglican Grammar School“. Australian Catholic University. School of Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp215.03092009.
Der volle Inhalt der QuelleClute, Jacob L. „Middle School, School Culture, Parental Involvement, and the Academic Index“. TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1432.
Der volle Inhalt der QuelleBritton, Evelyn M. „Influence of School Principals on Teachers' Perceptions of School Culture“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5169.
Der volle Inhalt der QuelleKunda, Gideon 1952. „Engineering culture : culture and control in a high-tech organization“. Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/45688.
Der volle Inhalt der QuelleMICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 267-272.
by Gideon Kunda.
Ph.D.
Hopwood, Nicholas. „Pupils' conceptions of school geography : a classroom based investigation“. Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439767.
Der volle Inhalt der QuelleHui, Kwai-yin, und 許桂賢. „Teachers' perceptions of curriculum continuity in secondary school geography“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959416.
Der volle Inhalt der QuelleMorgan, John William. „The implications of postmodernism for school geography : a discussion“. Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019116/.
Der volle Inhalt der QuelleMardesic, Andrew P. „The effects of neighborhood characteristics on school crime and academic achievement“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586870.
Der volle Inhalt der QuelleMany studies of the relationship among neighborhood demographics, school crime, and academic performance rely on broad categories of crime, such as a generalized number of crime incidents or suspensions. This study investigates these relationships by using specific crime categories not explored previously. The primary assumption, often made in studies of school-level phenomena, being challenged is that substance possession should be categorized with other types of school crime. This assumption is not supported by studies of adolescents and substance use. The current study found that most categories of school crime are associated with poor academic performance, single-parent homes, and low economic status while substance use and possession are not. Regression models found that family structure is a more important factor than poverty in driving school crime. Strong within-school associations among reports of robbery, battery, and assault with a deadly weapon were also found.
Chan, Suk-ying Eva. „Teachers' conceptions of geography teaching and learning“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.
Der volle Inhalt der QuelleDavis, Nathan E. „Looking more deeply into the Link between Art and Place within the Salish Tribal Culture of Northwest Montana“. The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05302008-172318/.
Der volle Inhalt der QuelleTam, Wan Ting (Winnie). „Discipline and research data in geography“. Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/26997.
Der volle Inhalt der QuelleTreby, Emma Jane. „Frames of influence : embracing culture-centric perspectives on public and institutional participation in coastal zone management“. Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313198.
Der volle Inhalt der QuelleBayliss, Darrin. „Council cottages and community in inter-war Britain : a study of class, culture, politics and place“. Thesis, Queen Mary, University of London, 1998. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1384.
Der volle Inhalt der QuellePrice, Steinbrecher Barry Ellen. „The Geography of Heritage: Comparing Archaeological Culture Areas and Contemporary Cultural Landscapes“. Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/560836.
Der volle Inhalt der QuelleChow, Wai-yee. „How do school leaders shape school culture? a multi-dimensional perspective /“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.
Der volle Inhalt der QuelleChow, Wai-yee, und 鄒慧儀. „How do school leaders shape school culture?: a multi-dimensional perspective“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
Der volle Inhalt der QuelleO'Connor, Colleen. „Building school culture through reform in a successful urban public school“. Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241312.
Der volle Inhalt der QuelleThe following research highlights the impact of building a strong school culture in one successful urban Turnaround school. From changes to the environment to increased professional development, from the impact on student and parent engagement to the changes in professional expectations for staff, it seems there was no area of the school that wasn’t positively impacted by focusing on improving the school’s culture. It highlights a school that moved from being arguably the lowest performing elementary school in the state to a school that had measurable and steady improvements in student achievement over a four year span. This research presents a success story told through the lens of the culture-building that the seasoned leader prioritized and insisted was most critical to their Turnaround efforts. Despite massive reform and the pressures of accountability, the leader’s insistence on shaping the culture in every aspect of the school paid off. The staff too experienced this improved culture as critical to their Turnaround and sustained success. Given the fact that this school generated steady success in one of the poorest neighborhoods in the state, this local story has much to teach like and unlike settings. Additionally, this Principal’s ability to strengthen her school culture through the implementation of massive reform provides district and school-based leaders ways to couple culture-building and reform in effective ways. This research identifies and extrapolates the key findings that are replicable and urgently relevant to public schools everywhere that are struggling to find a balance between answering the call of heavy reform while creating school cultures that meet the needs of students and staff, and create lasting and sustainable school-wide improvement. Finally, this research provides an example of a successful leader who invested in the culture, despite pressures to focus on other urgent matters perceived to be more directly related to student achievement. This research provides an invitation to leaders who wish to build school cultures that will prove foundational to substantial and lasting success.
Van, Der Steen Niek. „School improvement in Tanzania : school culture and the management of change“. Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10021666/.
Der volle Inhalt der QuelleRamey, Rachel A. „Designing School Community: Changing Inner-City Middle School Culture Through Interiors“. VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.
Der volle Inhalt der QuelleBond, Elizabeth Grace. „Leadership and culture in school-initiated change“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ35394.pdf.
Der volle Inhalt der Quelle