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Jones, Sandra Joyce. „How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students“. CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.
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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.
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Frymire, Christopher B. „Student satisfaction and involvement with third places at a university“. Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/766.
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This study explored student understanding of third places at the University of the Pacific. As colleges and universities seek to develop the whole student, providing students places that develop a sense ofbelongingness will contribute to their social development. Research has also shown that providing this belongingness will improve student learning. The questions this study hopes to answer are how do students use spaces on campus, and how do these spaces affect student satisfaction and involvement with the University. The results provided by students showed connections between student responses and the literature researched for the study. It is the writer's hope the findings of the study will help to guide future decisions regarding space planning and development.
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Fisher, Ellen Suzanne. „The effect of the physical classroom environment on literacy outcomes how 3rd grade teachers use the physical classroom to implement a balanced literacy curriculum /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5699.
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Thesis (M.S.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Vita. Includes bibliographical references.
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Cady, Julie. „The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools“. Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5613.
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The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test&"174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Hensley-Pipkin, Charity. „Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2556.
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The specific goal of this study was to determine the use of the physical classroom environment as a teaching and learning tool in an era of the implementation of the Common Core State Standards Initiative (CCSSI). This qualitative multi-case study focused on the learning principles and epistemological beliefs of primary teachers with reference to the physical classroom environment and the teaching process in regard to meeting the expectations set forth by the CCSSI. The researcher sought participation from a city school district in Northeast Tennessee which included a total of 8 participating teachers consisting of 2 each of grades kindergarten, first, second, and third. The Teacher Beliefs Survey (Woolley, Benjamin, & Woolley, 2004) was administered to determine teachers’ philosophical position regarding constructivist and traditional beliefs. Based upon responses, 8 teachers representing the most constructivist and most traditional teachers in each grade were selected for further participation. Teachers’ practices and perceptions of the role of the physical environment in the teaching and learning process including consideration of the CCSSI were further explored through interview. Each physical classroom environment was evaluated using the Primary Educators Environment Rating Scale (PEERS), a rubric designed to assess the use of the physical classroom environment on a continuum from traditional to constructivist practices (Evanshen & Faulk, under review). Observational field notes and photographs were collected in order to document environmental components of the physical classroom environment of each participant. Data was collected and triangulated through the use of the aforementioned methods. Through the data analysis process, the researcher found all participants to demonstrate support for the role of the physical environment in the teaching and learning process which was determined based on results of the interview in conjunction with findings of the PEERS and supporting photographic evidence. Each teacher’s personal experiences and philosophy of education was found to guide the physical classroom environment design and layout in various ways. While most teachers felt the CCSSI had little or no impact on their physical classroom environment, all shared in varying degrees the use of the physical environment as a tool to support students in developing 21st century skills.
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Forslund, Julia, und Jessica Karlsson. „Kemi i förskolans fysiska miljö : En kvalitativ intervjustudie om förskollärares tankar kring att utnyttja den fysiska miljön för att gynna barns lärande i kemi“. Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84999.
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Syftet med den här studien är att bidra med kunskap om hur förskollärare kan utnyttja den fysiska miljön för att gynna barns lärande i kemi. Studiens resultat bygger på data insamlat av kvalitativa semistrukturerade intervjuer med nio förskollärare i två olika kommuner. Studien utgår från det teoretiska perspektivet Reggio Emilia med fokus på miljön som tredje pedagog och pedagogisk dokumentation. Resultatet visar att miljön har en betydelsefull del i arbetet med kemi i förskolan. Hur förskollärare väljer att utforma den fysiska miljön i förskolan kan ha en betydande roll för barnens lärande. Miljön kan ses som en tredje pedagog, där tillgängligt material kan skapa en nyfikenhet för barnen att utforska kemi i vardagen. Att använda sig av material och kemiska begrepp vid olika aktiviteter var något som samtliga förskollärare ansåg vara viktigt. Det framkom även att den pedagogiska dokumentationen i miljön ansågs vara betydelsefull för barnens möjlighet att reflektera och utmanas vidare i sitt lärande. Sammantaget kan förskollärarens roll i arbetet med kemi i förskolan ses som den viktigaste komponenten för att barnens lärande i kemi ska gynnas.The purpose of this study is to increase knowledge about how the preschool teacher uses the physical environment to benefit children's learning in chemistry. The results of the study are based on data collected from qualitative semi-structured interviews with nine preschool teachers in two different municipalities. The study is based on the theoretical perspective Reggio Emilia with focus on the environment as a third educator and pedagogical documentation. The results show that the environment has a significant part in the work with chemistry in preschool. How preschool teachers choose to design the physical environment in preschool can play a significant role in children's learning. The environment can be seen as a third educator, where available material can create a curiosity for children to explore chemistry in everyday life. Using chemical concepts in various activities and materials was something that all preschool teachers considered important. It also emerged that the pedagogical documentation in the environment was considered important for the children's ability to reflect and be further challenged in their learning. Overall, the role of the preschool teacher’s work with chemistry can be seen as the most important component to benefit children's learning in chemistry.
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Ingebrigtsen, Sofia. „Sluta flytta runt saker hela tiden! : En vetenskaplig essä om utmaningar i förskolans innemiljö“. Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34344.
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Title: Stop moving stuff around all the time! - A scientific essay about the challenges in the preschool indoor environment My scientific essay is based on a series of events in which I believe that both I and my colleague was unprofessional and did not have the children’s best interest at heart. The events took place in my professional career as an unskilled educator. The quandary was about the clashes that occurred between me and my colleague, when I was hired as a new but experienced educator to her department. A department with, in my opinion, a poor educational indoor environment. I came up with new ideas on how it could be further developed, but did not discuss it with my colleague or children before I changed it. This meant that we ended up in conflict with each other, both because of my hasty actions, but also because of her ambiguous leadership. The purpose of this scientific essay has been to reflect on the importance of how we as educator communicate with each other and what the consequences are when we do not. I examined how the distribution of power between us educators may appear and the importance of having a good educational indoor environment in the preschool facility. The issues I have analyzed are: What characterizes a good educational environment? How to work towards cooperation and collaboration in a new team of educator? How does the division of power between the teachers affect the educational operation in preschools? I have used the method of reflection to examine my dilemma. I chose to use the Reggio Emilia pedagogy to reflect on the children's part in creating the preschool environment, in which they spend their days. I’ve also reflected on the perspective of knowledge of Aristotle’s work The Nicomachean Ethics, where I focused primarily on the three forms of knowledge; episteme, techne and phronesis. Last but not least, I reflect on power relations, based on some of Foucault's thoughts about power. It has been discovered in my individual reflections as well as in discussions with my fellow students and work colleagues that this is a common dilemma and that conflicts often arise when strong wills meet and are to be welded into a collaborating team.Min vetenskapliga essä utgår från en serie händelser där jag anser att både jag och min kollega handlade oprofessionellt och inte hade barnens bästa för ögonen. Händelserna utspelade sig inom min yrkesverksamma tid som outbildad barnskötare. Dilemmat handlade om de krockar som uppstod mellan mig och min kollega, när jag kom som ny men erfaren pedagog till hennes avdelning. En avdelning med, enligt mig, undermålig pedagogisk inomhusmiljö. Jag kom med nya idéer om hur den skulle ändras, men diskuterade inte det med min kollega eller barnen innan jag ändrade i den. Detta gjorde att vi hamnade i konflikt med varandra, både på grund av mitt förhastade handlande men även på grund av hennes otydliga ledarskap. Syftet med den vetenskapliga essän har varit att reflektera över vikten av att vi pedagoger kommunicerar med varandra och vilka konsekvenserna blir när vi inte gör det. Jag undersökte hur maktfördelningen mellan oss pedagoger kan te sig och vikten av att ha en god pedagogisk inomhusmiljö på förskolan. De frågeställningar jag utgått från är: Vad kännetecknar en bra pedagogisk miljö? Hur får man till bra samarbeten och samarbetsformer i ett nytt arbetslag? Hur påverkar maktfördelningen mellan pedagogerna det pedagogiska arbetet i förskolan? Jag har använt metoden reflektion för att kunna undersöka mitt dilemma. Jag valde att använda mig av Reggio Emilia pedagogiken, för att reflektera över barnens del i den miljön de vistas i varje dag. Jag har reflekterat kring kunskapsperspektivet med utgångspunkt i Aristoteles bok Den Nikomachiska etiken, där jag fokuserat på de tre kunskapsformerna; episteme, techne och fronesis. Sist men inte minst har jag reflekterat utifrån ett maktperspektiv med utgångspunkt i några av Foucaults tankar om makt. Det har framkommit i mina individuella reflektioner samt i diskussioner med mina kurskamrater och arbetskollegor att detta är ett vanligt dilemma och att det ofta förekommer konflikter när starka viljor möts och ska sammansvetsas till ett fungerande arbetslag.
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Price, Denise M. „Developing a second, third, and fourth grade environmental unit on water education“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/733.
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Somera, Sandra Lopez. „Educator Experiences Transitioning to a Blended Learning Environment in K-6 Public“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4815.
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Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants' transition to a blended learning environment. Two teachers in one school in a California school district that transitioned to a blended learning approach were cases studied. The participants were a 4th and a 6th grade teacher who had taught the same grade level at their current school at least 1 year prior to its transition to a blended learning approach. The data collection process included interviews, classroom observations, and document reviews. The participants were interviewed on their understanding of blended learning and their changes in pedagogy. Classroom observations and documents were analyzed using pattern-matching to provide corroborating evidence. The teachers perceived an increase in student-teacher interactions and indicated a need for more guidance developing their blended learning program and support curating resources during the transition to blended learning. A self-paced online professional development program was designed to provide the training needed to support the teachers in their transition. The project study could lead to positive social change by identifying teacher support needed to transition from a traditional teaching environment to a blended learning environment.
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Mauro, Theodore D. „Leader-member exchange theory in administrator and educator perceptions of the collaborative nature of the school environment related to special educator retention“. Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202501654/.
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Mthethwa, Joel Mpikayipheli. „The management of educator appraisal in South African schools within the changing environment“. Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07272005-153832.
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Naz, Neelum. „The external environment of housing in the Third World“. Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266801.
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Vadala, Carin Elizabeth. „The impact of an environmental education program on third graders' knowledge, attitudes and behavioral intentions“. Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/247.
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The purpose of this study was to measure whether an after-school environmental education program based on modified Project Wild materials, positively impacted third graders environmental knowledge, attitudes and behavioral intentions. Eight lesson plans were developed, piloted and re-designed over a one year period and then delivered to third graders for a total of eight weeks in a fall semester. The lessons included units on water, air, land, recycling, insects, fish, amphibians, reptiles, birds and mammals. A pre-post test retrospective questionnaire was developed to determine changes in the participant's knowledge, attitudes and behavioral intentions as a result of participating in the program. Results indicate positive shifts in knowledge and changes in environmental attitudes and behavioral intentions. Recommendations were also made for future studies.
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Hutson, Brad. „Teaching the high school educator| Understanding their learning preferences in an adult-learning environment“. Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140131.
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This mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers of professional development and school officials consider learning preferences because significant differences existed amongst the participants. Accounting for these differences could lead to more effective implementation of professional development content.
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Cairns, Sylvia Sonja. „School principals' knowledge and understanding of educator sexual misconduct against students“. [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001602.
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Hatfield, Denise Truex. „Addressing second and third grade California science and social science content standards through environmental literature“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.
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In response to the federal legislation No Child Left Behind, schools across the country implemented required reading programs for classroom instruction. Open Court's Reading program meets this criterion for many schools. The text in Open Court Reading for grades two and three was evaluated for science and social science content standards that would be supportive of environmental education. Supplemental lessons from Project Learning Tree, Project WILD, and Project WET were identified.
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Cakwe, Mandisa. „Understanding educator-mediated conflict resolution in a preschool environment: the experiences and feelings of preschool educators“. Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002452.
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This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.
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Maresh, Michelle. „The Joshua Tree (Yucca Brevifolia) Hotel a third and fourth grade elementary curriculum“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1688.
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Focusing primarily on the ecological relationships of the Joshua tree in Joshua Tree National Park, this teaching unit includes ten pre-visit, in-class lessions; Ranger-led lessons at Joshua Tree National Park Education Center; and ten post-visit, in-class lessons. Lessons are for students in grades three and four and formatted using the breakthrough lesson strategies, based on the constructivist educational theory. The teacher background section addresses classification, structure, range, xerophytic adaptations, ecological relationships, and natural history of the Joshua tree.
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Kenny, Heather A. „Monkeying Around: Examining the Effects of a Community Zoo on the Science Achievement of Third Graders“. Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1260463456.
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Dissertation (Ph.D.)--University of Toledo, 2009.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Curriculum and Instruction." Bibliography: leaves 174-184.
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Fisher, Teresa Renae. „To Stay and To Change: Beginning Social Justice Educators Creating Collaborative Third Space(s)“. Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/msit_diss/48/.
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Thesis (Ph. D.)--Georgia State University, 2009.Title from title page (Digital Archive@GSU, viewed July 29, 2010) Joyce E. Many, committee chair; Peggy Albers, JoAnna White, Dana L. Fox, committee members. Includes bibliographical references (p. 394-408).
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Lado, Cleophas. „Environment, knowledge and change : a case study of peasant farming in Maridi District, southern Sudan“. Thesis, Durham University, 1985. http://etheses.dur.ac.uk/7855/.
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This is a case study of peasant farming in Maridi District, Western Equatoria Province, Southern Sudan. The object is to explore the impact and inter-relationship of economic, environmental and ecological factors on the changes that have occurred in 'traditional' farming in the study area. Special attention is paid to internal as well as external forces leading to changes, and peasant farmers' own understanding of the change processes, as well as the externally-induced explanations of change. It is hypothesised that agricultural development in Third World countries cannot be fully appraised without an understanding of the farming knowledge and attitudes of farmers whom it is supposed to benefit. Some basic concepts are reviewed and the hypotheses and methods of data collection and problems encountered are presented, A background survey of the nature of the physical and human environments in which farmers base their decisions is provided. The spatial organisation and nature of 'traditional' agricultural changes and their importance to households' sustenance is noted. Farmers' environmental and agricultural knowledge, and some of the hazards and pressures of agricultural change from the farmers' viewpoint, and how they interpret and respond to these constraints are outlined. The socio-economic characteristics of farmers and the current farming activities and the nature of change taking place, including farmers' involvement in a cash economy, are examined. Emphasis is laid on the adaptive rationality/of existing modes of production and the importance of the web of social and economic networks surrounding the individual farmer and influencing his activities. Changes in the pattern of 'traditional' agriculture in an historical and regional perspective are elucidated. A discussion of the existing patterns and processes of agricultural change, and the diffusion of innovations through the formal and informal channels, and farmers' attitudes and response demonstrating their rationality is shown. In a broad analysis of farmers' world-view, the individual's attitude to farming is studied including the extent of his farming knowledge, his degree of interest in this activity, his needs and problems, land-use trends, and desired changes. A case study of coffee as a cash crop innovation and its socio-economic impact on 'traditional' land-use systems now and in the .future is considered. A brief concluding section summarises research findings and some of the practical and theoretical implications for policy consideration. This study mainly concludes that only by identifying farmers' management strategies, circumstances and their analysis of problems on their own behalf can a development programme and research be formulated which has technologies appropriate to them.
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Hellqvist, Mia, und Eva Tasel. „Lekens betydelse : Förskollärarnas syn på lekens betydelse för barns sociala utveckling, lärande och miljö“. Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-20151.
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Denna uppsats är en empirisk studie om hur förskolepersonal resonerar och tolkar lekens betydelse för barns sociala utveckling, lärande och miljö. Vårt syfte med denna fallstudie är att undersöka vad förskolepersonalen på tre förskolor och tre förskoleklasser har för uppfattning när det gäller lekens betydelse. Utifrån vår fallstudie där vi har intervjuat sex förskollärare har vi fått deras tolkningar och syn på leken, lärandet och miljöns betydelse för barns utveckling. I undersökningen har vi arbetat utifrån kvalitativa metoder och djupintervjuer. Totalt har sex personer på tre förskolor och i tre förskoleklasser intervjuats och det har endast varit förskollärare. Intervjuerna har transkriberats och analyserats i sin helhet. Resultatet från de sex intervjuerna av förskollärarna visar att det finns många likheter i deras tolkningar av lekens betydelse. Där redovisas deras syn på hur viktig de tycker att leken är och på vilket sätt de använder lek och lärande i förskolan och skolan. Förskollärarnas uppfattning om att miljön är anpassningsbar utefter barns behov samt att den ska vara inbjudande och locka till lek och lärande. I vår studie av förskollärarnas tolkningar är de överens om att de försökte använda leken i så stor utsträckning som möjligt. Det de anser som ett dilemma är all strävan efter mål som skall uppfyllas. Förskollärarna betonar att tiden till lek ofta försummas i och med detta.
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Coaston, Susannah C. „The Experience of Burnout in Counselor Education: Considering Perceived Worklife Fit and Turnover Intention“. University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368027022.
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Barker, Stephen John. „Sustainable conceptual design and innovative self-help in a rural environment in a third world context“. Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446159.
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Spencer, H. Evan. „EARLY THIRD INSTAR CRAYFISH ORCONECTES RUSTICUS RESPONSE TO MOVEMENT, ODOR, AND TACTILE CUES IN THE ENVIRONMENT“. Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1147469577.
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Duff, Gerard. „App enabling environment to Volvo CE platforms“. Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26535.
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This thesis was submitted to the faculty of Innovation, Design and Technology, IDT, at Mälardalen university in Västerås, Sweden as a partial fulfillment of the requirements to obtain the M.Sc. in computer science, specializing in embedded systems. The work presented was carried out in the months January to June in 2014 partially in Volvo Construction Equipment, Volvo CE, Eskilstuna, and partially at Mälardalen university in Västerås. Federated Resilient Embedded Systems Technology for AUTOSAR, FRESTA, is a collaborative project between Volvo and the Swedish Institute of Computer Science, SICS, that aims to make it possible to add third party applications to vehicle’s computer systems without compromising system security and robustness. The mechanism is developed by SICS for AUTOSAR, AUTomotive Open System ARchitecture, an open standardized automotive software architecture for vehicles. The following report documents the efforts to study and port the FRESTA mechanism to the Volvo CE platform, and develop a Java application to test the porting. The investigation will aspire to determine if it is feasible to introduce Java based third party applications to resource constrained embedded systems, without causing a deterioration in the predictability and security of the system.Avhandlingen lades fram för fakulteten för innovation, design och teknik, IDT, vid Mälardalens högskola i Västerås som en del av kraven för att erhålla M.Sc. i datavetenskap med inriktning mot inbyggda system. Arbetet genomfördes under månaderna januari till juni 2014 delvis i Volvo Construction Equipment, Volvo CE, Eskilstuna, och delvis vid Mälardalens högskola i Västerås. Federated Resilient Embedded Systems Technology for AUTOSAR, FRESTA, är ett samarbetsprojekt mellan Volvo och Svenska Institutet för datavetenskap, SICS, som syftar till att göra det möjligt att lägga tredjepartsapplikationer till fordonets datorsystem utan att äventyra systemets säkerhet och robusthet. Mekanismen är utvecklat av SICS för AUTOSAR, Automotive Open System Architecture, en öppen standardiserad fordons programvaruarkitektur för fordon. Följande rapport dokumenterar arbetet med att studera Fresta mekanismen till Volvo CE-plattformen, och utveckla ett Java-program för att testa portning. Undersökningen kommer att sträva efter att avgöra om det är genomförbart att införa en Java-baserad tredje part för att resursbegränsa inbyggda system, utan att orsaka en försämring av förutsägbarhet och säkerhet i systemet.
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Duff, Gerard. „App enabling environment for Volvo CE platforms“. Thesis, Mälardalens högskola, Inbyggda system, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27818.
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Russell, Bedelia H. „To Foster a Culture of Curiosity: A Hermeneutic Study of the Experienced Nurse Educator and Student Intellectual Curiosity in the Online Learning Environment“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3128.
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Skills of inquiry are essential outcomes from a baccalaureate nursing education. Students who demonstrate intellectual curiosity can develop effective skills of inquiry. Nurse educators must place emphasis on teaching and learning strategies which engage student intellectual curiosity. However, the concept of intellectual curiosity is not well-studied across multiple contexts of teaching and learning environments within nursing education. In addition, there is little known about the experienced nurse educator and the meaning of student intellectual curiosity across multiple teaching and learning environments. With the increased emphasis on online teaching and learning in nursing education as a solution for expanding student access and capacity, the concept of intellectual curiosity within the context of online learning needs further exploration. Under the assumptions of philosopher Max van Manen (1990, 1997) and Martin Heidegger (1962), the purpose of this qualitative, hermeneutic phenomenological study was to understand the lived experience of baccalaureate nursing student intellectual curiosity for the experienced nurse educator teaching within the online learning environment. The research question was: What does intellectual curiosity mean to experienced nurse educators teaching in the online environment? A total of eight participants from three different institutions of higher education in the southeastern United States were interviewed through a socratic approach. Diekelmann, Allen, and Tanner’s Steps for Data Analysis (1989) are utilized for data analysis. Three constitutive patterns and seven relational themes emerged through the data analysis process. Ontological considerations of findings, implications for nursing education, and future research investigations are identified.
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Bennett, Nicole Mazzo. „The Repatriation Experiences of American Third Culture Kids“. Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/12.
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American families moving abroad are often informed of the initial difficulties they will encounter as residents in a new culture; however, they may not recognize the possible subsequent effects on their children, when returning home to their native cultures during the repatriation process. The children who experience the effect of living in a new culture and eventually repatriating are known as Third Culture Kids (TCK). As globalization and expatriate populations increase, it is important that society becomes aware of the Third Culture community. This qualitative research study focused on analyzing the repatriation transition process of four Adult Third Culture Kids (ATCK) and explored the relationship between their emotional intelligence and their third culture and repatriating experiences. This dissertation provides a profile for what type of citizen a TCK may become upon repatriation. Framed within a narrative inquiry approach this study utilized the Listening Guide method of analysis in order to capture the participants’ final narrative portraits. Storied themes emerged from the final narratives providing evidence for this research study’s five main conclusions: (a) home is not defined by one physical location, (b) assimilation and repatriation do not equate, (c) emotional intelligence may be a factor in repatriation success, (d) Third Culture experiences influence civic engagement, and (e) there is one incident that is perceived as signifying the completion of repatriation. These findings offer a new perspective of the repatriating experience and provide insight for families entering the expatriate culture and returning home.
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Gambiza, James. „The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1016352.
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The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
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Kauls, Angela L. „The impact of tourism on the physical environment of third world countries : a case study of Negril, Jamaica“. Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483413.
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Unplanned and rapid growth of tourism can be perilous to the natural and socio-cultural environment of communities and regions. Unplanned tourism can destroy the unique landscapes upon which it depends. This problem is particularly severe in third world nations which are hosting a new generation of tourism in hopes of economic survival.This paper presents a case study which supports the above contentions by identifying changes that have taken place in Negril, Jamaica, through a discussion of the causes and effects of rapid, poorly planned tourism development in that town. This provides the basic framework within which the author raises questions suggest ideas to promote more appropriate and culturally and sensitive changes in present land use policies in the city of Negril.Department of Landscape Architecture
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Battikha, Anne-Marie. „Structural Adjustment and the Environment: Impacts of the World Bank and IMF Conditional Loans on Developing Countries“. Virginia Tech, 2002. http://hdl.handle.net/10919/37092.
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IMF and World Bank Structural Adjustment Programs (SAPs) include conditional loans granted to developing countries to help them repay their debts while requiring them to undergo specific economic and political reforms. The most common SAP measures include the devaluation of currency, the reduction of public sector size and activities, the removal of subsidies, and the liberalization of trade. While the social impacts of these policies have already been acknowledged and to some degree mitigated, this paper examines their environmental impacts. The various impacts of structural adjustment on the environment are discussed in the framework of four main aspects of SAPs: export promotion, trade liberalization, the shrinking of the state, and increased poverty.
This paper argues that the macroeconomic policies promoted by structural adjustment have several direct and indirect impacts on the environment of borrowing countries. Further, without careful consideration of the environmental impacts, degradation is often the result. However, the fundamentally different perspectives and values on debt and development used by the IMF and World Bank and their critics may explain the differences in their conclusions on adjustment. As the IMF and the World Bank are currently experiencing a shift in the way they interact with borrowing countries to emphasize poverty reduction and country ownership of policies, it is possible that this will allow for more systematic and integrated approaches to addressing debt as well as long-term development. In order to minimize unintended harm to the natural resource base of these countries, economic, social and environmental issues should be addressed together.
Master of Urban and Regional Planning
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Keating, Jeannine Bridget. „Security in the workplace of the foundation phase educator : an education law perspective / Jeannine Bridget Keating“. Thesis, North-West University, 2011. http://hdl.handle.net/10394/4697.
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The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry was done from an Education Law perspective to establish what protection these educators are entitled to in terms of labour and education legislation.
Utilising a qualitative research design, a variety of findings and the related implications were established. The most important labour related findings are that, in spite of the well–developed legal framework in South African law, the rights of the educator are perceived to be of secondary importance compared to those of the learners and also that the constant changes, for example in education policies, lead to insecurity. In terms of learner and parent related findings, it is evident that the lack of learner discipline, which can be partly attributed to a lack of parental involvement, contributes to declining educator security. The workplace related findings reflect the teacher– learner ratio as being problematic. In addition, the lack of resources in some schools, as well as a classroom environment that is not conducive to effective teaching and the educators' workload all impact on educator insecurity.
It is imperative that the recommendations made should be attended to, in order to minimize Foundation Phase educator insecurity. This must be done to the benefit of both the educators and the learners, who are entitled to quality education.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Malmström, Andreas. „Elevers perspektiv på den fysiska lärmiljöns utforming för ökad inkludering : En fallstudie av tillgänglig lärmiljö på en högstadieskola“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19450.
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The purpose of this study was to research what needs students feel that they have, linked to the physical learning environment in the classroom, and how this affects their conditions for learning. These needs can then hopefully give an indication of how the physical learning environment can be designed and adapted to increase its accessibility and thus reduce the need for exclusionary measures. The theories of the study concern thoughts about inclusion and theories about how the physical learning environment can be changed based on students' needs. The theoretical framework is based on a socio-cultural perspective, the ecological system theory and from the special educational perspective. Both a quantitative and a qualitative approach have been used in the form of questionnaires and semi-structured interviews with students in one high school. The interview questions were worked out on the basis of the results of the survey. A comparison of the results from the respective survey method has been made and analyzed on the basis of the theoretical framework. The pupils experienced a need to reduce both auditory and visual distractions. A high proportion of students felt that the order and study area in the classrooms were not so good. The furniture's adaptation to the students physical conditions deteriorated with the students’ ages. Posters and other information on the walls seemed distracting to some students, while the majority were not disturbed by it or even gave a positive effect. The availability of tactile aids facilitated the conditions for concentrating for certain students. The development of the school's learning environments can, on the basis of the study, be beneficial to all school students and not isolated to students in difficulty to increase the scope of inclusion with all its advantages. Hopefully, the study can provide indications of what needs in the physical learning environment that can be found in students.
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Hamman-Fisher, Desiree. „Transforming the learning environment: Closing the theory and practice divide in an undergraduate industrial psychology module“. University of the Western Cape, 2021. http://hdl.handle.net/11394/8157.
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Philosophiae Doctor - PhDThis study explored the learning and teaching of students registered for the undergraduate Training Management Module in the Industrial Psychology Department at a traditional university in the Western Cape Province of South Africa. The aim of the study was to explore how situated learning can inform a more practically orientated learning and teaching of ETD practitioners. The criticism levelled at institutions of higher learning is that education, training and development practitioners are poorly trained to integrate theory taught, into practical situations.
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Lindh, Liselotte. „Lekmiljöns betydelse i förskolan för barn med olika funktionsnedsättningar : En intervjustudie med pedagoger“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43682.
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Abstract The purpose of this study is to look at how the educationalists think and work when creating play environments in preschool for children with special needs. The goal is also to show what the educationalists see as possibilities and limitations in modelling their work. The study is based on qualitative interviews with five educators in the working environment. The theoretical outset of this study is based on a socio-cultural perspective. The results showed that the educators create different environments to suit the needs for all children. The play environment are shaped to inspire, challenge and educate. The results showed that the choice of different materials is of great importance in play environments. What the educators strive for in their work is to show visibility and give appropriate access to these materials. There needs to be an appropriate amount of impressions for the children in order for them to maintain their level of focus and concentration. Materials that allow the senses to be activated were shown to be the most important for children with special needs. This can give the children the stimulants they need to be able to learn and develop. In addition the result demonstrates a number of obstacles when modelling play environments. This could be a result of poor financial situations or poor facilities. What is very clear is that when creating and developing play environments it comes down to the educators to be resourceful and creative with the means at hand.
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Runbom, Liselotte. „Förskolans lekmiljö och dess utformning : En intervjustudie med pedagoger“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43777.
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Abstract The purpose of this study is to find out how educators think about the design of play environment and its significance for the development and learning of the children. This study is based on qualitative interviews with five active educators. The results of the study show that the educators are looking out for the interest of the children to the largest extent possible when the play environments are designed. The theoretical outset of this study is based on a socio-cultural perspective. The result of the study also shows that the educators try to have as much materials available and visible for the children as possible. The educators pointed out that usage of recycled material is really important. Recycled materials leave plenty of opportunities for the children to use their imagination and creativity. For the educators to be able to provide motivational activity zones there has to be a wide variety of inspiring materials at preschools. This leads to development and learning for the children. Furthermore the result showed that the educators regarded large children’s groups as obstacles. The facilities of preschools are too small for these large groups. It affects sound levels, indoor temperatures and humidity inside the facilities. In addition the results showed that the ability to design good play environments is dependent on preschools having educated staff. Also evidence was found supporting the fact that there are staff shortages, which according to the educators, mean that it is difficult to create optimal play environments.
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Silva, Daniel Monteiro da. „ONGs e escolas públicas básicas: os pontos de vista de docentes e \"educadores(as) sociais\"“. Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10112010-135740/.
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Considerando as organizações não-governamentais (ONGs) que realizam atividades educacionais paralelas ou complementares à escola pública na cidade de São Paulo, esta pesquisa se orientou pelo seguinte problema: qual é a contribuição mútua de ONGs e escolas públicas básicas quanto à definição de programas educacionais? Examina a hipótese de que existe uma tal contribuição, levando em conta que ao pretenderem contribuir com as escolas, algumas ONGs, na formulação de seus programas e projetos, estimulam estudantes a frequentar escolas, mas invalidam as ações por estas realizadas. Tais procedimentos tem contribuído para suscitar oposições entre ONGs e escolas públicas, traduzidas, por exemplo, nas atitudes de estudantes que demonstram interesse, comprometimento e engajamento nas ONGs e apatia, desmotivação e extrema aversão à escola. A falta de uma legislação específica, a ausência de estatísticas oficiais, os discursos sem fundamentação e a pouca visibilidade dos atores que efetivam a parceria entre ONG e escola ocultam o estado deste relacionamento. A partir de levantamento preliminar de ONGs conveniadas à Secretaria Estadual de Assistência e Desenvolvimento Social de São Paulo (SEADS), foram identificados(as) e entrevistados(as) educadores e educadoras de ONGs que atuam simultaneamente como docentes de escolas públicas. Nos depoimentos recolhidos, constataram-se divergências quanto à efetiva contribuição das escolas públicas para com as ONGs, por outro lado, todas as pessoas participantes da pesquisa como informantes concordaram com o fato de as ONGs contribuírem com as escolas. Concluiuse que a contribuição mútua observada revelou-se tênue, porque não se refere aos mesmos aspectos, e indireta, uma vez que, na maioria dos casos, são os educadores e educadoras que possibilitaram a contribuição propriamente dita e não as instituições. Os resultados obtidos reproduzem o dissenso quanto ao papel desempenhado pelo terceiro setor no âmbito das políticas sociais, especialmente na área educacional.Facing the non-governmental organizations (NGOs) that offer educational activities similar to the ones offered by public schools in São Paulo city, this research was guided by the following problem: what is the mutual contribution of NGOs and basic public schools concerning the education programs? Examines the hypothesis that there is such a contribution, taking into account that wish to contribute to the schools, some NGOs in the formulation of their programs and projects, stimulates students to attend schools, but invalidate all the actions accomplished by them. That behavior has contribute to raise oppositions among the NGO and the basic public schools, justified for example, by the students attitudes that bring commitment, interests and participation at the NGO programs, on the other hand, lethargy, lack of incentive and extreme aversion of school. The lack of specific laws, the absence of official statistics, speeches without giving reasons and the lack of visibility from the player who work with the NGO and schools partnership, disguise the situation of this relationship. From preliminary survey of NGO´s agreement to the State Department of Social Welfare and Development of São Paulo (SEADS) were identified and interview educators of NGOs that act simultaneously as public school teachers. On their declarations, there were differences regarding the effective contribution to public schools and NGOs, on the other hand, all survey people participants as informants agreed with the fact that NGOs contribute to the schools. It was concluded that the observed mutual contribution has proved tenuous, because it does not refer to the same things, and indirectly, at the same time, in the majority of the cases, are educators who properly make possible this contribution and not the institutions. The results reproduce the dissent about the role played by the third sector in the scope of the social politics, especially in the educational area.
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Lau, Buon Kiong. „Applications of Adaptive Antennas in Third-Generation Mobile Communications Systems“. Curtin University of Technology, Australian Telecommunications Research Institute, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12983.
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Adaptive antenna systems (AAS's) are traditionally of interest only in radar and sonar applications. However, since the onset of the explosive growth in demand for wireless communications during the 1990's, researchers are giving increasing attention to the use of AAS technology to overcome practical challenges in providing the service. The main benefit of the technology lies in its ability to exploit the spatial domain, on top of the temporal and frequency domains, to improve on transceiver performance. This thesis presents a unified study on two classes of preprocessing techniques for uniform circular arrays (UCA's). UCA's are of interest because of their natural ability to provide a full azimuth (i.e. 360') coverage found in typical scenarios for sensor array applications, such as radar, sonar and wireless communications. The two classes of preprocessing techniques studied are the Davies transformation and the interpolated array transformations. These techniques yield a mathematically more convenient form - the Vandermonde form - for the array steering vector via a linear transformation. The Vandermonde form is useful for different applications such as direction-of-arrival (DOA) estimation and optimum or minimum variance distortionless response (MVDR) beamforming in correlated signal environment and beampattem synthesis. A novel interpolated array transformation is proposed to overcome limitations in the existing interpolated array transformations. A disadvantage of the two classes of preprocessing techniques for UCA's with omnidirectional elements is the lack of robustness in the transformed array steering vector to array imperfections under certain conditions. In order to mitigate the robustness problem, optimisation problems are formulated to modify the transformation matrices.Suitable optimisation techniques are then applied to obtain more robust transformations. The improved transformations are shown to improve robustness but at the cost of larger transformation errors. The benefits of the robustification procedure are most apparent in DOA estimation. In addition to the algorithm level studies, the thesis also investigates the use of AAS technology with respect to two different third generation (3G) mobile communications systems: Enhanced Data rates for Global Evolution (EDGE) and Wideband Code Division Multiple Access (WCDMA). EDGE, or more generally GSM/EDGE Radio Access Network (GERAN), is the evolution of the widely successful GSM system to provide 3G mobile services in the existing radio spectrum. It builds on the TDMA technology of GSM and relies on improved coding and higher order modulation schemes to provide packet-based services at high data rates. WCDMA, on the other hand, is based on CDMA technology and is specially designed and streamlined for 3G mobile services. For WCDMA, a single-user approach to DOA estimation which utilises the user spreading code and the pulse-shaped chip waveform is proposed. It is shown that the proposed approach produces promising performance improvements. The studies with EDGE are concerned with the evaluation of a simple AAS at the system and link levels.
Results from, the system and link level simulations are presented to demonstrate the effectiveness of AAS technology in the new mobile communications system. Finally, it is noted that the WCDMA and EDGE link level simulations employ the newly developed COST259 directional channel model, which is capable of producing accurate channel realisations of macrocell environments for the evaluation of AAS's.
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McKenney, Robyn Sullivan. „The effects of sustained, individualized technology professional development with a classroom teacher on the acquisition of content and technology skills of third grade students engaged in a multi-disciplinary study of the Arctic /“. Online thesis, 2004. http://www.geocities.com/bobbyn18/FINALEDITION.doc.
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Thesis (M.S.)--Eastern Connecticut State University, 2004.Website for materials: http://www.geocities.com/bobbyn18/Thesis.html?1074876403923 (viewed 12-29-2005). Bibliography: leaves 93-97. Thesis also available via the World Wide Web.
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Figurelli, Ana Hartmann. „O turismo na velhice praticado na cidade de Rio Grande e suas aproximações com os princípios da Educação Ambiental“. reponame:Repositório Institucional da FURG, 2009. http://repositorio.furg.br/handle/1/2549.
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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2009.Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-07-23T21:23:44Z No. of bitstreams: 1 ana hartmann figurelli.pdf: 1493866 bytes, checksum: d679ed8ff3ee9614b9e3c9db7bfdbdb5 (MD5)
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A presente pesquisa propõe um estudo acerca do Turismo como opção viável de conscientização em relação aos problemas socioambientais da atualidade, na busca pela superação dos mesmos. O objetivo principal é investigar o Turismo praticado na velhice, realizado na cidade de Rio Grande, em seus âmbitos teórico e prático, sob a ótica da Educação Ambiental, visto que a relação Turismo/ Educação Ambiental vem sendo bastante estudada nos últimos anos e apontada como uma eficiente alternativa, tanto de conscientização da população na luta pela preservação da natureza, como de promoção da distribuição de renda e da igualdade social. Efetuou-se uma consistente revisão bibliográfica na busca de maiores conhecimentos sobre os seguintes conceitos relacionados ao tema proposto: Turismo, Educação Ambiental, a ligação entre ambos e o turismo para a terceira idade. Os participantes foram selecionados por conveniência para atender aos objetivos da pesquisa. Fazem parte do grupo de pesquisados os membros da Secretaria Municipal de Turismo, os guias da Associação de Guias de Rio Grande – que trabalham diretamente com a Secretaria – e turistas idosos. O instrumento para coleta de informações junto aos participantes foi o da entrevista, que levantou dados sobre o Plano Turístico de Rio Grande, o seu roteiro dirigido à Melhor Idade e a interface de ambos com a Educação Ambiental. A metodologia utilizada é a do Discurso do Sujeito Coletivo (DSC), proposta por Lefévre & Lefévre (2005). O conhecimento das efetivas práticas de turismo para a terceira idade no município de Rio Grande permite estabelecer uma relação com as propostas presentes no Plano, tendo como base os princípios da Educação Ambiental. O turismo para a terceira idade apresenta-se nesta pesquisa como uma possibilidade de lazer para o idoso que, além de se beneficiar com o entretenimento e diversão proporcionados por tal atividade, pode se constituir em elemento fundamental para a Educação Ambiental, além de gerador de sugestões e propostas que contribuam para estimular e ampliar a prática turística na velhice.
This research proposes a study about Tourism as a viable option to conscience people about the current social and environmental problems aiming on their solution. Its main goal is to investigate Rio Grande’s aging Tourism, its theorical and practical matters, under the optic of Environmental Education, because the relation Tourism – Environmental Education is being studied a lot lately and pointed as an efficient alternative not only to include the population in the fight for nature’s preservation but also to promote money distribution and social equality. A consistent bibliographic revision was made to obtain more knowledge about the subjects related to the proposed theme: Tourism, Environmental Education, the relation between them and the aging tourism. The participants were selected by convenience to attempt the research’s goals. Members of the Municipal Tourism Secretary, guides of Rio Grande’s Guides Association – that work directly with the Secretary - and aged tourists are part of the researched group. The instrument to collect information from the participants was the interview that got data about Rio Grande’s Touristic Plan, its aging tour and their relation with Environmental Education. The methodology used is Discurso do Sujeito Coletivo (DSC) proposed by Lefévre & Lefévre (2005). To know the effective practices of Rio Grande’s aging tourism allow establishing a relation between it and the Plan’s proposes, having the Environmental Education principles as a guide. Aging tourism appears in this research as a possibility of leisure to old people who, besides being benefited by its entertainment and fun, can be an essential element to Environmental Education and generate suggestions and proposes that contribute to stimulate and amplify the touristic practice between old people.
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Tristão, Virgínia Talaveira Valentini. „Educação ambiental não formal: a experiência das organizações do terceiro setor“. Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06122011-162826/.
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A educação ambiental é um campo de conhecimento e de atividades pedagógicas constituído internacionalmente ao longo das últimas décadas, com o objetivo de compreender e oferecer respostas a um conjunto de problemas decorrentes das relações que envolvem a sociedade, a educação e o meio ambiente. Com rápido crescimento, a educação ambiental estendeu sua atuação para outras dimensões além da escola. A educação ambiental não formal praticada pelas organizações do terceiro setor apresenta-se como uma nova proposta pedagógica voltada para a mudança de hábitos, atitudes e práticas sociais que apontem uma solução para o quadro de degradação socioambiental que aflige o mundo contemporâneo. Esta trabalho é uma iniciativa de investigação no campo da educação ambiental não formal, procurando compreender sua constituição e dinâmica. Tem como objeto de estudo as práticas de educação ambiental não formal desenvolvidas pelas organizações não governamentais ONGs e problematiza a fundamentação epistemológica e pedagógica dessas práticas, refletindo sobre suas finalidades e condições de existência e funcionamento. Discute-se o papel pedagógico das ONGs em sua atuação como agentes detentores de know-how em metodologias, estratégias e programas de ação para o atendimento de demandas sociais que refletem a complexidade das relações socioambientais do tempo presente. Para consecução dos objetivos, foi realizado um levantamento da literatura da área e uma pesquisa empírica que aplicou duas metodologias: o estudo de caso e a pesquisa Delphi. Foi, também, elaborado um referencial analítico que permitiu a classificação dos processos educativos, a partir da sua orientação pedagógica. Os resultados apontam no sentido de uma crescente, embora ainda incipiente, consolidação das atividades de educação ambiental não formal desenvolvidas pelas organizações do terceiro setor.Environmental education is a field of knowledge and pedagogic activities constructed internationally during the past few decades with the objective of understanding education and the environment and offering answers to a set of current problems that involve relationships with society. Growing rapidly, environmental education has extended its activity to other dimensions beyond the school. Non-formal environmental education practiced by third-sector organizations is presented as a new pedagogic proposal focusing on change in habits, attitudes, and social practices that point toward a solution to the situation of socio-environmental degradation that affects the contemporary world. This thesis is an investigation into the field of non-formal environmental education, seeking to understand its structure and dynamic. The objects of study are the non-formal environmental educational practices developed by non-governmental organizations - NGOs and this work raises the issue of the epistemological and pedagogical structuring of these activities, reflecting on their results and existing conditions and functioning. The pedagogic roles of NGOs are discussed in their performance as agents possessing methodological know-how, strategies, and action plans to serve the social demands that reflect the complexity of present-day socio-environmental relations. In order to achieve these objectives, a review of the literature and empirical research, which applied two methods: case study and Delphi, were realized. Also elaborated is an analytical benchmark that permitted the classification of the educational processes from their pedagogic orientation. The results point to a growing, while still incipient, consolidation of non-formal environmental educational activities developed by third-sector organizations.
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Sutton, Tessa R. „Exploring the third culture building approach for effective cross-cultural interaction for Black American professionals in predominantly white institutions“. Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/850.
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Professional interactions that are both functional and mutually beneficial are rare. The purpose of this study is to explore an application of a Third Culture Building (TCB) approach, a mutually constructed interpersonal process between two individuals, for Black American professionals (with advanced knowledge acquired from institutions of higher learning), to generate a new space in Predominantly White Institutions (PWis). These institutions include settings where the racial composition is becoming consistently more diverse (through past desegregation efforts). Although the U.S. has moved beyond integration and the monumental Civil Rights Movement of the 1960s, racism and intercultural barriers that prevent functional cross-cultural communication still exist in these settings.
This research is directed toward answering the question: How might Black American professionals generate a Third Culture space in PWis through cross-cultural social exchange? The research builds on my previous study where the TCB approach was found to be conducive for the intercultural barriers faced by Black Americans in PWis. The research emphasizes the perspective of Black Americans and de-emphasizes the perspective of White Americans, given the body of literature that points to their adaptation and intercultural interactions in the U.S. and in international contexts.
A sample of six Black American professionals (ages 30 to 72; 4 men and 4 women) from my baseline study was invited to take part in this study. Respondents were chosen based on their backgrounds and similarity of race, to learn about their perspectives of the intercultural interactions in PWis. Participants live in the Midwest region of the U.S.
Using interpretive, critical theory, and other qualitative approaches, the discussions from a focus group and interviews were transcribed and combined with the interviewer's notes. The participants' responses were organized around TCB frameworks and the interview questions, and then reduced to codes. Two evaluators reviewed the interview data, codes, and themes.
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Stort, Daniela Ribeiro. „Terceiro setor, educação e juventude : um estudo sobre as práticas da Instituição de Incentivo à Criança e ao Adolescente (ICA) de Mogi Mirim-SP“. Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2434.
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Previous issue date: 2007-12-20The present work aims to identify and analyze the practical of the Institution of Incentive to the Infant and to the Adolescent (ICA) of Mogi Mirim/SP, in what it has contributed (or not) for the consolidation of the neoliberal project in course in our country, and as that practice has influenced, and in which direction, for the formation of its public. Inaugurated in 1997, ICA attends at the present 203 infants and youths between 11 and 18 years. Like this, the research deals with the themes of the Youth and of the Education in the interior of the practices of an educational institution that is, also, a non governmental-organization and part of what being named "third sector". Initially, was done a bibliographical lift and a literature revision for each one of the themes, what supplied the parameters for the study proposed. Regarding the empirical field, were utilized different strategies of inquiry, to know: documentary search in the institution files, interviews with the social actors involved - administrative, educators and youths attended - and participant observation. To the light of the authors studied, certified that what been named as "third sector" participates of the reproduction of the social injustice with a talk in defense of the benefectoring and an ideology of the 'social responsibility generosity' that hides its functionality to the neoliberal State. In that context, the results here presented show the charity practiced by ICA, that has one of its foundations the adherence to the dominant ideology of the youths to which itself return: those arising from the poor and popular extracts. The action of the institution, at the same time guarantees some rights to the population attended, reproduces, of certain way, the economic, social inequalities and inherent politics to the capitalist output way and our structure social relations. Remain, of that way, the evidence of the "social question" as a challenge for the construction of the citizenship and of the democracy in a classes society.
O presente trabalho teve como objetivo identificar e analisar a prática da Instituição de Incentivo à Criança e ao Adolescente (ICA) de Mogi Mirim/SP, naquilo em que ela tem contribuído (ou não) para a consolidação do projeto neoliberal em curso no nosso país, e como essa prática tem influenciado, e em qual direção, para a formação de seu público-alvo. Inaugurado em 1997, o ICA atende atualmente 203 crianças e jovens entre 11 e 18 anos. Assim, a pesquisa lida com as temáticas da Juventude e da Educação no interior das práticas de uma instituição educacional que é, também, uma organização não-governamental e parte do que vem sendo denominado terceiro setor . Inicialmente, foi feito um levantamento bibliográfico e uma revisão da literatura para cada uma das temáticas, o que forneceu os parâmetros conceituais para o estudo proposto. Com relação ao campo empírico, foram utilizadas diferentes estratégias de investigação, a saber: levantamento documental nos arquivos da instituição, entrevistas com os atores sociais envolvidos - gestores, educadores e jovens atendidos - e observação participante. À luz dos autores estudados, constatou-se que o denominado terceiro setor participa da reprodução da injustiça social com um discurso em defesa da benemerência e uma ideologia da responsabilidade/generosidade social que oculta a sua funcionalidade ao Estado neoliberal. Nesse contexto, os resultados aqui apresentados apontam para o assistencialismo praticado pelo ICA, que tem com um dos seus fundamentos a conformação à ideologia dominante dos jovens aos quais se volta: aqueles oriundos dos extratos populares e pobres. A atuação da instituição, ao mesmo tempo em que garante alguns direitos à população atendida, reproduz, de certa forma, as desigualdades sociais, econômicas e políticas inerentes ao modo de produção capitalista e que estrutura nossas relações sociais. Resta, dessa maneira, a evidência da questão social como um desafio para a construção da cidadania e da radicalidade democrática numa sociedade de classes.
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Menegotto, Daniela Brun. „Práticas pedagógicas on line: os processos de ensinar e de aprender utilizando o AVA-Unisinos“. Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1887.
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Previous issue date: 20Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Essa pesquisa se insere no contexto da linha de pesquisa, Práticas Pedagógicas e Formação do Educador, do Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos – UNISINOS. Tem como objetivo principal investigar como são desenvolvidas as práticas pedagógicas on line na utilização do Ambiente Virtual de Aprendizagem – AVA, da UNISINOS, como apoio ao ensino presencial-físico. Perceber a trajetória da formação do professor como forma de compreender a constituição de saberes docentes e a sua relação com a prática pedagógica on line, identificar as concepções epistemológicas presentes na ação docente, investigar se as práticas pedagógicas desenvolvidas no processo educacional on line contribuem para a constituição de Comunidades Virtuais de Aprendizagem - CVAs, verificar a ocorrência de processos de reflexão sobre a ação docente e discutir a sua possível contribuição para a melhoria do fazer pedagógico, compreender o desenvolvimento da ação pedagógica no uso do AVA-UNISINOS e perceber com
This dissertation is part of the research on Pedagogical Practices and the Educator Instruction, in the context of the Graduate Program in Education of Universidade do Vale do Rio dos Sinos – UNISINOS. The main goal of this study is to investigate how professors develop on line pedagogical practices as a support to physical presence learning process, while they are using AVA-UNISINOS – Virtual Learning Environment of Universidade do Vale dos Sinos. Some other goals of this study consist of: 1. Analyzing the Professor’ s instructional trajectory in order to try to understand how his/her knowledge is constructed and what could be the relation, if there is one, between the instruction of the professor and on line pedagogical practices utilized by him/her; 2. Identifying epistemological conceptions, that underlie the action of the professor; 3. Investigating if pedagogical practices developed by professors to be used in on line educational processes lead to the building of learning virtual communities, – or, as
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Chetty, Lee-Roy. „Understanding Web 3.0 - the Semantic Web : how the evolution to a third generation of the Web will impact upon the Internet and media environment within a global and South African context“. Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10232.
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Includes bibliographical references (leaves 158-174).This thesis examines the potential evolution of the current version of the Internet, popularly referred to as Web 2.0, to a third generation of the Web, referred to as the Semantic Web or Web 3.0. The paper provides an overview of the change in architecture and structure that the current version of the Web will need to undergo in the form of a standardised ontology development in order for the Web to evolve. The evolution to a third generation of the Web will ultimately improve the overall user experience both within a global and South African online context, through the innovation and development of Semantic Web technologies and capabilities. The thesis also discusses the role of the political economy of media and how this concept needs to be refreshed in terms of dealing with the advent of 'new' or digital media which are characterised by the Internet. The role of traditional media is also discussed and how, due to the advent of the Internet, there has been a movement away from a model of traditional centralised media to one of a more decentralised model. The challenges of intellectual property rights and copyright are analysed in terms of online users developing their own content online in the form of user generated content and how, through the evolution to a Web 3.0 version of the Internet, these challenges can be potentially solved through the use of Semantic Web innovation and technologies. One of the major challenges which Web 2.0 currently faces is that of privacy infringement, but through the adoption of Semantic Web technology these challenges which currently affect all users on the Web can potentially be solved. Finally, the paper looks at the way that South African online users interact with the Internet and how the potential evolution to a third generation of the Web could potentially impact their user behaviour online.
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Santos, Pedro Pereira dos. „Educar para quÃ? uma anÃlise Gramsciana da prÃtica do educador social com crianÃas e adolescentes“. Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20160.
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FundaÃÃo de Amparo a Pesquisa do Estado do PiauÃnÃo hÃ
Esta tese tem como ponto de partida o seguinte problema: para quà a prÃtica do educador social educa crianÃas e adolescentes que vivem situaÃÃes desumanas, devido à precariedade dos fatores materiais, culturais e sociais, definidas legalmente como em situaÃÃo de risco e vulnerabilidade social? Interligado à questÃo, definiu-se como objetivo geral analisar a finalidade da prÃtica do educador social com crianÃas e adolescentes a fim de contribuir para o seu fortalecimento teÃrico e prÃtico por meio de um estudo de caso do Centro de ConvivÃncia Wall Ferraz, situado na regiÃo da Santa Maria da Codipi em Teresina-PI. Identificou-se ainda a concepÃÃo de educaÃÃo social e educador social, bem como conteÃdos, limites e possibilidades que emergiram da prÃtica dos sujeitos investigados. O objeto de estudo à a prÃtica do educador, analisada com base no pensamento gramsciano e em autores que se filiam a essa matriz teÃrico-polÃtica. Utilizou-se a pesquisa qualitativa, por meio da estratÃgia do estudo de caso e procedimentos como a entrevista semiestruturada, para construÃÃo dos dados, a anÃlise documental e bibliogrÃfica, a observaÃÃo participante e a tÃcnica anÃlise de conteÃdo. Participaram da investigaÃÃo 14 sujeitos que foram organizados por segmentos, a saber, 01 coordenador geral, 01 assistente social, 09 educadores sociais e 03 educandos que compartilharam o seu pensamento acerca dos temas: educaÃÃo social, prÃtica e educador social. A pesquisa demonstra que a educaÃÃo social fundamentada nos marcos legais da proteÃÃo social bÃsica da polÃtica nacional de assistÃncia social vincula-se, em larga medida, ao projeto polÃtico neoliberal que preza pela colaboraÃÃo em detrimento do discurso contestatÃrio do ordenamento capitalista, o que a configura como processo epidÃrmico que pretende promover a convivÃncia cidadà e a mudanÃa de comportamento dos educandos, mas sem problematizar de forma radical o contexto vigente. Nessa linha, a prÃtica do educador restringe-se a promover a prevenÃÃo-intervenÃÃo nas situaÃÃes de riscos e vulnerabilidades e a possibilitar aos educandos o convÃvio na sociedade de classes. O educador manifesta-se assim como mediador da convivÃncia, solucionador de conflitos e modificador das atitudes dos educandos. Na contramÃo, o que se defende à a educaÃÃo social, a prÃtica e o educador social comprometidos com a construÃÃo da hegemonia dos subalternos.
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Vestman, Anna, und Theresé Hansson. „"Vi hamnar hela tiden i förhållningssätt, bemötande och engagemang hos pedagogerna!" : Specialpedagogisk kompetens i en förskola för alla“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22083.
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Syftet med detta examensarbete är att bidra med kunskap om hur förskollärare och specialpedagoger beskriver lärmiljöns betydelse för att främja barns utveckling och lärande i en förskola för alla. Arbetet syftar vidare till att bidra med kunskap om hur specialpedagoger kan bidra med sin kompetens i att utforma lärmiljön för barns utveckling och lärande i undervisningen i förskolan. Fem specialpedagoger och fem förskollärare intervjuades i semistrukturerade intervjuer. Intervjuerna transkriberades och analyserades utifrån Systemteori, Posthumanism och KASAM. Resultatet visade att tillgången till specialpedagogisk kompetens och utbildad specialpedagog på förskolan varierar och får betydelse för hur lärmiljön planeras i en förskola för alla. Beroende av hur nära specialpedagogen är verksamheten så fördelas ansvaret på att utforma lärmiljöer olika. Det är varje pedagogs intresse, förhållningssätt och engagemang som styr hur den fysiska, sociala och pedagogiska lärmiljön utformas i undervisningen i en förskola för alla. Specialpedagogerna beskriver att det är pedagogernas förhållningssätt, bemötande och engagemang som blir avgörande för lärmiljöerna. Dock utifrån hur rektorn skapar förutsättning för detta. Förskollärarna beskriver att de ser sig själva som ansvariga för utformningen av lärmiljöerna. Specialpedagoger och förskollärare i denna studie anser att utformningen av lärmiljön inomhus får betydelse för barns utveckling och lärande i en förskola för alla. De specialpedagogiska implikationerna vi sett är att ett medvetet förhållningssätt, bemötande och engagemang hos pedagogerna på förskolan är betydande för vad som finns i lärmiljöer och hur tillgängliga förskolans lärmiljöer blir i en förskola för alla.The aim of this thesis is to contribute knowledge about how preschool teachers and special educators describe the importance of the learning environment to promote children's development and learning in a preschool for all. The work further aims to contribute knowledge about how the special educator can contribute with his competence in designing the learning environment for children's development and learning in teaching in preschool. Five special educators and five preschool teachers were interviewed in semi-structured interviews. Five special educators and five preschool teachers were interviewed in semi- structured interviews. The results showed that the availability of special educational competence and trained special educator in the preschool varies and becomes important for how the learning environment is planned in a preschool for all. Depending on how close the special educator is to the activity, the responsibility for designing learning environments is distributed differently. It is each educator's interest, attitude and commitment that governs how the physical, social and pedagogical learning environment is designed in the teaching in a preschool for all. The special educators describe that it is the educators, conscious attitude, attitude and commitment that are decisive for the learning environments. However, based on how the principal creates the conditions for this. The preschool teachers describe that they see themselves as responsible for the design of the learning environments. Special educators and preschool teachers in this study believe that the design of the indoor learning environment is important for children's development and learning in a preschool for all. The special educational implications we have seen are that a conscious attitude, attitude and commitment among the educators in the preschool is significant in learning environments and how accessible the preschool's learning environments will be in a preschool for everyone.
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Baum, Linn. „Min pappa är en ängel : På vilket sätt kan förskolan hantera barn och vårdnadshavare i kris?“ Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34496.
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With the starting point in a self percieved dilemma I reflect on how I acted in a crisis situation and if I could have acted in a different way. I ask questions about how preschool educators can handle children and guardians in crisis and the importance of the pedagogues education and experience in dealing with crisis. I have chosen to focus on a socio-cultural perspective, existentialism and tacit knowledge. The methods of the study have been to write a scientific essay and to use qualitative interviews with four educators. I reflect on theories and concepts and discuss how they can be applied in practice.I denna essä har jag utgått ifrån ett eget upplevt dilemma och reflekterar över hur jag agerade i en krissituation och om jag hade kunnat agera på något annat sätt. Jag ställer mig frågor om hur förskolan kan hantera barn och vårdnadshavare i krissituationer samt vilken betydelse pedagogers utbildningsbakgrund och erfarenhet har när de hanterar kriser. Det teoretiska ramverket utgörs av ett sociokulturellt perspektiv tillsammans med litteratur om relationskompetens, utvecklingspsykologi, existentialism och tyst kunskap. Jag kommer att reflektera kring detta och diskutera hur teorierna kan tillämpas i praktiken. Metoderna för undersökningen har varit att skriva i vetenskaplig essäform och att använda kvalitativa telefonintervjuer med fyra pedagoger.
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Terçariol, Adriana Aparecida de Lima. „Um olhar para a formação de formadores em contextos on-line: os sentidos construídos no discurso coletivo“. Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10189.
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Previous issue date: 2009-10-19Conselho Nacional de Desenvolvimento Científico e Tecnológico
The present report is related to the Post-graduate Program in Education and Curriculum at Pontifícia Universidade Católica - São Paulo (PUC/SP), in more specifically to the follow line of research: New Technologies in Education . In this study, it was articulate the subjects of educators formation with distance education, more specifically online education , it was considered that the online mode is linked to Information and Communication Technology (TIC) and it can be considered as a way to the creation of new opportunities of formation and consequently it is a generator of new education environment oriented to Education Access. However, if we consider that to the construction of such environments it will be essential the development of initiatives that has as purpose the formation of educators, whose will act in these contexts in the role of educators. In this report we look for to identify which change indicators in the educators practice in virtual learning environment can be detached in the process of educator formation lived at Technologies and Scholar Management Project/CONSED-PUC/SP. The theory tenets that were the base to the analysis and other actions of this study draw heavily on subject that are oriented to the educator formation, online education and curriculum, whose main authors were: Philippe Perrenoud, Denise Vaillant, Fernando Albuquerque Costa and Maria Helena Peralta, Carmem Ruiz Bueno, Carlos Educardo Ferraço, Maria Elizabeth de Almeida, Rena Palloff and Keith Pratt, Ivani Fazenda, Mere Abramowicz, among others. The adopted methodology oriented to the development of this investigation is based on the qualitative research, like Case Study, once that the focus was released over a specific context that was characterized as the process of educator formation in Technologies and Scholar Projects/CONSED. As research object we considered the specialist collaborators that act in the Education Secretary in the state of Pernambuco/PE, whose we invited to develop the role as education in the course that was oriented to continuous formation and in scholar management service in this state. Herewith to start the interpretation, we began from the released register in discuss forums during the formation process, as well as we used statements that composed the reflexive memorial that was elaborated in the finish of the formation by the educators that work as object of this research. To organize the collected data it was used the software QualiQuantiSoft associated to the CDO Collective Discuss Object. Thus, the analysis put in evidence, in general way, the expectatives, impressions, advances, difficulties, strategies, emotions that showed in the developed formation. As main results, we can detached that the experience in the Project favored the educator formation to act in virtual environment, due to many factor, such: the possibility to favor the technology appropriation with the exceeding the technological language challenge, once at the final of formation, they recognized that the technology was incorporated to their lives in personal sphere as well as in their professional sphere. Another advance in the research refers to the systematization of some directives to define the role of the educator of educators from the interaction that was lived between tutor and educator during the formation activity lived in the project. The data obtained in the research can guide us to consideration related to the factor that can interfere in the implementation of continuous formation courses in online context, among ones we can detached: task accumulation, lack of technological culture, lack of strategic plan that can foreseen the re-adaptation of technological infrastructure that will be used in the formation process. Eventually, the analysis point aspects that need be considered to build a structure with methodology for the development of others project of continuous formation and in educator services that has as purpose its actuation in virtual learning environment
A presente investigação está vinculada ao Programa de Pós-Graduação em Educação e Currículo da Pontifícia Universidade Católica de São Paulo (PUC/SP), mais especificamente à linha de pesquisa Novas Tecnologias em Educação . Neste estudo, articularam-se as temáticas formação de formadores com educação a distância , mais especificamente, educação on-line , considerando que a modalidade a distância, atrelada às Tecnologias de Informação e Comunicação (TIC), torna-se um caminho para a criação de novas oportunidades de formação, consequentemente, de novos ambientes educativos voltados para o acesso à Educação. Entretanto, ao se considerar que, para a construção de tais ambientes, torna-se essencial o desenvolvimento de iniciativas que visem à formação dos educadores que atuarão nesses contextos exercendo a função de formadores, vislumbrou-se nesta investigação identificar quais indicadores de mudança na prática docente vivenciada em ambientes virtuais de aprendizagem podem ser evidenciados no processo de formação de formadores desencadeado no contexto do Projeto Gestão Escolar e Tecnologias/CONSED - PUC/SP . Os pressupostos teóricos que embasaram as análises e demais ações deste estudo pautaramse em temáticas voltadas para a formação de formadores, educação on-line e currículo, cujos principais autores foram: Philippe Perrenoud, Denise Vaillant, Fernando Albuquerque Costa e Maria Helena Peralta, Carmem Ruiz Bueno, Carlos Educardo Ferraço, Maria Elizabeth de Almeida, Rena Palloff e Keith Pratt, Ivani Fazenda, Mere Abramowicz, entre outros. A metodologia adotada para o desenvolvimento desta investigação baseia-se na pesquisa qualitativa, do tipo Estudo de Caso, uma vez que o foco foi lançado sobre um contexto específico, caracterizado como o processo de formação de formadores no Projeto Escolar e Tecnologias/CONSED. Como sujeitos da pesquisa foram considerados os colaboradores especialistas atuantes na Secretaria de Educação do Estado de Pernambuco/PE, convidados para desenvolverem a função de formadores no curso destinado à formação continuada e em serviço de gestores escolares desse estado. Desse modo, para o desencadeamento das interpretações, partiu-se de registros lançados em fóruns de discussões desencadeados ao longo do processo de formação, bem como se utilizou de depoimentos que compuseram o memorial reflexivo elaborado ao término da formação pelos formadores atuantes como sujeitos desta pesquisa. Para a organização dos dados coletados, foi utilizado o software QualiQuantiSoft associado à técnica do Discurso do Sujeito Coletivo (DSC). Assim, as análises evidenciaram, de forma geral, as expectativas, impressões, avanços, dificuldades, estratégias e emoções emergentes na formação desenvolvida. Como principais resultados, destaca-se que a experiência no Projeto favoreceu a formação dos formadores para a atuação em ambiente virtuais, por vários fatores, dentre eles: pela possibilidade de favorecer a apropriação da tecnologia, com a superação do desafio da linguagem tecnológica, uma vez que, ao final da formação, reconheceram que a tecnologia foi incorporada a suas vidas, tanto na esfera pessoal quanto na esfera profissional. Outro avanço da pesquisa refere-se à sistematização de algumas diretrizes para se definir o papel do formador de formadores, a partir da interação vivenciada entre o orientador e formadores no decorrer da atividade de formação vivida no âmbito do Projeto. Os dados obtidos na pesquisa puderam levar a considerações como as relacionadas aos fatores que interferem na implantação de cursos de formação continuada em contextos on-line, entre os quais destacaram-se: o acúmulo de tarefas, a falta de cultura tecnológica, a ausência de um planejamento estratégico que preveja a readequação da infraestrutura tecnológica a ser utilizada no processo de formação. Por fim, as análises apontam aspectos a serem considerados para se estruturar uma metodologia para o desenvolvimento de outros projetos de formação continuada e em serviço de formadores, visando a sua atuação em ambientes virtuais de aprendizagem