Dissertations / Theses: 'Educational paradigm'

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Bruzgelevičienė, Ramutė Teresė. "Lithuanian educational reform in terms of shift in educational paradigm. 1988-1997." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20091223_134330-53073.

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The summary of dissertation that studies the development of conceptual basis for the Lithuanian educational reform in terms of the shift in the educational paradigm, describes the importance of the research, its theoretical and practical significance as well as the scientific problem as to how the shift in the classical normative educational paradigm is implemented into the conceptual basis of the Lithuanian educational reform. The summary emphasizes the novelty of the research which consists in the fact that this work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose the processes of their development. The summary also presents the object, goals and methodological reference of the research as well as the content of dissertation and the conclusions, such as: the conceptual idea of the Lithuanian educational reform to implement the educational reform on the basis of shift in educational paradigm was determined by historical circumstances; the paradigmatic shift in education is systemic, the conceptual basis of the Lithuanian educational reform embeds the paradigm of humanistic education etc.
Disertacijos, kurios objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu, santraukoje aptariamas tyrimo aktualumas, teorinis ir praktinis reikšmingumas, pristatoma mokslinė problema – kaip klasikinės normatyvinės ugdymo paradigmos kaita humanistine ugdymo paradigma įtvirtinama Lietuvos švietimo reformos konceptualiaisiais pamatais. Pabrėžiamas darbo naujumas – pirmą kartą Lietuvos edukologijoje Lietuvos švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Pristatomas tyrimo objektas, tikslai, uždaviniai, metodologinis pagrindas, disertacijos turinys, pateikiamos išvados: Lietuvos švietimo reformos konceptualiųjų pamatų idėja vykdyti švietimo reformą ugdymo paradigmų kaitos pagrindu nulemta susiklosčiusių istorinių aplinkybių; švietimo kaita paradigminiu pagrindu yra sisteminė; Lietuvos švietimo reformos konceptualieji pamatai įtvirtina humanistinio ugdymo paradigmą ir kt.

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Becker, Stephen Lewis. "Re-thinking the educational production function paradigm /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Ryncevič, Jūratė. "Ugdymo paradigmų realizavimas pradinėse klasėse." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_123522-77740.

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Baigiamajame magistro darbe analizuojami ugdymo paradigmų realizavimo pradinėse klasėse ypatumai. Lietuvos švietimo sistema šiandien išgyvena kaitos procesą: nuo mokymo paradigmos pereinama prie mokymosi paradigmos, kurios svarbiausias uždavinys - atsigręžti į žmogų kaip absoliučią vertybę, sudaryti sąlygas atsiskleisti jo individualybei, pažadinti siekimą per saviugdą tapti asmenybe. Darbo problema - vaiką ir į žinias orientuotų ugdymo paradigmų realizavimo aspektai pradinėse klasėse. Darbo objektas – ugdymo paradigmų realizavimas pradinėse klasėse. Darbo tikslas – išanalizuoti ugdymo paradigmų realizavimo pradinėse klasėse ypatumus. Darbo metodai: mokslinės literatūros analizė, anketinė apklausa. Mokslinės literatūros ir atlikto mokymo ir mokymosi paradigmų raiškos pradinėse klasėse tyrimas atskleidė, kad Vilniaus miesto ir rajono mokytojai ugdymo procese dar kartais remiasi mokymo paradigma, tačiau iš esmės jau dirba vadovaudamiesi mokymosi paradigma. Siekdami ugdyti bendruosius mokinių gebėjimus, mokytojai taiko ir tradicinius poveikio mokiniui metodus (aiškina, iliustruoja, vadovauja diskusijai), tačiau daugiau naudoja aktyvaus mokymo metodų ir būdų (darbas grupėse, darbas porose, projektai, bandymai, ekskursijos ir kt.). Siekdami ugdyti bendruosius mokinių gebėjimus, mokytojai taiko aktyvaus mokymo metodus ir būdus, naudoja priemones ir veiklas, skatinančias eksperimentuoti, tyrinėti ir spręsti iškylančias problemas. Ugdymo procesui naudojami ir už mokyklos sienų... [toliau žr. visą tekstą]
Final masterwork analyzes the features of realization of educational paradigms in primary classes. Lithuanian education system today is going through the process of change: from teaching paradigm shift to learning paradigm, which main task is to turn to someone as an absolute value, to allow one’s individuality to unfold, awaken the desire to become a personality. The object – the realization of aspects of education paradigm oriented to the child and the knowledge in primary of classes. The aim – to analyze the realization of features of educational paradigms in primary classes. The methods: analysis of scientific literature, a questionnaire survey. The research of scientific literature and teaching and learning paradigms resolution in primary classes revealed that primary school teachers refer on learning paradigm. To develop students' general skills, teachers use active teaching methods and techniques, use tools and activities that encourage experimentation, research and solving problems. Educational process uses training (learning) resources, which are outside the school. Students are more active participants in their learning than passive recipients of information. Assessment for learning in which students evaluate their own friends and evaluates learning outcomes is applied. The most common problems faced by teachers, realizing learning paradigm, there are instructional materials, lack of ICT, lack of... [to full text]

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Seaton, Andrew, and mikewood@deakin edu au. "Investing in intelligence : An inquiry into educational paradigm change." Deakin University. School of Social and Cultural Studies in Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.132538.

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In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of authentic' human intelligence.

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Harfield, Antony James. "Empirical modelling as a new paradigm for educational technology." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2404/.

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Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated.

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White, David Philip. "Does collaboration matter? : a paradigm for practical educational research." Thesis, University of Plymouth, 2004. http://hdl.handle.net/10026.1/742.

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What is the virtue in collaboration among practitioners in practical educational research? And if collaboration as elaborated here matters enough for us to care, how will our lives as practitioner-researchers be different? This thesis argues that collaborative research is more than a way of distributing the research burden; it forms a paradigm of practice which requires new modes of conduct and thinking. I illustrate the transformation of my practice from a collaborative methodology to a collaborative ethics, in which changes in status and relationships between participants implied new forms and sources of knowledge. The context of the thesis is a police training college where I held responsibility for staff training and development. The police trainers' thinking was characterised by a means-end rationality and a coyness about public debate of their values. Their practices of both teaching and policing had taken-for-granted aims. underpinned by a faith in certain knowledge and a piecemeal, technical understanding of competence. My research became a critical praxis at the point of interaction with the training staff. I had to learn new skills, and to replace my methodological certainties with a practical and ethical complexity. My collaborative ethics sought to change trajners' relationships with their work. It engendered puzzlement about teaching and learning, and permitted new constructions of practice. An eclectic mix of critical and emancipatory action research, with an autoethnographic approach, points towards a research practice determined by a situated ethics rather than a technical methodology. I contribute to our understanding of 'collaboration' and 'positive freedom' by conceptualising them as qualities of human relationships, judged by their diversity rather than conformity to shared aims, I show how police training culture reproduces conformity, how it may be confronted, and how collaborative relationships can expand understanding of teaching and learning.

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Bruzgelevičienė, Ramutė Teresė. "Lietuvos švietimo reforma ugdymo paradigmų kaitos aspektu. 1988–1997." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20091223_134355-43353.

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Disertacinio tyrimo objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu. Nagrinėjant šį objektą, sprendžiama tyrimo problema, kaip klasikinės ugdymo paradigmos kaita laisvojo ugdymo humanistine paradigma įtvirtinama švietimo reformos konceptualiaisiais pamatais. Tyrimo problema konkretinama atsakant į probleminius klausimus – kaip, kada, kodėl, kokiame kontekste, kokiais būdais modeliuota paradigminė švietimo kaita, kokiomis idėjomis ji išreikšta. Tyrimo tikslas – atskleisti konceptualiųjų pamatų kūrimo procesą ir jų paradigminį pobūdį, aktualų šiuolaikinei švietimo situacijai bei tolesnei reformai. Šio darbo naujumas yra tai, kad pirmą kartą Lietuvos edukologijoje švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Teorinė reikšmė – metodologiškai pagrįstas ir empiriškai atskleistas Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmos kaitos pagrindu, susisteminta laisvojo ugdymo humanistinės paradigmos idėjas liudijanti medžiaga, traktuotina kaip metodologinė kitiems edukologiniams reformos tyrimams, metodologiškai pagrįstas ugdymo paradigmų kaitos sisteminis tyrimo instrumentas – dokumentinis tyrimas. Praktinis rezultatų reikšmingumas: apibendrinta medžiaga gali būti vertinga svarstant švietimo aktualijas, dėstant studentams naujausią Lietuvos švietimo istorijos laikotarpį, aiškinantis dabartinės švietimo reformos pamatus bei perspektyvą... [toliau žr. visą tekstą]
The object of the PhD theses research is the development of the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm. The problem of the research is defined as the transposition of the shift in the classical educational paradigm into the conceptual basis of the Lithuanian educational reform. The research problem is discussed by raising such problematic issues as to how, when, why, in what context and in what way the shift in the educational paradigm was generated as well as by defining the ideas of its expression. The research objective is to disclose the process of the development of the conceptual basis of the educational reform and its paradigmatic nature, which is relevant to the current situation in education and related future reforms. The novelty of this research lies in the fact that this scientific work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose related developmental processes. Theoretical relevance of the work is methodologically substantiated and empirically disclosed development of the conceptual basis of the Lithuanian educational reform based on the shift in the educational paradigm; the systematized material attesting to the conveyance of the ideas of the humanistic paradigm of free education with the help of conceptual ideas of the educational reform, which is to be viewed as... [to full text]

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Silva, Altimar Costa da 1966. "Gestão educacional resiliente : uma proposta para um contexto de mudanças paradigmáticas." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250781.

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Orientador: Zacarias Pereira Borges
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-21T08:02:28Z (GMT). No. of bitstreams: 1 Silva_AltimarCostada_D.pdf: 3836672 bytes, checksum: 7a1ce88b5f391179fc07a0177cf2c69c (MD5) Previous issue date: 2012
Resumo: A presente pesquisa foi norteada pelo seguinte problema: Diante das múltiplas mudanças paradigmáticas, da problemática que envolve a gestão educacional e do contexto que organiza e estrutura o sistema de ensino paulista, é possível a proposição de uma gestão educacional resiliente? Nesta perspectiva, o objetivo do trabalho é se constituir num estudo que pretende analisar as possibilidades para a instituição da resiliência como um fundamento essencial da gestão educacional num contexto de mudanças paradigmáticas, culminando com a proposição de uma gestão educacional resiliente com os seus quatro pressupostos: a resiliência como uma mudança epistemológica e paradigmática; a resiliência como manifestação energética da vontade de potência; a resiliência como modelo salutogênico e a resiliência como transcendência, bem como, com a sua característica principal de gestão educacional resiliente como pessoa resiliente, trazendo os aspectos da responsabilidade, autonomia, flexibilidade, solidariedade, abertura e inteligência. Os métodos de pesquisa utilizados foram o bibliográfico e o comparativo. O capítulo cinco está dividido em duas partes. A primeira trata dos resultados de uma pesquisa documental sobre os registros dos gestores no Curso Programa de Desenvolvimento Gerencial (PDG) Educação: Gestão Escolar e a Política Educacional. A outra apresenta os resultados de uma entrevista semi-estruturada. Forneceram suporte às duas técnicas de pesquisa: o paradigma sistêmico, a abordagem qualitativa e o método de interpretação de sentidos. Foram diversos os posicionamentos dos Diretores de Escola e dos Supervisores de Ensino, que encontraram pertinência e estabeleceram vínculo com o conceito de resiliência. Somando-se todas as reflexões empreendidas através da fundamentação teórica, as observações extraídas tanto na pesquisa documental como na entrevista semi-estruturada, acentuou-se a intenção de sugerir a incorporação da proposta de uma gestão educacional resiliente como um caminho possível não apenas para a Secretaria da Educação de São Paulo, mas para os demais organismos e sistemas educacionais que enfrentam os fatores de risco.
Abstract: This research was leaded by the following issue: considering the multiple paradigmatic changes, the problems that involves the educational management and the context that organize and structure the São Paulo State's teaching system, is it possible the proposition of a resilient educational management? In this perspective, the objective of this work is to build in a study that intend to analyze the possibilities for the institution of resilience as an essential fundament of educational management in a context of paradigmatic changes, culminating with the proposition of a resilient educational management with its four assumptions: the resilience as an epistemological and paradigmatic change; the resilience as an energetic manifestation of the power of will; the resilience as a salutogenic model and the resilience as a transcendence, as well as with its main resilient educational management characteristic as resilient person, bringing the aspects of responsibility, autonomy, flexibility, solidarity, openness and intelligence. The research methods used were bibliographic and comparative. The fifth chapter is divided in two parts. The first explores the results of a documental research about the registers of the managers from the Course Program of Management Development (PMD) Education: School Management and the Educational Politics. The other presents the results of a semi structured interview. Provided support to the two research techniques: the systematic paradigm, the qualitative approach and the sense interpretation method. Were several the positioning of the school directors and educational supervisors that found relevance and established a link with the resilience concept. Adding up all reflections undertaken though the theoretical embasement, the observation extracted both at the documental research and at the semi structured interview, it was accentuated the intention of suggest the incorporation of the proposal of resilient educational management as a possible way not only to the Education Secretary of São Paulo, but for all the organisms and educational systems that face the risk factors.
Doutorado
Politicas, Administração e Sistemas Educacionais
Doutor em Educação

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Golson, James O'Neil Jr. "Deconstructing Exclusionary Discipline| A Paradigm Shift to Restorative Leadership Practices." Thesis, Delaware State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811780.

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Zero tolerance policies in K-12 public schools are employed to address a wide range of misbehaviors that vary broadly and impact the educational setting in many negative ways. Administrators and teachers have shown an increased dependence on the use of outside law enforcement, suspensions and expulsions as interventions for disciplinary issues in the classroom. Since the early 1990s, the national discourse on school discipline has been dominated by the philosophy of zero tolerance, originally developed as an approach to the war on drugs and judicial enforcement (Skiba & Rausch, 2006). Zero tolerance mandates the application of predetermined consequences, severe and punitive in nature, applied regardless of the gravity of behavior, mitigating circumstances or situational context. Such policies are widespread in schools across North America. The removal of students from the classroom setting for both major and minor disciplinary infractions creates significant emotional and academic risks to these students.

The purpose of this comparative case study analysis was to compare and contrast three related studies to examine the impact of restorative discipline practices as an alternative to punitive discipline approaches for administrators, staff and students who have participated in restorative practices. The research examines three K-12 public school settings in North America showcasing the implementation of restorative practices to determine if restorative measures are a viable alternative to punitive discipline.

The primary research question asked what did these studies show was the effectiveness of restorative practices as an approach to discipline? Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? Finally, how did leadership implement the restorative practices and create the necessary conditions for ownership of the new restorative practices plan?

The research reveals that restorative practices encourage relationship building as well as a cohesive sense of community. The studies showed that that the school communities utilized restorative practices as an additional disciplinary approach and a way to address harm done to individuals and the community as well as a way to reintegrate and reconnect individuals into the school community. Data also confirmed that restorative practices are an effective method of disseminating positive behavioral learning and assisting each individual’s recognition of their role in a situation and the responsibility of an individual’s actions. The studies further validated that the district and school leadership performed a pivotal function as restorative change was initiated and sustained.

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BajraktarevicÌ, Namira. "Adaptive hypermedia, learning styles and strategies within the educational paradigm." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422986.

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Malcienė, Zita. "Studies of art subjects in training future specialists at a college: the context of educational paradigm shift." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20110127_172600-11995.

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The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist’s vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The... [to full text]
Disertacijoje nagrinėjamą edukacinių paradigmų virsmą lemia dabartiniam laikotarpiui būdingi kultūros pokyčiai, globalizacija ir profesinio rengimo tikrovė nepriklausomybę atkūrusioje Lietuvoje. Aukštojoje mokykloje toks kontekstas pasireiškia studijų modernizavimu, kuris disertacijoje vertinamas kaip edukacinių paradigmų virsmo strategija ir nagrinėjamas profesinio rengimo teorijos bei jos įgyvendinimo praktikos plotme. Tai atskleidžiama nagrinėjant profesinio rengimo teorijos ir praktikos ypatybes bei ryšius. Rengiant būsimus specialistus kolegijoje akcentuojamas praktinis studijų kryptingumas. Disertacijoje jis vertintas kaip studijų modernizavimo strategija. Išnagrinėtos laikotarpiui būdingos profesinio rengimo, meno dalykų mokymo ir meninio ugdymo ypatybės atsižvelgiant į edukacinių paradigmų virsmą parodė, kad modernizuojant meno dalykų studijas tikslinga atsisakyti į siaurus dalyko pažinimo tikslus orientuoto tradicinio mokymo ir jį keisti į profesiniu požiūriu orientuotą meninį ugdymą. Todėl profesiniu požiūriu kryptingas meninis ugdymas pristatytas kaip meno dalykų studijų modernizavimo strategija. Pristatyti būsimo specialisto profesinio rengimo, tradicinio dalykų (muzikos) mokymo ir šiuolaikiško meninio (muzikinio) ugdymo teoriniai modeliai, apimantys dalyko studijų, aplinkos, vaidmenų spektro ir veiklos sritis. Ištirtos galimybės ugdymo dalyviams koreguoti meno dalykų studijas ir profesiniu požiūriu aktualų veiklos kontekstą taikant šiuos modelius, o studijų... [toliau žr. visą tekstą]

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Martrou, Gabriel Hernandez. "Learning based on designing : research into designing as an educational paradigm." Thesis, Lancaster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724987.

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The last decade has witnessed the proliferation of design thinking courses outside the realms of design education, which have acknowledged the power of design as a driver for learning and innovation. In highlighting the abilities and knowledge that design-related study brings, those initiatives have taken advantage of the mindset, methods and pedagogics connatural to design education. Nevertheless, extending design education outside the design context implies transferring embedded practices and principles conventionally passed on within the traditions of design education. Moreover, there is no unified theory of what design thinking is or what it comprises, nor enough evidence about the impact of design education outside its domains. Addressing this gap in theory, the present thesis investigates both design thinking principles and design education practices to present their advantages and disadvantages in the context of non-design education. Accordingly, a comprehensive literature review discusses nine propositions oriented to provide an initial theoretical basis for the development of a comparative case study, examining five non-design educational initiatives that promote design thinking as their distinctive badge. Using a common framework, each case develops an analysis presenting three main lines of enquiry. The first two look at the role of design thinking in organizational and pedagogical levels, while the third unveils the main advantages and drawbacks that its implementation entails. The study shows the coexistence of common and interconnected discourses and practices among the cases, as well as different emphases and beliefs that represent particular embodiments of design thinking discourses. The research aims to provide a framework for understanding the diversity of design's pedagogical practices, as well as orientating future programs in which designerly kinds of learning might constitute an alternative to traditional education.

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Pirayesh, Bibinaz. "A Critical Interrogation of the Mind, Brain, and Education Movement| Toward a Social Justice Paradigm." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933968.

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Much attention has been given to “bridging the gap” between research and practice since neuroscience research first made claim to its potential impact in classrooms. With the inception of Mind, Brain, and Education (MBE) as a new interdisciplinary field, an unprecedented opportunity to explore the educational implications of new research coming out of neuroscience has presented itself. And yet, the gap between research and practice persists while new problems arise as education looks to brain science for answers with ongoing social and academic difficulties faced by students. A critical bicultural methodology, grounded in a decolonizing interpretive approach, is utilized to interrogate the field of MBE in order to shed light on the epistemological power dynamics and social justice issues that inform the field. By examining the historical, philosophical, economic, and ideological roots of neuroscience and education, a colonizing epistemology and hidden curriculum of inequality is revealed. The lack of awareness of how MBE, if left unexamined, will continue to fall short of the democratic and socially just goals of education is also addressed. The argument made is that there exists an abyssal divide within the field that epistemologically privileges neuroscience with its reductionist, Eurocentric, and positivist discourse. The case is made that the field must move toward an itinerant position that honors hierarchical dialogue and praxis and places the voices, scholarship, and values of educators and students at the forefront of this educational movement, in order to close the gap between research and practice in emancipatory ways.

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Wegner, II Donald Gordon. "Choice in education: A controversy of paradigm significance." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/610.

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Livingston, Carolyn S. "The missing link in the personnel paradigm." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/366.

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Musneckienė, Edita. "The Discourse of Visual Culture in Training Teachers of Art in the Context of Postmodern Educational Paradigm." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20080925_100714-55297.

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The present dissertation deals with the discourse of visual culture as a conceptual background of art education, vital in the context of changing paradigms of culture and education. The aim of the research is to reveal the importance of visual culture in art education, to investigate the need for studies of visual culture as well as problems and perspectives of training teachers of art. The research problem is linked with the situation of art education in Lithuania, where the discourse of visual culture is a new research field. The dissertation provides a theoretical grounding of assumptions for developing visual culture on all levels of art education. In implementing visual culture in the postmodern curriculum, the problem of art teachers’ competence and preparation is of utmost importance. The research questions were as follows: what curriculum changes does visual culture bring in art education? What art teachers’ competences should be developed in the postmodern educational paradigm? How are art teachers prepared to accept visual culture in art education and what competences do they need to develop? What are the prospects of art teacher training with the developing of the concept of visual culture education? The survey of art teachers and experts in art education revealed that classical and modernist tendencies predominate in art education, unable to cover a wide field of visual culture, the variety of new technologies, the multicultural diversity of art experience, and... [to full text]
Disertacijoje nagrinėjamas vizualinės kultūros diskursas kaip konceptualus meninio ugdymo pamatas, aktualus šiuolaikinės kultūros ir ugdymo paradigmų kaitos kontekste. Tyrimo tikslas – atskleisti vizualinės kultūros edukacinį reikšmingumą ir ypatumus meniniame (dailiniame) ugdyme, ištirti vizualinės kultūros studijų poreikį, problemas ir perspektyvas rengiant dailės pedagogus. Tyrimo problema siejama su meninio ugdymo situacija Lietuvoje, kur vizualinės kultūros diskursas yra nauja tyrimų sritis. Disertacijoje teoriškai pagrindžiamos vizualinės kultūros ugdymo prielaidos visuose meninio ugdymo lygiuose ir per jų sąveiką. Realizuojant postmodernų meninio ugdymo turinį ypač aktuali yra dailės pedagogų kompetencijos ir pasirengimo problema. Tyrimu siekta atsakyti į klausimus, kaip vizualinės kultūros fenomenas keičia šiuolaikinio meninio ugdymo pobūdį ir lemia jo turinį, kokios dailės pedagogo kompetencijos turėtų būti plėtojamos vizualinės kultūros ir postmodernios edukacinės paradigmos kontekste, kaip dailės pedagogai yra pasirengę priimti pokyčius ir plėtoti savo kompetencijas, kokios numatomos vizualinės kultūros studijų įprasminimo perspektyvos rengiant dailės pedagogus. Dailės pedagogų ir ekspertų apklausos rezultatai patvirtino, kad meniniame ugdyme vyrauja klasikinės ir modernistinės tendencijos, nepajėgiančios aprėpti vizualinės kultūros gausos, technologijų įvairovės, atskleisti daugiakultūrinės meninės patirties, reaguoti į aktualius socialinius reiškinius... [toliau žr. visą tekstą]

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Brennan, Michelle Claire Elizabeth. "Sustainable construction in the 21st century : an educational perspective to shifting the paradigm." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4532/.

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Sustainability is a ubiquitous topic debated across the globe. The potential of the construction industry to alleviate the effects of environmental damage whilst contributing to the social and economic dimension of sustainability are great. Despite many efforts by both Government and Higher Education Institutions, the adoption of sustainable construction practices is well below where it needs to be. Much work needs to be done in reprogramming the minds of those in an economically facing industry to ensure a sustainable future. This research looks at the efficacy of an educational intervention for such change and the use of psychological variables in assisting the process. This thesis contributes to original knowledge through the development of a validated measurement tool designed to measure attitudes towards sustainable development in a construction context. The tool was used to investigate associations between attitudes and psychological constructs. The research makes a further contribution through the development of an educational intervention which supports the use of alternative pedagogies for sustainability education. The research was conducted in four phases, with phases one and three making the contribution to knowledge. A concurrent mixed methodology approach was adopted utilising an embedded design. Quantitative data was collected in phase one with this phase running concurrently alongside the other phases throughout the project. Qualitative data was collected in phases two and four with phase three adopting a mixed model approach. The conclusions drawn from phase one were that there are associations between emotional self-efficacy and positive attitudes towards sustainability but not with optimism. Phase two highlighted that changes in attitudes towards sustainability would need to be driven through, legislation, education and leadership. This resulted in the development of an intervention with students at LJMU based on principles of student-centred learning. Analysis of the student feedback indicated that the intervention had a positive impact on students with perceptions changing as to how important sustainability is and how important the construction industry is for this to be achieved. The intervention tool developed within this research has the potential to be adapted for use with a wide variety of audiences, in particular those in positions of high level decision making. A top-down and a bottom-up approach is recommended if we are to achieve the aspiration of a sustainable future.

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Mulford, Kymberli Fahlbeck. "A multimedia paradigm of engaged learning: An intergenerational approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1790.

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19

Paton, Doris Eyvonne, and lozndoz@bigpond com. "A journey with Woolum Bellum Koorie open door education (KODE) school. Its life cycle in meeting the educational needs of Aboriginal children." RMIT University. Education, 2010. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100218.160033.

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Woolum Bellum KODE (Koorie Open Door Education) School is located at Morwell in the Latrobe Valley of Victoria. The school is unique in that its curriculum is centred on the Gunnai/Kurnai language and culture of the traditional owners. The aim of this thesis is to describe and tell the history of Woolum Bellum School. My research questions are: 1. what led to the establishment of the Woolum Bellum KODE School? What are the critical success factors of the school attaining autonomy within the Victorian State Education system? The story of Woolum Bellum and its journey is important in the context of sharing knowledge. It exemplifies how a school like Woolum Bellum can be autonomous and how it presents a challenge as it comes to terms with what works and why. As a community we can assess the overall success of the school in terms of outcomes for the community. The benefits are seen in the generation of young people who attended the school over the past fifteen years. Their experience of schooling at Woolum Bellum as opposed to their experiences in the mainstream system amounts to significant successes. My ways of knowing have informed how I have used a method of research that respects my knowledge gifted from my Elders and Ancestors. My indigenous ways respected in using Dadirri as a methodology for narrative inquiry in research underpins and informs respect for honouring an indigenous paradigm; with tools within that paradigm to guide and shape my research. My cultural ways of knowing, my guidance in reciprocal and respectful relationships, talking together in circles, telling stories in conversations, and understanding community are at the core of these ways of knowing. My quilts crafted with multiple layers of knowledge offer the community a visual representation of the journey. They share the narrative and knowledge in conversations and in stories. They are relational and interrelated and they interpret the issues from my ways of knowing. This is a story I have shared with others already who believed in the possibilities for a Woolum Bellum School. Like me, they welcomed the challenges, the responsibilities that came with it to our community and Elders. And like me, the community held on to the dream that time and through listening, through learning and with knowledge, the possibility remains.

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Wang, Yan, and 王燕. "Paradigm shift of education governance in China: two compulsory education legislation episodes 1986 vs. 2006." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44352876.

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The thesis addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on the 1986 and 2006 legislation were later delved into as the research evolved in depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation? The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings were presented on the basis of narration analysis. Second, the policymaking process of the legislation was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale. The analysis of the two legislation episodes identified that the political ideology, which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion, steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Sah, Shubham. "A Virtual Reality Based Progressive Learning Paradigm For Supply Chain Management Education." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282059998.

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22

Parker, Paul Francis. "Development of the Research Paradigm Inventory to Measure Views About Research Practices and Beliefs." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37384.

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The purpose of this study was to develop an instrument to measure the views of educational researchers across the dimensions that comprise research paradigms. The development of the instrument, entitled the Research Paradigm Inventory (RPI), was conducted in the hope of providing a mechanism for future research that will enable the examination of prospective links between the ontological, epistemological and methodological orientations of researchers and graduate students who will serve as future inquirers in the field of education. During its development and validation, various aspects of the RPI were examined in accordance with the validity framework outlined by Samuel Messick (1989). According to Messick (1989), the validity of measure interpretation and corresponding action can be examined in terms of content, substantive, structural, generalizability, external and consequential forms of evidence. During this study, the content aspect of validity was addressed through the creation of instrument specifications and the development of items that were mapped to those specifications. In addition, the content aspect of validity was addressed by selecting items that were reviewed by experts, pilot tested, field tested and exhibited high technical quality. The substantive aspect of validity was addressed through an analysis of item rating scale functioning, person fit, item difficulty hierarchies and relationships among instrument scale measures. The structural aspect of validity was addressed through a confirmation of the instrumentâ s dimensionality. The generalizability aspect of validity was addressed through an analysis of person reliability, the precision of item/person parameter estimates and item calibration invariance. The development activities and analyses described above resulted in the creation of six subscales measuring: (1) Realism in Research, (2) Research Objectivism, (3) Quantitative Methodology, (4) Relativism in Research, (5) Research Interpretivism and (6) Qualitative Methodology. Given the evidence collected, these scales appear to provide reasonably reliable and defensible estimates of individualsâ attitudes toward various research practices and beliefs, and should be appropriate for future research studies exploring educational research paradigms.
Ph. D.

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23

Musneckienė, Edita. "Vizualinės kultūros diskursas rengiant dailės pedagogus postmodernios edukacinės paradigmos kontekste." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20080925_100627-34181.

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Disertacijoje nagrinėjamas vizualinės kultūros diskursas kaip konceptualus meninio ugdymo pamatas, aktualus šiuolaikinės kultūros ir ugdymo paradigmų kaitos kontekste. Tyrimo tikslas – atskleisti vizualinės kultūros edukacinį reikšmingumą ir ypatumus meniniame (dailiniame) ugdyme, ištirti vizualinės kultūros studijų poreikį, problemas ir perspektyvas rengiant dailės pedagogus. Tyrimo problema siejama su meninio ugdymo situacija Lietuvoje, kur vizualinės kultūros diskursas yra nauja tyrimų sritis. Disertacijoje teoriškai pagrindžiamos vizualinės kultūros ugdymo prielaidos visuose meninio ugdymo lygiuose ir per jų sąveiką. Realizuojant postmodernų meninio ugdymo turinį ypač aktuali yra dailės pedagogų kompetencijos ir pasirengimo problema. Tyrimu siekta atsakyti į klausimus, kaip vizualinės kultūros fenomenas keičia šiuolaikinio meninio ugdymo pobūdį ir lemia jo turinį, kokios dailės pedagogo kompetencijos turėtų būti plėtojamos vizualinės kultūros ir postmodernios edukacinės paradigmos kontekste, kaip dailės pedagogai yra pasirengę priimti pokyčius ir plėtoti savo kompetencijas, kokios numatomos vizualinės kultūros studijų įprasminimo perspektyvos rengiant dailės pedagogus. Dailės pedagogų ir ekspertų apklausos rezultatai patvirtino, kad meniniame ugdyme vyrauja klasikinės ir modernistinės tendencijos, nepajėgiančios aprėpti vizualinės kultūros gausos, technologijų įvairovės, atskleisti daugiakultūrinės meninės patirties, reaguoti į aktualius socialinius reiškinius... [toliau žr. visą tekstą]
The present dissertation deals with the discourse of visual culture as a conceptual background of art education, vital in the context of changing paradigms of culture and education. The aim of the research is to reveal the importance of visual culture in art education, to investigate the need for studies of visual culture as well as problems and perspectives of training teachers of art. The research problem is linked with the situation of art education in Lithuania, where the discourse of visual culture is a new research field. The dissertation provides a theoretical grounding of assumptions for developing visual culture on all levels of art education. In implementing visual culture in the postmodern curriculum, the problem of art teachers’ competence and preparation is of utmost importance. The research questions were as follows: what curriculum changes does visual culture bring in art education? What art teachers’ competences should be developed in the postmodern educational paradigm? How are art teachers prepared to accept visual culture in art education and what competences do they need to develop? What are the prospects of art teacher training with the developing of the concept of visual culture education? The survey of art teachers and experts in art education revealed that classical and modernist tendencies predominate in art education, unable to cover a wide field of visual culture, the variety of new technologies, the multicultural diversity of art experience, and... [to full text]

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Law, Constance. "An exploration of Educational Psychologists' (EP) practices for behaviour concerns." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychologists-ep-practices-for-behaviour-concerns(cf7cebe5-5243-45fa-836c-fc59cf3d861a).html.

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Concerns relating to the management of externalising and internalising behaviour are prevalent within UK educational policy and practice and represent a key domain for Educational Psychologist (EP) support. EP practice has been subject to change over time, following shifts in legislative approaches to managing behaviour in schools and changes to the contexts and systems within which EPs work, such as increased service trading. A systematic literature review (SLR) sought to represent EP behaviour practices within the existing literature. 12 papers, published between 2000-2017 were identified using a PRISMA framework and evaluated for methodological quality, appropriateness and relevance of focus. An empirical investigation, utilising the Research and Development in Organisations (RADIO) model within a single-case design, was also conducted within a north-west local authority educational psychology service. A focus group with 5 EPs and the Principal EP (PEP), and an interview with the PEP, were carried out and thematically analysed. The SLR identified a range of behavioural practices at individual, group and organisational levels, exemplifying the core functions of the EP role. Single and integrated psychological paradigms were applied, within relational and social constructionist approaches. The empirical investigation identified a range of behavioural practices, and underlying psychological paradigms, alongside ideas for future developments in behaviour service delivery and the possible facilitators and barriers to achieving this were considered. Reflections on the utility and experience of EP involvement in action research were also facilitated, with content analysis findings presented. Links to theory and practice, and implications for future research are considered, including empirical investigation of EP practice within local contexts. The application of psychology within local contexts and service development processes, are also considered. Finally, following an exploration of the concepts of evidence-based practice and practice-based evidence, and their implications for practitioner psychologists, a dissemination strategy for sharing findings with participants and the wider EP community is proposed.

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Palko, Steffen E. "An epistemological framework for curriculum and instruction." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.

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Stainton, Jennifer. "High School Principal Leadership For The Implementation Of A Personalized Proficiency Education Paradigm In The State Of Vermont." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/818.

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As of 2014, the State of Vermont adopted a policy package directing schools to implement a new way of educating and graduating students. Vermont’s Act 77 and Education Quality Standards require schools to identify specific skills and knowledge students must be proficient in to graduate and ensure each student has a personalized experience. Vermont’s tradition of local control means high school principals are leading change in their schools. How high school principals are understanding, valuing, and acting to lead the implementation of Vermont’s policies for personalized, proficiency-based education therefore varies by location. The purpose of this multiple case study was to explore high school principal leadership at a critical juncture of implementing Vermont’s personalized proficiency education paradigm. Principals’ understanding was analyzed using an accountability vs. flexibility framework influenced by Sturgis (2016) and Labaree (1997). Principals’ action steps were considered through the lens of Frontier and Rickabaugh’s (2014) five levers for school change. Principals’ leadership style was analyzed using transformational leadership practices (Leithwood & Sun, 2012). The findings from five high school principals suggest that Vermont’s policies were valued for their potential to improve student outcomes, student engagement, and future career opportunities. Principals’ understanding of the policies varied, suggesting a lack of cohesive understanding of policy goals across the state. They leveraged school structures and education standards to enact policy implementation, suggesting a focus on proficiency over personalization at the time of this study. Principals in this study were leading school change by building teacher capacity and enabling teacher collaboration, suggesting they were accessing key transformational leadership practices to enable school change. The principals also identified sticking points to implementation, including: a lack of appropriate computer software for proficiency-based grading, a limited timeframe for implementation, limited leadership resources and supports from the state, and worries about a lack of equity of opportunity for all students. This study has implications for education policy developers, state-level education agencies, and other high school principals. The findings suggest school-based implementation of state-level education policy, even in local control states, can be facilitated by supports for growing leader understanding of policy intentions and facilitating policy implementation with suggested timelines and key steps. The findings also suggest high school principals access transformational leadership practices when engaging their schools in a change process. By increasing the breadth of these practices, they can facilitate the whole-school change in a personalized proficiency paradigm.

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Malcienė, Zita. "Meno dalykų studijos rengiant būsimus specialistus kolegijoje: edukacinių paradigmų virsmo kontekstas." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20110127_172620-54863.

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Disertacijoje nagrinėjamą edukacinių paradigmų virsmą lemia dabartiniam laikotarpiui būdingi kultūros pokyčiai, globalizacija ir profesinio rengimo tikrovė nepriklausomybę atkūrusioje Lietuvoje. Aukštojoje mokykloje toks kontekstas pasireiškia studijų modernizavimu, kuris disertacijoje vertinamas kaip edukacinių paradigmų virsmo strategija ir nagrinėjamas profesinio rengimo teorijos bei jos įgyvendinimo praktikos plotme. Tai atskleidžiama nagrinėjant profesinio rengimo teorijos ir praktikos ypatybes bei ryšius. Rengiant būsimus specialistus kolegijoje akcentuojamas praktinis studijų kryptingumas. Disertacijoje jis vertintas kaip studijų modernizavimo strategija. Išnagrinėtos laikotarpiui būdingos profesinio rengimo, meno dalykų mokymo ir meninio ugdymo ypatybės atsižvelgiant į edukacinių paradigmų virsmą parodė, kad modernizuojant meno dalykų studijas tikslinga atsisakyti į siaurus dalyko pažinimo tikslus orientuoto tradicinio mokymo ir jį keisti į profesiniu požiūriu orientuotą meninį ugdymą. Todėl profesiniu požiūriu kryptingas meninis ugdymas pristatytas kaip meno dalykų studijų modernizavimo strategija. Pristatyti būsimo specialisto profesinio rengimo, tradicinio dalykų (muzikos) mokymo ir šiuolaikiško meninio (muzikinio) ugdymo teoriniai modeliai, apimantys dalyko studijų, aplinkos, vaidmenų spektro ir veiklos sritis. Ištirtos galimybės ugdymo dalyviams koreguoti meno dalykų studijas ir profesiniu požiūriu aktualų veiklos kontekstą taikant šiuos modelius, o studijų... [toliau žr. visą tekstą]
The shift of educational paradigm, analyzed in the dissertation, is determined by the cultural changes, globalization and the reality of vocational training in independent Lithuania, which are inherent for the present epoch. At an institution of higher education this context is manifested by the modernization of studies, which is qualified as a strategy of educational paradigm shift and analyzed in terms of the peculiarities of vocational training theory and practice. The latter two factors are revealed by exploring the peculiarities and relations of the theory and practice of vocational training. The practical purposefulness of studies is emphasized in college training of future specialists. In the dissertation it is qualified as a strategy of the modernization of studies. The peculiarities of vocational training, teaching of art subjects and art education are analyzed with regard to the shift of educational paradigms. It appears that in the modernization of studies it is relevant to withdraw from conventional teaching, which is oriented towards narrow subject aims, and switch to profession-oriented art education. Therefore, profession-oriented art education is presented as a strategy of modernizing art subject studies. Theoretical models of a future specialist’s vocational training, traditional teaching of a subject (music) and contemporary art (music) education are presented, which cover the areas of subject studies, environment, scope of roles and activities. The... [to full text]

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Araújo, Peterson Martins Alves. "Letramento Digital: um estudo de caso em uma escola municipal de João Pessoa." Universidade Federal da Paraíba, 2006. http://tede.biblioteca.ufpb.br:8080/handle/tede/4657.

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Made available in DSpace on 2015-05-07T15:08:28Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1298915 bytes, checksum: 41db797dde3a59f1147e4393caf480a4 (MD5) Previous issue date: 2006-01-10
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study has as main subject Digital Literacy, which is seen as a state or condition of those who appropriate the new technologies and its hipertextual reading and writing practices through the screen. The object of analysis inside this type of literacy will be the observation on how it has been constructed among primary teachers of the Municipal Durmeval Trigueiro Mendes School in João Pessoa city. In order to achieve this objective it was made a case of study of the primary teachers (1st to 4th grade), whose descriptive and exploratory work investigates and perceives the possible problems related to the program of educative computer science adopted by the referred city. For this, the work carries through a historical passage of Educative Computer science searching its origins since a macrostructure understanding, where it is analyzed models adopted in some countries (U.S.A, France and Brazil) until reaching in the microstructural reality of João Pessoa. Then, there is a critical reflection on the changes in the pedagogical models that imply in alterations in the teachers and students role within the informational context. After that, the work goes through diverse concepts (hypertext, digital genres, alphabetization, etc) directly or indirectly related to Digital Literacy. Finally, it carries through an analysis of the data collected through interviews, observations and the context of the analyzed school, from there to generate hypotheses, critical reflections and positioning when considering the informatization program in Joao Pessoa schools.
Esta dissertação tem como tema principal o Letramento Digital, visto pela perspectiva de um estado ou condição dos que se apropriam das novas tecnologias e de suas práticas de leitura e escrita hipertextuais através da tela. Já o objeto de análise dentro deste tipo de letramento, será a observação de como está sendo construído este letramento pelos professores de Ensino Fundamental da Escola Municipal Durmeval Trigueiro Mendes do município de João Pessoa. Para isso foi feito um estudo de caso dos professores de 1ª. a 4ª. Série, cujo trabalho de cunho descritivo e exploratório procura investigar e perceber os possíveis problemas relacionados ao programa de informática educativa adotado pelo referido município. Para isso o trabalho realiza, primeiramente, um percurso histórico da Informática Educativa buscando suas origens desde uma compreensão macro-estrutural onde são analisados os modelos adotados em alguns países (E.U.A.; França e Brasil) até chegar na realidade micro-estrutural da cidade de João Pessoa. Depois, reflete, criticamente, sobre as mudanças nos modelos pedagógicos que implicam em alterações nos papéis do professor e do estudante dentro do contexto informacional. Em seguida perpassa os diversos conceitos (hipertexto, gêneros digitais, alfabetização etc.) relacionados, direta ou indiretamente, ao Letramento Digital. Finalmente, realiza uma análise dos dados coletados através de entrevistas, observações e do próprio contexto da escola analisada, para daí gerar hipóteses, reflexões críticas e posicionamentos diante do programa de informatização das escolas do município de João Pessoa.

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Clark, Derrie Ginette. "Educational Psychologists' perceptions of early literacy instruction, assessment and intervention : a paradigm shift in the understanding of beginning literacy?" Thesis, University of East London, 2014. http://roar.uel.ac.uk/4526/.

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This study explores the perceptions of educational psychologists (EPs) in relation to early literacy development, difficulties/delay, assessment and intervention at the ‘beginning reading’ stage. It is particularly concerned with how these perceptions link to the current research based findings. Research over the past thirty years has indicated a shift in understanding of how children learn to read and consequently why they do not learn. There is currently a combination of traditional teaching methods, theoretical models and ideas from new research that co-exist thus creating a maze through which the EP must tread in supporting schools to support children who are experiencing difficulty in acquiring literacy skills. McGuinness (1997) describes a revolution in the understanding of ‘beginning reading’ instruction resulting from an ‘explosion of scientific research’ (p.12) and sets out four principles informing a paradigm shift. These principles are considered alongside prevailing and current reading methods in the context of a scientific revolution described by Kuhn (2014) and mapped to EP perceptions. The current small scale investigation used Q-methodology (Stephenson, 1953), an inverted technique of factor analysis to explore EP perceptions. EP participants were asked to rank order a set of statements (about early literacy/’beginning reading’) from ‘least agree’ to ‘most agree’. The results reflected very diverse opinions and inconsistency in reported practice, the combination of which frequently contradicted the current evidence base. Five factors or word views were extracted. One of these was positioned within a new paradigm of research based practice. EPs linked to this worldview agreed the focus should be on identifying children’s skills and knowledge at the word level (systematic phonics) and targeting these areas in assessment and interventions. The remaining four factors, or worldviews, all fell within the prevailing paradigm, or pre-paradigmic stage, characterised by an eclectic mix of strategies and holistic assessment, often not even considering a pupil’s progress at the word level. The varying worldviews were discussed in relation to the role of the EP and the early literacy instruction literature. Consequently, implications for practice were highlighted. Limitations of the study were discussed.

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Миленкова, Римма Володимирівна, Римма Владимировна Миленкова, and Rymma Volodymyrivna Mylenkova. "Нові парадигми мовної освіти дорослих в Україні." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67164.

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Освіта як свідомий вибір сучасної людини формує запит на розробку методології роботи з дорослими. Нині стає зрозумілим, що більшість розвинутих країн зобов’язані освіті дорослих своїм технологічним, соціокультурним і економічним прогресом. Освіта дорослих вважається окремим соціальним інститутом і відрізняється пропозиціями освітніх послуг, які є прагматично затребуваними, бажаними, усвідомленими студентами задля покращення рівня їх життя – духовного, фізичного чи фінансового.

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Boucenna, Sephora. "Analyser les activités mentales des conseillers pédagogiques de l'enseignement fondamental en entretien d'accompagnement : une approche par l'entretien de rétrospection." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2014CNAM0942/document.

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Face aux transformations sociales dont le rythme semble s’accélérer, le monde éducatif est constamment sollicité pour inventer de nouvelles manières de rencontrer les besoins qui en découlent. Une des réponses n’est autre que la création de nouveaux métiers tels que le conseil pédagogique dans lequel l’accompagnement semble occuper une place de choix.Le projet de cette recherche est de proposer une compréhension de l’activité d’accompagnement par le prisme des processus mentaux de conseillers pédagogiques de l’enseignement fondamental en Belgique francophone en situation d’entretien d’accompagnement de directions.Une approche constructiviste, marquée par le paradigme de l’activité dans son acceptation matérialiste et une démarche qualitative ont permis d’élaborer un outil d’analyse - les agirs mentaux –qui possède comme fonction de saisir l’activité mentale dans sa dimension processuelle. Croisé avec un outil issu d’une opérationnalisation des travaux de John Dewey sur l’enquête, cet outil tente de rendre compte des processus mentaux en croisant quatre composantes : a) les opérations de liaison entre les représentations des sujets, b) les intentions mobilisatrices de ces opérations de liaison, c) le format de communication du sujet avec lui-même et enfin d) la construction temporelle de son activité.Les principaux résultats sont de trois natures : 1) des résultats méthodologiques avec la création d’un outil de recueil de données (l’entretien de rétrospection), un outil d’analyse des processus mentaux (cité plus haut) et l’opérationnalisation d’un outil d’analyse de l’activité d’investigation que constitue « l’enquête » de John Dewey, 2) des résultats relatifs aux processus mentaux de conseillers pédagogiques en situation d’accompagnement de directions avec l’identification de configurations spécifiques d’agirs mentaux lors de certains actes posés par les CP et enfin 3) des résultats qui prennent la forme de pistes didactiques suite à un déplacement de posture de chercheur à formateur et qui permettent l’identification de la gestion de l’incertitude, structurellement instituée par les conseillers pédagogiques, comme fil conducteur de leur activité d’accompagnement
In today's world where the speed of social transformation seems to be ever increasing, the educational field is constantly called upon to come up with new ways to meet the new needs that arise. One of its answers has been nothing less than the creation of new professions such as educational counselling, where personal accompanying seems to hold a privileged position.The goal of this research project is to develop an understanding of the activity of accompanying through the prism of the mental processes of educational advisors in accompanying situations, specifically those advisors working in the field of basic education in the French-speaking part of Belgium.A constructivist approach, characterized by the activity paradigm in its materialist sense, coupled with a qualitative approach have led to the creation of an analytical tool - that of mental acts - whose function is to grasp mental activity in its processual dimension. Alongside a tool obtained by operationalizing John Dewey's work on inquiry, this tool aims to understand mental processes at the crossroads of four components: a) linking operations between subject representations, b) the mobilizing intentions of these linking operations, c) the communication format of the subject with himself, and finally d) the temporal construction of his activity.The main results fall into three categories: 1) methodological results culminating the in creation of a data gathering tool (the retrospective interview), a tool for the analysis of mental processes (mentioned above), and the operationalization of John Dewey's notion of inquiry as a tool for analysing investigative activity; 2) results relating to the mental processes of educational advisors in accompanying situations along with the identification of the specific configuration of mental acts that accompany certain actions undertaken by the advisors; 3) results in the form of pedagogical advice that follows from a shift in posture from that of researcher to that of trainer, one that allows for the identification of uncertainty management, structurally established by the educational advisors, as the guiding principle of their accompanying activity

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Dutta, Pratima. "Personalized Integrated Educational System (PIES) for the learner-centered information-age paradigm of education| A study to improve the design of the functions and features of PIES." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601795.

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The Personalized Integrated Educational System (PIES) design theory is a design recommendation regarding the function and features of Learning Managements Systems (LMS) that can support the information-age learner-centered paradigm of education. The purpose of this study was to improve the proposed functions and features of the PIES design theory such that it is compatible with the technological needs of the information-age, learner-centered paradigm of education. Four schools or educational systems that embodied all or some of the characteristics of the learner-centered, information-age paradigm were selected through a purposeful, theoretical sampling process. They were selected based on how useful they would be in extending and improving the design recommendations for PIES and the extent to which the naturalistic cases had transitioned into the learner-centered, information-age paradigm of education. Research participants within these schools were chosen through a non-probability sampling method. Twenty teachers agreed to participate and were interviewed and observed. Data collected in the form of interview transcripts and observation notes were analyzed to reveal functions and features that could be added and removed from the PIES design theory. Data were analyzed to also reveal factors that encouraged/discouraged technology use, implementation, and policy.

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Reed-Wright, Karen. "A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1833.

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The intent of this qualitative study was to investigate changes in teacher understandings and student achievement as a result of job-embedded coaching, a professional development model. The study focused on the literacy initiative within 1 school district during a 7-year period from 2001 through 2008. Interviews and classroom observations with principals, literacy coaches, and teacher leaders coupled with rich artifacts and documentation provided data for analysis. To change from a traditional model of professional development was a cultural shift for schools, administrators, and teachers. "Remember that a culture of change consists of great rapidity and nonlinearity on the one hand and equally great potential for creative breakthrough on the other" (Fullan, 2001, p. 31). The interviews, observations, and documents illustrated evidence of new teacher understandings and a rise in student achievement coupled with enhanced relationships, communications, and teaching strategies. The paradigm shift from one adult learning mode to another brought about the cultural change within the school district, the schools, and the individual classrooms. The challenge will be sustaining the momentum and continuing to grow as new scientifically-researched best practices and strategies are released for teaching reading and writing. Recommendations from this study include examining Reading First schools and their job-embedded coaching programs. Reading First is a federal program with money appropriated to states and school systems that qualify with low socioeconomic status and student achievement scores. Further research opportunities are available at middle and high school sites where coaching has been adopted. There are some sites within the United States following the guidelines written for elementary teachers.

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Urbonavičienė, Loreta. "Priešmokyklinio ugdymo turinio kokybė M. Montessori pedagoginėje sistemoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090608_103645-27021.

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Šiuo metu plačiai diskutuojama apie ikimokyklinio ugdymo įstaigos pokyčius bei rezultatus. Didelė ugdymo programų įvairovė. Todėl didelis dėmesys skiriamas ugdymo kokybės užtikrinimui, diegiama patikima ugdymo turinio vertinimo sistema. Vis didesnis dėmesys skiriamas ugdymo programų kūrimui, netradiciniams ugdymo metodams, tame tarpe ir M. Montessori pedagoginei sistemai. Tačiau dar neatskleista priešmokyklinio ugdymo turinio kokybės samprata M. Montessori pedagoginėje sistemoje. Šio baigiamojo darbo tikslas – atskleisti priešmokyklinio ugdymo turinio kokybės sampratą M. Montessori pedagoginėje sistemoje. Tyrimo objektas: Priešmokyklinio ugdymo turinio kokybės samprata. Tyrimu siekta: 1. Apibrėžti priešmokyklinio ugdymo turinio sampratą remiantis „laisvojo ugdymo paradigma“. 2. Atskleisti priešmokyklinio ugdymo turinio kokybės ypatumus. 3. Išskirti priešmokyklinio ugdymo turinio kokybės kriterijus M. Montessori pedagoginėje sistemoje. 4. Identifikuoti priešmokyklinio ugdymo turinio kokybės kriterijų raišką M. Montessori pedagoginėje sistemoje. Tyrimo rezultatų pagrindu suformuluotos tyrimo išvados: Priešmokyklinio ugdymo turinio kokybei M. Montessori pedagoginėje sistemoje ypatingą reikšmę turi vaiko amžių atitinkanti ugdomoji aplinka ir priemonės. Priemonės skiriamos individualiems gebėjimams lavinti. Priešmokyklinio ugdymo turinio kokybę sąlygoja ugdytojo - santūraus stebėtojo, tyrinėtojo, kuris stengiasi nesikišti į vaiko veiklą samprata. Įgyvendinant ugdymo turinį... [toliau žr. visą tekstą]
The changes and the outcomes in the pre-school educational institutions are being widely discussed nowadays. The variety of the educational systems used is being of a wide scale. Therefore, a considerable attention is being admitted to the achievement of the educational quality and the introduction of the plausible evaluation system of the educational content. A growing attention is being paid to the development of the educational programs as well as to the unconventional educational methods and the Montessori education therein. The aim of this final paper: To define the conception of the quality of the pre-school educational content in the Montessori educational system. The object of the research: The conception of the quality of the pre-school educational content. The goals of the research: 1. To define the conception of the pre-school educational content on the basis of the “free education paradigm”. 2. To reveal the peculiarities of the pre-school educational content quality. 3. To exclude the criteria of the pre-school educational content quality in the Montessori education. 4. To identify the manifestation of the qualitative criteria in the Montessori pre-school education. The following conclusions of the research can be inferred on the basis of the results: The educational setting and means corresponding the child’s age have a particular significance for the qualitative educational content of the Montessori pre-school education. The means attributed to develop the... [to full text]

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Camargo, Sérgio Monteiro de. "A IMPORTÂNCIA DO ENSINO DA DEONTOLOGIA NA FORMAÇÃO DO PROFISSIONAL DE EDUCAÇÃO FÍSICA FRENTE ÀS INFLUÊNCIAS DO PARADIGMA EDUCACIONAL EMERGENTE." Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/1183.

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The purpose of this essay was, trough a theoretical research for a philosophical basis, to analyze how the deontology study, observing the influences of the Emerging Educational Paradigm, may contribute for the education of the Physical education Professional and how, adhering to Freire s human being concepts, Morin, Maturana and Varela and the ongoing legislation, the higher education in this context is situated. Ethical principles were observed as remarkable for the Professional development in Physical Education, and it was confirmed this necessity throughout the essay done. Analysis tools were used, basic philosophical concepts of moral and ethical distinction in La Taille and Severino; studies of the Ethical and Bioethical preparation in Tojal; new science paradigms according to the Santos studies; of the Emerging Educational paradigm in Moraes and of the teaching learning relations in the Higher Education through the thinking of authors like Severino, Libâneo, Saviani, Cunha, Dias Sobrinho and Arroyo.
O objetivo deste trabalho foi, através de pesquisa teórica para uma fundamentação filosófica, analisar como o estudo da Deontologia, observando as influências do Paradigma Educacional Emergente, pode contribuir com a formação do Profissional de Educação Física e como, com aderência aos conceitos de ser humano de Freire, Morin, Maturana e Varella e da legislação vigente, situa-se o ensino superior neste contexto. Princípios éticos foram observados como imprescindíveis para o desenvolvimento profissional em Educação Física, e confirmamos esta necessidade no decorrer do trabalho. Utilizamos como instrumentos de análise, conceitos filosóficos básicos da distinção de moral e ética em La Taille e Severino; estudos da preparação Ética e Bioética em Tojal; novos paradigmas da ciência segundo os estudos de Santos; do Paradigma Educacional Emergente em Moraes e das relações de ensino-aprendizagem do Ensino Superior através do pensamento de autores como Severino, Libâneo, Saviani, Cunha, Dias Sobrinho e Arroyo.

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Moreira, Maria de Lourdes da Silva. "Limitações e contribuições do PLANFOR como política pública de qualificação profissional: o caso de Maceió." Universidade Federal de Alagoas, 2007. http://repositorio.ufal.br/handle/riufal/1106.

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The research s objective is identify and analyze into public politics of work and income, specifically the PLANFOR, being aimed at to understand its contribution for the Social Development of Maceió. The analysis of this problematic one, on the basis of estimated and its objective delineated. This agreement passes for the critical analysis of the Pedagogical project, identifying to which implicit the educational paradigm in the PLANFOR, and continues in the empirical marks interviewing egresses of the courses of professional qualification, given for the Serviço Nacional de Aprendizagem Industrial (SENAI) of Maceió, and finishes with the comparative study of the results of the Bulhões (2001) research in Rio Grande do Sul state. From the accomplishment of the research it was observed that the PLANFOR was one innovative qualification politics, however had resulted shy in insert and replace worker in the market work, having little efficacious in this social development aspect.
Fundação de Amparo a Pesquisa do Estado de Alagoas
O objetivo desta pesquisa é identificar as políticas públicas de trabalho e renda, analisar especificadamente o PLANFOR, visando entender sua contribuição para o Desenvolvimento Social do Município de Maceió. A análise desta problemática, com base nos seus pressupostos e objetivos delineados pelo plano. Esse entendimento passa pela análise crítica do projeto Pedagógico, identificando qual o paradigma educacional implícito no PLANFOR, e prossegue no terreno empírico entrevistando egressos dos cursos de qualificação profissional, ministrado pelo Serviço Nacional de Aprendizagem Industrial (SENAI) de Maceió, e finaliza com o estudo comparativo dos resultados da Pesquisa feita por Maria da Graça Bulhões (2001) no Rio Grande do Sul. A partir da realização da pesquisa observou-se que o PLANFOR foi uma política de qualificação inovadora pela sua abrangência, porém teve resultados tímidos quanto a inserção e recolocação do trabalhador no mercado de trabalho tendo contribuído pouco nesse aspecto do desenvolvimento social.

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Fotouhi-Ghazvini, Faranak. "Mobile Learning using Mixed Reality Games and a Conversational, Instructional and Motivational Paradigm. Design and implementation of technical language learning mobile games for the developing world with special attention to mixed reality games for the realization of a conversational, instructional and motivational paradigm." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5400.

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Mobile learning has significant potential to be very influential in further and higher education. In this research a new definition for Mobile Educational Mixed Reality Games (MEMRG) is proposed based on a mobile learning environment. A questionnaire and a quantifying scale are utilised to assist the game developers in designing a MEMRG. A 'Conversational Framework' is proposed as an appropriate psycho-pedagogical approach to teaching and learning for MEMRG. This methodology is based on the theme of a 'conversation' between different actors of the learning community with the objective of building the architectural framework for MEMRG. Various elements responsible for instructing and motivating learners in educational games are utilised in an instructional-motivational model. User interface design for the games incorporates an efficient navigation system that uses contextual information, and allows the players to move seamlessly between real and virtual worlds. The implementation of MEMRG using the Java 2 Micro Edition (J2ME) platform iii is presented. The hardware and software specification for the MEMRG implementation and deployment are also discussed. MEMRG has produced improvements in the different cognitive processes of the learner, and also produced a deeper level of learning through enculturation, externalising ideas, and socialising. Learners' enjoyment, involvement, motivation, autonomy and metacognition skills have improved. This research will assist developers and teachers to gain an insight into learning paradigms which utilise mobile game environments that are formed by mixing real and virtual spaces, and provide them with a vision for effectively incorporating these games into formal and informal classroom sessions.

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Jelfs, Helen. "â€™Is it the dance of life, Miss?â€™ : an exploration of educational paradigm and pedagogical practice in Church of England schools." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446183.

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Андрєєв, А. Ю. "Імплементація європейських освітніх парадигм у державну політику реформування та становлення українських університетів." Master's thesis, Сумський державний університет, 2020. https://essuir.sumdu.edu.ua/handle/123456789/81848.

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У роботі досліджено теоретичні засади мотивації працівників в органах місцевого самоуправління. У роботі проведено аналіз відділу транспорту, зв'язку та телекомунікаційних послуг Сумської міської ради та надана детальна характеристика мотиваційних потреб працівників даного відділу. Проаналізовано використовуваний інструментарій мотивації спеціалістів відділу транспорту, зв'язку та телекомунікаційних послуг Сумської міської ради, виявлені проблеми мотивації та обґрунтована необхідність їх вирішення. Виявлена можливість удосконалення існуючої системи мотивації спеціалістів відділу транспорту, зв'язку та телекомунікаційних послуг Сумської міської ради та запропоновано комплекс заходів з формування більш ефективної системи мотивації в досліджуваному відділі.
В работе проведен анализ отдела транспорта, связи и телекоммуникационных услуг Сумского городского совета и предоставлена подробная характеристика мотивационных потребностей работников данного отдела. Проанализированы используемый инструментарий мотивации специалистов отдела транспорта, связи и телекоммуникационных услуг Сумского городского совета, выявлены проблемы мотивации и обоснована необходимость их решения. Обнаружена возможность усовершенствования существующей системы мотивации специалистов отдела транспорта, связи и телекоммуникационных услуг Сумского городского совета и предложен комплекс мер по формированию более эффективной системы мотивации в исследуемом отделе.
The theoretical bases of motivation of employees in local self - government bodies are investigated in the work. The paper analyzes the department of transport, communications and telecommunication services of Sumy City Council and provides a detailed description of the motivational needs of employees of this department. Motivation tools used in the department of transport, communication and telecommunication services of Sumy City Council are analyzed, the problems of motivation are revealed and the necessity for their solution is substantiated. The possibility for improvement of the existing motivational system in the department of transport, communication and telecommunication services of Sumy City Council is revealed and a set of measures for formation of a more effective system of motivation in the overviewed department is proposed.

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José, Jaqueline de Souza. "A utilização das tecnologias da informação e comunicação na prática de docentes do município de José Bonifácio - SP." Universidade do Oeste Paulista, 2010. http://bdtd.unoeste.br:8080/tede/handle/tede/59.

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The present study is fruit of a research in which we investigated the comprehension that public school teachers have towards the use of computers in teaching. In this perspective we investigated the contexts, processes, factors, computational resources availability and the results of the educational computing introduction in schools. The data analysis and discussions were based on the theoretical contributions that subside the emergent educational paradigm, specially towards computers in teaching and teachers formation. It is a qualitative research which involved the practice and computer acquaintance of one pedagogic coordinator and eight elementary school teachers of a public school in the city of José Bonifácio, state of São Paulo. The research actions were developed in six two-hour meetings and eighteen hours of distant work (online), completing thirty hours. For this a distant teaching gallery called TelEduc was used. In order to collect the data we used structured questionnaires, reflexive meetings and the fulfillment of activities in the distant teaching environment. The analysis of the information led to the conclusion that the lack of ability with computers and the absence of a computational use planning characterized an obstacle in the application of the Computational Environment Room (CER).
O presente trabalho é fruto de uma pesquisa que investigou a compreensão que os professores de escola pública estadual têm da utilização da tecnologia da informação e comunicação na prática docente. Nesta perspectiva, foram estudados contextos, processos, fatores, disponibilidade de recursos computacionais e resultados da introdução da Informática educacional nas escolas. A análise e a discussão dos dados foram feitas à luz de contribuições teóricas que subsidiam o paradigma educacional emergente , especialmente relacionadas à tecnologia da informação e comunicação aplicada ao ensino e à formação de professores. Tratou-se de uma pesquisa fundamentalmente de caráter qualitativo que envolveu a prática e a familiaridade das ferramentas computacionais de um coordenador pedagógico e oito professores do Ensino Fundamental de uma escola da rede pública estadual de ensino da cidade de José Bonifácio - SP. As ações elaboradas para esta pesquisa desenvolveram-se por meio de seis encontros presenciais de 2 horas cada e 18 horas de trabalho a distância (on-line), perfazendo-se um total de 30 horas, com a utilização da plataforma de Ensino a distância denominada TelEduc . Os instrumentos utilizados na coleta de dados foram questionários estruturados, encontros presenciais reflexivos, realização das atividades propostas no ambiente de Ensino a distância. A análise das informações obtidas permitiu concluir que a falta de habilidade com equipamentos computacionais e a ausência de um planejamento para o uso dos recursos computacionais apresentam-se como entraves na utilização da Sala Ambiente de Informática (SAI).

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Durovy, David Edward. "Breaking educational paradigms : empowering design education through multi-disciplinary collaboration." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/17503.

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Davis, Robert M. "Asymmetrical Information Market Failure Triggered by the Chicago School's Profit Motive Paradigm: A Case Study of Virginia's Public Higher Education Market and Media Identification of Public Value Failure." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23281.

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This paper presents a case study examination of the Commonwealth of Virginia\'s public higher education market and the use of asymmetrical information flows between providers and consumers by college and university institutions to intentionally create market failures to maximize brand building through increased revenue collections via profit maximization behaviors. Existing economic research in the financial services market hold that asymmetry of information generates inefficient allocation of goods and subsequent identification of market failure conditions. Market failures can lead to tipping points which may result in public values failures as threats to human subsistence (i.e. food, clothing, education) and imperfect public information. Market failures resulting in public values failures warrant government intervention to correct market inefficiency and ensure pareto efficiency in the allocation of goods. Mandatory non-educational fees increase the cost to attend a post-secondary institution which subsequently aid in increased student debt and reduced access and affordability for low income classification groups thus exacerbating societal cleavages identified as public values failures. This research identifies the application of economic and public administration theory to construct a policy recommendation to mitigate asymmetrical information and improve pareto efficiency involving transactions in the public higher education market.
Master of Public Administration

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Bevilaqua, Aluisio Pampolha. "The Crisis in Marx's Capital and its Implications for Education in Paradigms: Rethinking the Contribution Pedagogical Century." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5831.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
A presente dissertaÃÃo sob tÃtulo A Crise do Capital em Marx e suas ImplicaÃÃes nos Paradigmas da EducaÃÃo: ContribuiÃÃo ao Repensar PedagÃgico no SÃculo XXI, tem por objetivo sustentar a hipÃtese teÃrica de que as crises do capital estabelecem relaÃÃes causais de interdeterminaÃÃes com os paradigmas da ciÃncia e da pedagogia da educaÃÃo, mediante as conexÃes imanentes e transcendentes destas categorias ao conceito de capital a que sÃo subsumidas. O trabalho investigativo sustenta que a crise transita da esfera da produÃÃo Ã esfera da ciÃncia pela categoria paradigma; e da ciÃncia para educaÃÃo por esta mesma categoria. A reversÃo do processo se dÃ atravÃs da pedagogia, da educaÃÃo para ciÃncia e produÃÃo. Conclui sustentando que o quadro de relaÃÃes diante da crise atual se diferencia da lÃgica derivada das crises anteriores, dada a singularidade da crise atual, como crise orgÃnica da estrutura de valor, em que se assenta a relaÃÃo capital e a sociedade em geral, portanto, exigindo uma revoluÃÃo cientÃfica para a mudanÃa de paradigmas, cujos limites se apresentam na crise do capital nos paÃses do capitalismo avanÃado: EUA, UniÃo Europeia e JapÃo. A educaÃÃo brasileira deve decidir: ou muda seus paradigmas ou caminha para a mesma situaÃÃo de crise do capital dos paÃses avanÃados.
This dissertation under the title The Crisis in Marx's Capital and its Implications for Education in Paradigms: Rethinking the Contribution Pedagogical Century, aims to support the theoretical hypothesis that the crises of capital, to establish causal relationships interdeterminations with the paradigms of science and pedagogy of education, through the connections of these categories immanent and transcendent to the concept of capital that are subsumed. The investigative work argues that the crisis moves from the sphere of production to the sphere of science paradigm and the category of science to education in this same category. The process is the revertion through education, Education for science and production. Concludes with arguing that the framework for relations and interdeterminations before the current crisis is different from the logic derived from past crises, given the uniqueness of the current crisis, as the organic crisis of value structure in which sits the the relationship between capital and society in general, so , calling for a scientific revolution paradigm shift, which limits the present crisis of capital in advanced capitalist countries: USA, EU and Japan. Brazilian education must decide: either to change their paradigms or walks into the same crisis of capital in advanced countries.

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Reis, Junior Danilo Rodrigues. "Cooperação educacional entre Brasil e Timor-Leste sob o paradigma do dom." Universidade Estadual da Paraíba, 2016. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2471.

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Capes
After the end of the Second World War, the custom of handing out foreign assistance to the underdeveloped countries emerged in the framework of the Organisation for Economic Cooperation and Development. This proceeding had the alleged objective of developing these fragile countries economically and socially. Throughout the years, due to the criticism in regard of the traditional proceedings of International Development Co-operation, the Global South nations built a perception of common identity, grounded on the idea of rivalry in relation to the developed North countries. Among the South nations, Brazil has built, since the late 1970s, its role as an international donor, with projects established, mainly, in association with Latin American and African countries. Regarding the later ones, there have been frequent educational projects involving the Portuguese-speaking African countries and, most recently, East Timor. In view of this background, this qualitative, bibliographic and documental research, employing the gift paradigm developed by Marcel Mauss, holds the hypothesis that the Brazilian official discourse about Brazil as an international donor, which is commonly explained in terms of principles of solidarity and historical affinities, does not embody the diversity of explanations that mold the international co-operation process. Therefore, this study aims to analyse the reasons, the context and the implementation process of the Educational Cooperation granted by Brazil to East Timor. Thus, this dissertation discusses the understanding that the Brazilian collaboration in regards to the South-South Cooperation would be based on a horizontal process and not on a replication of the traditional North-South asymmetric framework. We conclude that Brazilian foreign policy has political, strategic and economic interests in its co-operative efforts with East Timor, based on the fact that this country has a moral debt with Brazil, which needs to be compensated.
Com o fim da Segunda Guerra Mundial, institucionalizou-se, no âmbito da Organização para a Cooperação e Desenvolvimento Econômico, a prática de conceder assistência externa aos Estados em desenvolvimento com o pretenso objetivo de auxiliar o desenvolvimento econômico e social dessas nações. Ao longo dos anos, as críticas formuladas aos procedimentos tradicionais de Cooperação Internacional para o Desenvolvimento engendrariam a percepção de uma identidade comum, construída pelos países do Sul Global, baseada em uma oposição às nações desenvolvidas do Norte. No âmbito do Sul, o Brasil tem construído, desde o final da década de 1970, o seu papel de doador internacional, em especial, com projetos realizados em parceria com países latino-americanos e africanos. No que se refere a esses últimos, destaca-se a tradicional colaboração encetada na área educacional com os Países Africanos de Língua Oficial Portuguesa e, mais recentemente, com Timor-Leste. Tendo em vista esse quadro, defende-se, por meio desta pesquisa qualitativa, bibliográfica e documental - sob a abordagem analítica do paradigma do dom -, a hipótese de que o discurso oficial brasileiro em relação à atuação do país como doador no âmbito externo, baseado em princípios de solidariedade e de similaridades históricas e culturais, não incorpora a pluralidade das justificativas que impelem o processo cooperativo internacional. Nesse sentido, a presente dissertação objetiva analisar o papel do Brasil enquanto doador internacional, suas motivações, o contexto no qual são executados os projetos e o processo de implementação da Cooperação Educacional entre Brasil e Timor-Leste. Debate-se, assim, o entendimento segundo o qual a colaboração brasileira no âmbito da Cooperação Sul-Sul estaria baseada em um processo horizontal, em detrimento de uma reprodução de aspectos tradicionais da Cooperação Internacional para o Desenvolvimento, executada nos moldes verticalizados de uma dinâmica Norte-Sul. Conclui-se que a política externa brasileira possui interesses políticos, estratégicos e econômicos em relação aos esforços cooperativos empreendidos com o Timor-Leste, haja vista, em linhas gerais, a dívida moral contraída por esse último e a consequente obrigação de retribuir a cooperação ofertada pelo Brasil.

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Cavalari, Thais Adriana. "Consciencia corporal na escola." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274937.

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Orientador: Adilson Nascimento de Jesus
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: O projeto intitulado Consciência Corporal na Escola relata um processo de desenvolvimento da consciência corporal em aulas de educação física escolar de 1ª a 4ª séries do Ensino Fundamental da Rede Pública do Município de Campinas. Apoiado na física moderna propõe uma mudança de paradigma, alertando para a necessidade da mudança do olhar direcionado ao aluno para que ocorra também uma alteração na atuação do professor. Tem como objetivo viabilizar uma educação física que busca ver o ser humano, e não apenas sua dimensão física, e para privilegiar essa corporeidade nas aulas, sugere a utilização de procedimentos provenientes de práticas de consciência corporal. A revisão bibliográfica somada a experiência da pesquisadora nesta área do conhecimento, deram suporte a pesquisa qualitativa de campo, caracterizada por uma observação participante, que se utilizou das anotações das observações em diário de campo, e das redações, desenhos e pinturas elaborados pelos alunos, associados aos depoimentos dos participantes sobre os temas desenvolvidos, para a interpretação do fenômeno. A observação inicial demonstrou a identificação das aulas de educação física apenas como um espaço/tempo para jogar futebol, revelando falta de interesse e pouca participação dos alunos no trabalho proposto, associados à dificuldade na prática do autotoque e no toque em relação aos colegas. No decorrer do processo os alunos demonstraram maior disponibilidade através de maior participação, interesse e envolvimento com a prática, permitindo-se tocar e serem tocados, apontando indícios do despertar da consciência, através do desenvolvimento do autoconhecimento e do aumento da capacidade de autobservação e de reflexão. Este projeto contou com o auxílio do Conselho Nacional de Pesquisa - CNPq
Abstract: The project Corporal Conscience in the School is about a process of development of the corporal conscience in classes of physical education at municipal school in the City of Campinas. Supported by the modern physics it proposes a paradigm change, alerting for the necessity to change the look directed to the pupil so that an alteration in the performance of the professor can also occurs. The purpose of that is to make possible for a physical education class to see the human, and not only its physical dimension, to privilege this humanity in the lessons, suggesting the use of procedures based in the corporal conscience¿s practice. The bibliographical review added the experience of the researcher at this area to her knowledge, given the support for the qualitative research, characterized for a participant observation, that used the notes of the comments, writings, drawings and paintings elaborated by the pupils, associated to the participants' speak about the classes, for the interpretation of the phenomenon. The initial observation indicated that the classes of physical education were felt only as a time to play soccer, revealing a lack of interest and little participation of the pupils in the considered work, associates to the difficulty to the practice of self-touch and to touch their colleagues. As an outcome of the process the pupils had demonstrated great availability through increasing of participation, interest and involvement with the practice, allowing themselves to touch and to be touched, and also indicating the wakening of the conscience, through the development of the self-knowledge and the increase of the reflection and self-observation capacity
Mestrado
Pedagogia do Movimento
Mestre em Educação Física

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46

Bevilaqua, Aluisio Pampolha. "A crise orgÃnica do capital: o valor, a ciÃncia e a educaÃÃo." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14975.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
O trabalho de pesquisa, sob o tÃtulo A Crise OrgÃnica do Capital: o Valor, a CiÃncia e a EducaÃÃo, sustenta em tese que o conceito de capital Ã a expressÃo da relaÃÃo social dominante na sociedade capitalista e, como tal, ao atingir seu momento dialÃtico de autonegaÃÃo â a crise do capital â redefine o carÃter da categoria crise como conceito orgÃnico, estrutural e histÃrico, exteriorizando-se na economia, como crise do valor; na ciÃncia, como crise de paradigma; e, na educaÃÃo, como crise pedagÃgica. Sob o mÃtodo dialÃtico do materialismo histÃrico, auxiliado pela epistemologia e matemÃtica aplicada, a pesquisa qualitativa foca-se principalmente na obra de Marx e, secundariamente, na literatura contemporÃnea marxista e nÃo marxista, documentos e estatÃsticas oficiais. O objetivo Ã demonstrar que as crises da economia mundial, das Ãltimas dÃcadas do sÃculo XX e as do sÃculo atual, constituem momentos e expressÃes singulares de uma crise geral ou global, cuja essÃncia causal Ã a erosÃo da Lei do Valor, precisamente, do paradigma de mensuraÃÃo do valor - o tempo de trabalho socialmente necessÃrio - na estrutura da composiÃÃo-valor ou orgÃnica do capital e mais-valia sobre a qual orbitam as relaÃÃes de produÃÃo e reproduÃÃo da sociedade capitalista. A crise final ou o colapso do capitalismo continuam sendo problemas e enigmas nÃo resolvidos pela teoria marxista, cuja resoluÃÃo exige uma reinterpretaÃÃo conceitual da Lei Geral da AcumulaÃÃo Capitalista que ultrapasse a teoria do ciclo econÃmico e chegue Ã teoria da crise estrutural, orgÃnica e histÃrica do capital. Nos Grundrisse, Marx afirmou que o domÃnio do general intellect e do knowledge social geral sobre o processo de produÃÃo e vida social implicaria a estreiteza do tempo de trabalho socialmente necessÃrio para mensurar a ciÃncia e a educaÃÃo na composiÃÃo-valor do capital. A pesquisa demonstra que isto hoje Ã um fato, daÃ o carÃter decisivo destas categorias no agravamento e superaÃÃo da crise orgÃnica do capital. O duplo carÃter destas atividades dos sujeitos histÃricos conduz, por um lado, ao paroxismo a contradiÃÃo entre o valor do conhecimento ou intelecto geral e o paradigma de mensuraÃÃo de valor; por outro, Ã anÃlise lÃgica e histÃrica entre a revoluÃÃo industrial, ou cientÃfica, e o desenvolvimento do aparelho produtivo capitalista; o que demonstra a subordinaÃÃo da ciÃncia e da educaÃÃo aos desÃgnios da economia polÃtica do capital e, em consequÃncia, a crise de paradigmas vividas por ambas como indicam documentos e estatÃsticas das instituiÃÃes internacionais e trabalhos cientÃficos. Finalmente, a tese propÃe a construÃÃo de nÃcleos estratÃgicos e experimentais de formulaÃÃo pedagÃgica com base no paradigma do tempo livre na formaÃÃo humana, como aÃÃo prÃ-ativa Ã revoluÃÃo cientÃfica e social.
The research, entitled The Organic Crisis of Capital: Value, Science and Education, in theory maintains that the concept of capital is the expression of the social relation that dominates capitalist society and, as such, when its dialectic moment of self-denial is reached - the crisis of capital -, the character of the category crisis is redefined as an organic, structural and historical concept, externalizing itself in the economy, as crisis of the value; in science, as a paradigm crisis; and in education, as a pedagogical crisis. Under the dialectical method of historical materialism, aided by epistemology and applied mathematics, the qualitative research focuses primarily on the work of Marx and secondarily in Marxist and non-Marxist contemporary literature, documents and official statistics. The purpose is to demonstrate that the crisis in the global economy of the last decades of the twentieth century and of the present century, are singular moments and expressions of a general or global crisis, whose causal essence is the erosion of the Law of Value, precisely of the value measurement paradigm - the socially necessary labor time - the structure of the value composition, or organic composition of capital and surplus value over which orbit the relations of production and reproduction of capitalist society. The final crisis or the collapse of capitalism are still problems and puzzles unsolved by Marxist theory whose resolution requires a conceptual reinterpretation of the General Law of Capitalist Accumulation that surpasses the business cycle theory and enter into the theory of the structural, organic and historical crisis of capital. In the Grundrisse, Marx said that the domain of the general intellect and general social knowledge over the production process and social life would result in the narrowness of the socially necessary labour time to measure science and education in the value composition of capital. The research evinces that this is now a fact, thus the decisive character of these categories in the organic crisis of capital aggravation and overcoming. The double character of those activities of the historical subjects leads, on the one hand, the contradiction between the general intellect or knowledge value and the value measurement paradigm to the paroxysm; on the other hand, leads to the logical and historical analysis between the industrial, or scientific, revolution and the development of the capitalist mode of production; this demonstrates the subordination of science and education to the purposes of the political economy of capitalism and, consequently, the crisis of paradigms experienced by both as indicated by documents and statistics of international institutions and scientific papers. Finally, the thesis proposes the construction of strategic and experimental centers of pedagogical based on the free time paradigm in the human formation, as proactive action to the scientific and social revolution.

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Gėgžnaitė, Ugnė. "Mokėjimo mokytis kompetencijos ugdymas ir vertinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2015. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2015~D_20150109_144222-86129.

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Darbo tema – mokėjimo mokytis kompetencijos ugdymas ir vertinimas. Darbe nagrinėjama šiuolaikinio ugdymo proceso samprata, mokėjimo mokytis kompetencijos samprata ir struktūra, apžvelgiami mokėjimo mokytis kompetencijos vertinimo įrankiai. Darbo tikslas – išnagrinėti mokėjimo mokytis kompetencijos ugdymą ir vertinimą pedagogų ir mokinių požiūriu. Uždaviniai: 1. Pateikti šiuolaikinio ugdymo proceso sampratą. 2. Atskleisti mokėjimo mokytis kompetencijos apibrėžimą ir struktūrą. 3. Apžvelgti mokėjimo mokytis kompetencijos vertinimo įrankius. 4. Ištirti mokinių ir mokytojų požiūrį į mokėjimo mokytis kompetencijos ugdymą ir vertinimą. Tyrimo metodai. Teoriniai: mokslinės literatūros analizė, apibendrinimas Empiriniai: pusiau struktūruotas interviu. Tiriamieji. Tyrime dalyvavo Vilniaus X gimnazijos 7 mokytojos ir 12 mokinių 5 – 6 ir 9 – 12kl. Tiriamieji pasirinkti atsižvelgiant į jų sutikimą dalyvauti tyrime. Empiriniai tyrimo rezultatai. Remiantis tyrimo rezultatais nustatyta, kad mokėjimo mokytis kompetenciją mokytojai apibrėžia vienpusiškai kaip informacijos radimą, atrinkimą bei pritaikymą. Nors mokytojai mokėjimo mokytis kompetenciją ugdo ir vertina įvairiais metodais, praktinėmis užduotimis, tačiau iš tyrimo rezultatų matyti, kad dar neįsitvirtina mokėjimo mokytis kompetencija ir mokytojai dažnu atveju linkę dominuoti pamokoje. Mokėjimo mokytis kompetencijos prasmę informantės suvokia per mokymosi visą gyvenimą koncepciją bei asmenybės ugdymą. Mokiniai kelia... [toliau žr. visą tekstą]
Scientific thesis – learning to learn competence development and assessment. In this work analyze modern educational process, learning to learn competence conception and structure, gives an overview of learning to learn competence assessment tools. The aim of this work – analyze learning to learn competence development and assessment of teachers and student point of view. Tasks: 1. Submit a modern concept of the educational process. 2. Reveal learning to learn competence definition and structure. 3. Overview of learning ti learn competence assessment tools. 4. Investigate the students and teachers attitudes to learning to learn competence development and assessment. Research methods: Theoretical methods: scientific literature analysis, generalization Empirical methods: semi – structured interview. Participants. In the research participated seven teachers and twelve students 5-6 and 9 – 12 classes from Vilnius X gymnasium. Participants selected according to their agreements to participate in the research. Empirical reserch results. Research results revealed that learning to learn competence teachers as defined by one-sided information discovery, selection and adaptation. Although teachers the learning to learn competence and develop and assess of various methods, practical tasks, but research shows that it is not popular at school and teachers often dominate in the lesson. Informants understand the meaning of learning to learn competence through lifelong learning concept and... [to full text]

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48

Maddox, Winston H. "Adapting to a Virtual Learning Environment." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429.

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49

Langdon, Paul. "Built environment education : a curriculum paradigm." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.

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The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.

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Führ, Regina Candida. "Ética em educação: novos paradigmas para nosso tempo." Faculdades EST, 2011. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=308.

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Ética em educação: novos paradigmas para o nosso tempo é o tema desse estudo. Ele se originou das inquietações oriundas da prática da pesquisadora com as escolas da Associação Congregação de Santa Catarina Província Santa Catarina. Os resultados desses estudos foram socializados com os professores, através da organização de seminários nas escolas da Associação, para debate e reflexão de questões referentes à temática em estudo. A reflexão, a partilha e o olhar histórico lançado para o carisma de Regina Protmann e a origem da Congregação ofereceram elementos importantes para aprofundamento do tema, destacando a ética em educação como um grande desafio para a contemporaneidade e um compromisso ético como exigência de fidelidade ao carisma da fundadora e da Congregação. O ato de educar é sempre um ato ético, pois é impossível fugir de decisões éticas, desde a escolha de conteúdos até o método a ser utilizado ou a forma de relacionamento com os educandos e educadores. Novos paradigmas em educação se fazem urgentes numa sociedade líquida, para que a pessoa mergulhe numa cultura de sentido de vida. Essa experiência vivida com os educadores foi importante para o embasamento da investigação que está sendo apresentada. A pesquisa teve uma abordagem qualitativa de cunho fenomenológico, hermenêutico e participante. Foram utilizadas as narrativas dos participantes, coletadas através de entrevistas semi-estuturadas, complementadas pelos relatos dos seminários. Esses dados foram sintetizados e mapeados, usando o princípio da análise do conteúdo. Os estudos de Freire, Dussel, Susin, Boff, Gibellini, Andreola, Bauman, Küng, Lévinas, Bonhoeffer, Morin, Boaventura de Souza Santos, Taille, André deram o principal suporte para a compreensão das reflexões socializadas pelos educadores, educandos e pais. Junto com os diversos autores e em confronto com a prática e o carisma da fundadora, transcorreu um diálogo interativo onde foi possível a construção de uma nova autoria. Os resultados obtidos confirmaram que a ética em educação com novos paradigmas para o nosso tempo requer um novo conjunto de práticas pedagógicas e sociais que visualizem valores e princípios comprometidos com o cuidado humano-ecológico.
Ethics in education: new paradigms for our time is the subject of this study. It started of the anxieties of research with schools of the Congregation of St. Catherine Association. The results of these studies were socialized with teachers, through workshops in schools of the Association, for debate and reflection of questions concerning subject matter in study. The reflection, the share and historic look launched to the charism of Regina Protmann and the origin of the congregation, offered important elements, pointing out the ethics in education in a great challenge, and an ethical commitment as a requirement of fidelity to the charism of the founder of the congregation. The act of educating is an ethic act, then its impossible escape of ethic decisions, from choice of contents until the method that must be used or the form of relationship with the students and educators. New paradigms in education are important for people dive in a culture of sense of life. This experience shared with educators was important to the investigation that is being showed. The research had an qualitative approach and participant. The narratives of the participants were collected through supplementaries interviews of the seminars. These data were summarized and mapped, using the principle of analyzing the content. Studies of Freire, Dussel, Susin, Boff, Gibellini, Andreola, Bauman, Küng, Lévinas, Bonhoeffer, Morin, Boaventura de Souza Santos, Taille and André gave the main support to the comprehension of the reflections socialized by educators, students and parents. Together with several authors and in confrontation with the practice and charism of the founder, passed an interactive dialogue where it was possible the construction of a new author. The results confirmed that ethic in education with new paradigms, requires a new set of educationals practices and socials that gave importance and commitment with the human care- ecological.

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Dissertations / Theses on the topic 'Educational paradigm'

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