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Dissertations / Theses on the topic 'LBK culture'
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Lukes, Alena. "The constitution of the Czech LBK culture : a social perspective." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427197.
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Grando, Válečková Šárka. "Signification économique, sociale et symbolique du bœuf dans la Préhistoire récente de l’Europe moyenne." Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAG039.
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L'apparition de l'élevage dans les sociétés néolithiques a été immédiatement mise en relation avec la nécessité de satisfaire les besoins nutritionnels de la population. Cette vision traditionnelle reflète l'interprétation selon laquelle l'animal est envisagé dans une dimension utilitaire comme pourvoyeur de protéines, notamment en viande et en produits secondaires, ainsi que fournisseur d'énergie. Or, de nombreux exemples en ethnologie nous livrent une image différente où l'animal est chargé d'une dimension symbolique, et à qui on accorde un rôle important dans le cadre de la majorité des rituels sociaux et religieux. Dans cette situation, nous pouvons nous demander de quel statut bénéficiaient les animaux domestiques, en particulier le bœuf, et à quoi servait son élevage dans les sociétés de la Préhistoire récente ? Cette problématique est abordée via une confrontation des données issues de l'archéozoologie et les résultats des recherches ethnologiques dans l'esprit de la méthode comparative. L'analyse est menée à travers l'élevage des premières communautés agropastorales en Europe appartenant à la culture à céramique linéaire, le Rubané (5600 — 4900 av. J.-C.)<br>The appearance of animal husbandry in Neolithic societies was immediately linked to the need to meet the nutritional needs of the population. This traditional view reflects the interpretation according to which the animal is viewed in a utilitarian dimension as a supplier of protein, especially meat and secondary products, as well as a supplier of manual aid. However, many examples in ethnology give us a different image where the animal is charged with a symbolic dimension, and to which an important role is granted in the framework of the majority of social and religious rituals. In this situation, we can ask ourselves what status did domestic animals enjoy, especially cattle, and what was their breeding used for in recent prehistoric societies ? This issue is addressed through a comparison of data from archaeozoology and the results of ethnological research in the spirit of the comparative method. The analysis is carried out through the breeding of the first agro-pastoral communities in Europe belonging to the culture with linear ceramics, the LBK (5600 - 4900 BC)
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Krogh, Lars Brian. "'Cultural border crossings' i fysikundervisningen : unges forhold til fysik i et kulturelt perspektiv : ph.d.-afhandling /." [Århus] : Center for Naturfagenes Didaktik, Steno Instituttet, Aarhus Universitet, 2006. http://www.si.au.dk/forskning/cndpublikationer/lbk-phd-2006.
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Jantz, Karolina, and Viveca Kinnestam. "Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37725.
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As play is of great importance for children's well-being and development, there is a value in examining it. This study examines children's play from a perspective of power, where the view is that power is a natural feature of the society. The aim of the study is to find out how preschool teachers describe the power that occurs in children's play, which are investigated through the following research questions: What does the preschool teacher describe as the causes of children's exercise of power in play? How does the preschool teacher describe that the power is manifested in children's play? These questions aim to broaden the understanding of what gives influence on children's use of power and what the power is characterized by. The study is based on structured observations through video recording of children's play and semi structured interview conversations in groups with preschool teachers. To illustrate how the power in children's play is mentioned by them, a discourse analysis is applied with approach based on Foucault's perspective. The study makes a link to a cultural perspective within culture and power in children's play, which can contribute to the knowledge of how they express their perception of their environment and what they've developed to understand. The results show that children express the power in different ways and purposes. They use different strategies to get through their will and these are linked to the status they have. Children's use of power with a cultural perspective is illustrated in a model that shows the relationship between their play, power and culture. It describes how the society influences on children, and by the reproducing of culture in their play, it indicates that they are aware of the power structures that they are surrounded by. There is also a small part of their reproductive that develop the culture and society in its long races. Children are therefore formed in relation to each other through their peer-cultures, where norms and knowledge are commonly created. Power is explicitly a step into development and a natural entrance into the adult world.
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Uggla, Daniel, and Sofie Lund. "Kamratkulturer i förskolebarns lek." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176620.
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The research in this thesis attempts to understand what happens when children (3-6 years of age) interact with each other in the context of free play in two pre-school settings when adults are not involved. The aim of the study was to get a closer look at how children create relationships and how they protect and defend their interactional spaces. Data was gathered through ethnographically inspired methodology, using video observation to capture the everyday interactions of the children. Results were analyzed using a phenomenological approach to peer cultures. Previous research suggests that it is very important for children to maintain their interactions with peers and gaining access to play. We have studied how children shape and interrupt relationships, and what strategies they mainly use to exclude undesired participants from play activities. Our results indicate that it was a hard task for the children to gain access to playgroups in these two pre-school settings, and that the children often jointly constructed a number of strategies for excluding other children from their play. The results also showed a considerable difference between the pre-school settings, both regarding the conception of status, themes of play and the way the children chose to protect their interactional space. Our study has shown legible examples of how peer cultures are under influence of local circumstances at these two specific settings.
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Eriksson, Daniel, and Erik Nilsson. "Lek och allvar : Om pokerspelande på nätet." Thesis, Södertörn University College, School of Communication, Technology and Design, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-575.
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<p>This study explores the relatively new phenomenon of online poker. More specifically, it elaborates on who the online poker player is, why s/he plays online poker, what the fascination of the game is, why s/he continues to play, and what the experience is. The study is delimited to focus on individuals who mainly play Texas hold’em online. The empirical material is based on semi-structured interviews with active online poker players, as well as on secondary data such as articles and literature. Both professional and amateur players are included among the respondents. The material has been coded and qualitatively analyzed. Earlier studies in the same field have also been brought to light and discussed, among which we especially centered on Reith’s theories about gambling and the gambler. Finally, the study concludes that the four factors primarily motivating the online poker player are excitement, money, social interaction, and the aspect of skill.</p>
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Holmer, Sofia, and Malin Benbasat. "Störa eller stötta? : En kvalitativ studie kring förskolebarns syn på pedagogers delaktighet i fri lek." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41595.
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This is a study that deals with the participation of educators in children's free play from the perspective of children. The aim of the study is to create a greater understanding of how children perceive the participation of educators in their free play. Are we interfering with it or supporting? The study also highlights previous research in the field of play and key concepts are highlighted and clarified. The collection of material has taken place through qualitative interviews with children in three different ways, group interviews, individual interviews and spontaneous conversations. The interviews have been recorded and transcribed. The data has been processed from a children’s perspective to make children’s thoughts visible and to be able to see the phenomenon of play and the participation of educators through their eyes. In the results section, the children’s thoughts about the pedagogues participation in their free play are made visible, the result also shows the children’s perceptions of the concept of play and what it means to them. The results of the study show that children's perceptions about their free play include the phenomenon of role play. A game that the educator does not participate in, only observes and supports when needed. Educators who play are unusual from the children's perspective and only happen in controlled games and activities. The results analysis then turns into a discussion that problematizes the children’s view of the teachers’ absent presence in their play based on previous research.
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Crombie, Richard William. "Managing behaviour in mainstream schools : changing the culture." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/34739/.
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The thesis investigates support for schools' management of children's behaviour. The focus for the research is the work of the Northern Area Education Support Service (NAESS, the service) with around a hundred schools. The research is conducted along two lines of enquiry reflecting the outcomes of and the processes underlying the work of NAESS. It is established that NAESS approaches, based on behavioural psychology, achieve the primary aim of maintaining children's education in mainstream schools, and to an unprecedented degree. In relation to the service making equitable allocation of resources the findings are more equivocal. In the study of the interaction between NAESS and service users the aforementioned aims and, additionally, aims relating to the involvement of service users with work undertaken and to the optimisation of the use of service resources, continue to drive the research. Service delivery by NAESS is construed in terms of the full range of factors influencing outcomes, and considered under the headings of eight broad issues. Thus NAESS is enabled to manage the dynamic complexity of the interactions within its work. This management of the issues is seen as crucial to the achievement of service aims. However, by exercising strong management over the issues NAESS appears to exclude users from full involvement with the development of the strategies they implement. Such exclusion has implications for the extent to which NAESS can enable schools to develop their approaches to behaviour management. That is, NAESS is able to contribute, even indirectly, to a process of cultural change, including the development of new approaches to behaviour management in schools. However, it appears that a point of equilibrium is reached whereby schools become dependent on the service they receive and which prevents further development of their approaches.
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Kent, Carrasco Daniel. "Jayaprakash Narayan and lok niti : socialism, Gandhism and political cultures of protest in XX Century India." Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/jayaprakash-narayan-and-lok-niti(052c8bf3-3758-4a9e-a265-d8604e60e4b4).html.
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This work is devoted to situating the life, ideas and work of Jayaprakash Narayan in the horizon of protest and emancipatory politics in twentieth century India. It intends to show that JP must be taken as one of the main architects and promoters of political cultures of protest in XX century India, an ensemble of practices and forces acting within and outside the realm of institutional state politics, and involving political parties, anti-statist movements and nongovernmental organizations. Despite being readily identified as a Gandhian socialist, my general argument in this dissertation is that JP´s life-long political engagement with the politics of protest and emancipation should be decoded through the logic of a political culture of protest he identified with lok niti, a formula that embraces diverse ideals, practices and political strands of opposition to the state brought together by a common aversion to and rejection of “powerpolitics” or raj niti. I will argue that Gandhi's Non-Cooperation movement provided the event that created the fidelity that propelled JP into politics and that socialism was the framework through which he conceived of social transformation throughout his life. Indeed, socialism, Marxism and the ideas of Gandhi represented for JP little more than systems of interpretation that should be combined with others for the promotion of a truly revolutionary political practice of protest, which he defined as lok niti.
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Brewer, Lesley. "Developing anti-bullying cultures in primary schools : what can head teachers do to ensure successful anti-bullying cultures?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51559/.
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Bullying in schools is a widespread problem, attracting a great deal of interest and publicity in recent years. The negative impacts of bullying can have consequences for not just the victims, but also for the school, perpetrators and wider community members. Such consequences can be experienced instantaneously and/or at a subsequent time, often in later life. In recent years bullying has unquestionably moved into the spotlight as researchers and governments have investigated the phenomenon in greater depth. However, according to the NSPCC, it remains the top problem for children aged 11 and under contacting them and was the single biggest reason for boys calling CHILDLINE in 2015/16 (NSPCC, 2016). Bullying in primary school is, thus, of critical concern to educational policy makers and school leaders alike. Research would suggest that some schools experience more bullying incidents than others and that schools vary widely in both their approaches to and successes in dealing with the issue. Initiatives and approaches to bullying enter schools that serve particular communities, with particular experiences, individuals and histories, making them site specific. They are mediated by the practices of school leaders and are executed by staff with diverse levels of confidence, commitment and capacity. There is, thus, always variation in the ways in which practices are taken up. Even where schools profess to enact the same approaches they often meet with widely ranging outcomes for anti-bullying, as was evidenced through this investigation. This research, therefore, set out to understand what it is that more successful schools do in initiating and managing anti-bullying practices. It investigates the less frequently examined area of the effects of head teacher practices on the success of anti-bullying cultures. Set in the contexts of five diverse primary school settings, this thesis scrutinizes the approaches of head teachers as they facilitate and cultivate practices that enable or constrain anti-bullying cultures. It utilizes a mixed methods approach, where questionnaires, observations and semi-structured interviews and focus groups enable the voices and experiences of school community members to be heard. To facilitate this the methodological approach began as one that combined the lenses of Bronfenbrenner’s bio-ecological model (1979) and Lave and Wenger’s Communities of Practice (1991). However, it evolved to look beyond the latter and to incorporate the work of Kemmis and Grootenboer’s Practice Architectures which champions a dual purpose of education: to help people live well in a world worth living in (Kemmis and Gootenboer, 2008), suggesting a social justice approach to this research. This is an aspect that, until recently, was generally omitted in the discourses surrounding the nature, efficiency and sustainability of developing anti-bullying cultures’ in primary schools. I show that, in successful anti-bullying schools, although policy and targeted intervention are vital for providing focus and understanding, there is a culture of respect, care and collaboration that pervades the sayings, doings and relatings at every level. I argue that head teachers, in shaping the cultures of their schools, are fundamental to these aspects as they maneuver the intersubjective spaces of practice architectures (Kemmis and Gootenboer, 2008). This research reinforces the need for head teachers to build upon existing practices, taking account of the histories and social and political actualities of their schools. It suggests that, taking account of these, the perceptions of players within the field may be as important as the actuality of situated practices as they unfold.
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GHARIB, MYRIAM. "Interactions des cellules lak (lymphokine activated killers) avec des nodules tumoraux maintenus en culture organotypique : proliferation et mort cellulaire." Paris 11, 1995. http://www.theses.fr/1995PA112121.
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Les cellules lak (lymphokine activated killers), activees par l'interleukine-2 (il-2), ont un effet antitumoral marque dans les therapies de melanome et de cancers de rein. Afin d'etudier les interactions entre ces lymphocytes actives et les cellules tumorales, les cellules lak ont ete cocultivees en presence de 3 categories de nodules maintenus en culture organotypique: nodules a deux stades differents de la malignite de la tumeur de sein (nodules de mastose (npm14t) et nodules issus de tumeur metastasee (mcf-7)), nodules d'un adenocarcinome alveolaire de poumon a549 et nodules a deux stades differents de la malignite de melanome (nodules issus d'une tumeur primitive (wm115) et nodules issus d'une metastase du meme patient portant cette tumeur (wm266)). Les cellules lak sont capables d'adherer aux differents types de nodules et penetrent activement dans chacun d'entre eux. Les cellules lak sont aussi capables d'etablir des contacts de cellule a cellule avec des zones d'accolements de longueur variable, selon le type de nodules: elles sont capables de provoquer la mort des cellules neoplasiques par necrose et apoptose. Apres 6 jours de coculture, les nodules de tumeur metastasee de sein mcf-7, du poumon a549 et de metastase de melanome wm266, sont completement detruits alors que ceux de la mastose npm14t et de la tumeur primitive de melanome wm115, presentent une diminution remarquable de leur proliferation mais restent separables des cellules lak. Un anticorps anti-tnf ajoute aux cocultures de sein et de poumon, a permis de mettre en evidence le role du tnf dans le mode d'action des cellules lak. Le tnf participe a 25% au mecanisme cytotoxique des cellules lak dans les nodules mcf-7 et a 45% dans les nodules a549 mais ne semble pas jouer un role pour les nodules npm14t. En conclusion, l'infiltration relativement faible des 3 categories de nodules par les cellules lak, conduit a supposer qu'un mecanisme indirect par l'intermediaire des cytokines solubles interviendrait dans le mode d'action des cellules lak plutot qu'un mecanisme direct de contact de cellule a cellule
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Fagan, Catherine. "Education and work in Scotland : global knowledge economy, enterprise culture and entrepreneurship." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/448/.
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This thesis has grown out of interest in and observation of dilemmas for practice and attitudes to enterprise education in primary and secondary schools in Scotland. There seem to be mixed views on the purpose of enterprise education and its justification to be part of the curriculum, its relationship to other means of addressing work-related purposes of education and shifting policy interpretations that propose to link enterprise education with entrepreneurship education. This latter consideration has been highlighted more recently with the provision of financial support for enterprise education from successful and influential Scottish entrepreneurs. These circumstances are examined in the later parts of the thesis and are preceded by an analysis of the wider context and variety of connections and interrelationships between work and education. Historical, social, political, economic and cultural connections emerge as necessary disciplines for understanding work, how our concept of work has developed and how it has been related to education along the way. Historical analysis is needed in order to analyse and forecast how education and work relationships are developing today and so a history of work and its relationship with education in industrial and post-industrial economies is provided as well as consideration of developments in the traditional but more narrowly defined area of vocational education. More recent developments in global interconnectedness, communications technology and the emergence of knowledge as the major requirement of our 21st Century lives have altered the balance in the education and work relationship making education the more proactive agent in the pair. Educational policy and practice have in the past been shaped by political and economic changes in society but contemporary attitudes to the importance of knowledge, its application and its transfer, in stimulating economic growth have made learning a sought after ‘commodity’ and education, although slow to make major changes to school practice, is now in a position to shape the nature and practice of work and workplaces. It emerges in the thesis that although education has been and is influenced by political, social and economic requirements, policy makers arguably have not paid much attention to the social sciences or to philosophical considerations when considering curriculum development. Likewise social science and philosophical enclaves have not shown much interest in educational theory and practice. Only recently have education faculties been established in many UK universities and begun to develop research cultures that in other disciplines already have long traditions and prestige. The chapters of the thesis bring together a broad and original compilation of areas of study that provide a scenario of connections that have the potential to inform, motivate and increase the understanding of educators and the makers of education policy when addressing the work-related aims of education. The final chapter sums up the scope of the variety of influences on the relationship between education and work and proposes that, although they provide very necessary bases for understanding, they have over time diminished what the thesis claims to be a necessary element in all education and educational policy deliberations, including those on education for work: that of value-based considerations for the development of the human person. Suggested ways forward for schools and course design, teacher education and education policy making are provided in the light of the deliberations of the thesis.
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Andersson, Bohlin Ida. "Om pedagogers deltagande i barns lek : Pedagogers tankar kring sitt deltagande i barns lek och deras möjligheter att stimulera leken genom miljön på förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43514.
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Syftet med undersökningen är att ta reda på hur pedagoger i förskolan ser på sitt deltagande i barns lek. Det finns även ett intresse för att undersöka hur pedagogerna anser sig kunna påverka barnen genom den miljö som finns på förskolan. Därmed vill jag själv få en djupare förståelse för hur mitt agerande som pedagog kan påverkar barnen i verksamheten. De frågeställningar som är vägledande i mitt arbete är: Vilken betydelse anser sig pedagogerna ha i barns lek? Vad anser pedagogerna om sina möjligheter att påverka miljön i förskolan? Vilken betydelse får min närvaro i barnens lek och hur kan jag som pedagog anpassa miljön för att stimulera barns lek på bästa sätt? För att utforska detta har jag valt att använda mig av litteratur, forskning och kvalitativa semistrukturerade intervjuer. Intervjuerna har genomförts på två olika förskolor med hjälp av fyra pedagoger. Studien har visat att pedagogerna har en stor påverkan på barnen i deras lek. Hur pedagogerna väljer att delta i leken får betydelse för vilka kunskaper barnen kommer erövra. Studien visar även att miljön som barnen har runt om sig får betydelse för vilka lekar som uppstår.<br>The purpose with this survey is to find out how teacher´s in preschool see on their participation in children’s play. There is also an interest to find out if teachers believe they can affect the children through the environment in preschool. My curiosity is based on whether or not I as a teacher can affect the children in preschool. My work is based on three questions: Which meaning does teachers think they have in children’s play? What possibilities do the teacher´s think they have to affect the environment in the preschool? What effect has my presence in the children’s play and how can I adjust the environment to stimulate the play? To explore this I had help from literature, research and qualitative semi-structured interviews. I interviewed four teacher´s in two different preschools. The studies have shown that teacher´s participation has great influence on the children’s play. How teacher´s choose to participate in the play has great meaning for the experience the children carries with them. The study also shows that the environment is important for which play the children emerges in.
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Lavoie, Christine. "La coiffure : un passage culturel?" Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29780/29780.pdf.
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Wong, Mei-ling. "Urban renewal and cultural heritage conservation in Hong Kong : a case study of Hong Lok Street renewal project /." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14802399.
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OLMOS, DICHARA ALEJANDRO. "Dynamique de croissance de lb. Casei et de production d'acide lactique dans differentes conditions de culture." Toulouse, INSA, 1997. http://www.theses.fr/1997ISAT0037.
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Le but de ce travail a ete de determiner et de quantifier chez lactobacillus casei l'influence de certains facteurs d'environnement sur la croissance et sur son aptitude a produire de l'acide lactique. Dans une premiere partie, les effets du ph, de la concentration d'acide lactique, et du milieu de culture sur le comportement cinetique de la souche sont etudies en mode discontinu. La fermentation reste homolactique pour des ph compris entre 4,8 et 7. Cependant, la concentration de biomasse et la vitesse specifique de production d'acide lactique diminuent, et le decouplage croissance-production augmente pour des valeurs de ph s'ecartant d'un optimum egal a 6. Produit ou ajoute, l'acide lactique provoque une diminution de la concentration de biomasse et des vitesses specifiques de croissance et de production d'acide lactique, sans que le rendement de conversion en produit ne soit affecte. Le seuil de tolerance de l'acide lactique vis-a-vis de l'anabolisme est identifie a 95 g. L#-#1. D'autre part, la croissance est aussi controlee par des limitations nutritionnelles. Ainsi, une elevation de la charge proteique (extrait de levure et tryptone) a une forte incidence sur l'anabolisme et sur la productivite en acide lactique, mais peu d'effet sur le catabolisme. Simultanement, nous avons montre que le couplage croissance-production est independant de la composition du milieu de culture. Un modele mathematique a ete propose pour simuler les cultures discontinues de maniere satisfaisante. Dans une deuxieme partie, la fermentation lactique a ete etudiee en bioreacteur a membrane. La culture en recyclage total de cellules a permis d'atteindre de hautes concentrations en biomasse (120 g. L#-#1) et des productivites elevees en acide (48,3 g. L#-#1. H#-#1), soit environ 30 fois plus qu'en culture discontinue. Cependant, les hautes concentrations de biomasse s'accompagnent d'une diminution de l'activite cellulaire et d'une augmentation de la viscosite, conduisant au colmatage des membranes. La mise en oeuvre d'un taux de purge a permis de stabiliser la biomasse active et la productivite volumique du reacteur. Les roles du taux de dilution et du flux de nutriments sont precises par rapport aux mecanismes d'inhibition/limitation de la croissance. La stabilite des performances du bioreacteur a membrane est alors demontree.
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Svensson, Tove. ""Får jag vara med?" : En studie om hur barn går in i en lek eller gemenskap." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48634.
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Syftet med studien var att undersöka vilka strategier som barn använder sig av när de vill tillträda en redan pågående lek. Det fanns tre frågeställningar som studien utgick ifrån och den första handlade om vilka strategier barn använde mest och den andra om vilka som accepterades från övriga barn. Den tredje frågeställningen inriktade sig på förskollärarens roll att stötta barns samspel. Insamlingen av data skedde genom observationer av barn när de skulle tillträda en lek samt intervjuer med två förskollärare. Studien resulterade i att barn ofta använder sig utav flera olika strategier och att det inte är ovanligt att de försöker med en ny strategi efter ett misslyckande. Förskollärarna har båda belyst betydelsen av att finnas till hands för att stötta barns samspel. Det kan finnas situationer där det inte går att vara fler barn och det är av största betydelse att då se till att barnet som inte får vara med inte känner sig kränkt. Här har förskollärarna en stor roll att fylla genom att kunna se när dessa händelser övergår till kränkningar. Kompissolen är en metod som de använder sig utav för att belysa positiva handlingar som barnen uträttar. Istället för att bara upprepa vad barnen inte får göra, inriktar de sig på när barnen är hjälpsamma mot deras kamrater.
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Sahin, Asu. "Manifestations Of Curriculum Change On Organizational Culture: Teachers'." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614303/index.pdf.
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The purpose of this study was to examine the manifestations of curriculum change on organizational culture of a primary school, with a specific focus on the culture of teachers. In this study, phenomenological design was used to investigate what meanings teachers attached to the changing nature and structure of their work, through the examination of the organizational culture of one primary school located in Ankara. Data were collected through face-to-face semi-structured teacher interviews aiming to find out the meaning of curriculum change and its manifestations on teacher culture for them. Findings revealed that although teachers perceived the change as a threat at the initiation process due to their experiencing lack of choice, they later expressed approval of the values and beliefs of the constructivist curriculum. However, when their meanings and perceptions regarding implementation are examined, it seems that the constraints regarding implementation are more decisive than these values and beliefs. Besides, it was found that teachers mostly defined factors outside them as constraints to their implementation of the curriculum, such as physical limitations or insufficient in-service training. Finally, findings showed that the working lives of teachers outside the classroom manifested change especially in aspects like lesson planning and preparation, and cooperation among teachers.
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Lundqvist, Johanna, and Sandra Gustafsson. "”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34185.
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In this study we analyse children's play and what access rules children use when they enter an ongoing play. The study also shows, through observations, how children can exclude each other from being part of the play. We have analysed how educators work with and how they relate to children's play and exclusion, also what their previous experience in the subject is. The study has its theoretical basis in Honneths moral theory and the development of educational perspective that Pramling Samuelsson & Asplund Carlsson describes. The study adopted a qualitative approach. Our analysis is based on observations where children are not allowed to enter the ongoing play due to different factors. The play is seen as a central and important part of the children's every day activity at preschool and contains several furtherance dimensions in their development. The educators approach and thoughts are presented and analysed with the interview that has been done. The study results show that children master many access strategies, and use them frequently. Children's exclusions are often related to the ongoing play and its content where children protect their interaction space in the fear that their play will be ruined. In our interview responses, it appears that educators have the tools to promote and work with children's relationship creation, but that it is complex and often contextual. It appears that the work on the friendship culture at preschool contains many challenges and that it is something that has to be constantly worked with.
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Karlsson, Sara, and Karolina Nilsson. "Pedagogers påverkan i barns lek : - en studie om hur barn kan reagera om pedagoger går in i eller ut ur den fria leken." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48761.
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Vår studie behandlar hur barn kan reagera om pedagoger i förskolans verksamhet går in eller ur barns fria lek. Vårt övergripande syfte med arbetet är att undersöka hur förskolebarn kan reagera om pedagoger engagerar sig i den fria leken. Undersökningen syftar specifikt att bidra med kunskap om hur förskolebarn kan reagera, om pedagoger är närvarande eller frånvarande i barns fria lek. Metoden i vår undersökning är videoobservation där vi riktar fokus mot barns reaktioner i videosekvenserna. I studien deltog 28 stycken tre -femåriga barn och fem pedagoger på två förskolor i Sverige. Den teoretiska utgångspunkt vi använder oss av är ett sociokulturellt perspektiv, vi inriktar oss även på ett relationellt maktförhållande som Foucault behandlar. Vi kommer också att använda oss av lekteorier i förhållandet till barns reaktioner när pedagoger förflyttar sig ut och in i den fria leken. Resultatet visar att barn blir avbrutna i sin lek och reagerar på olika sätt om pedagoger går in eller ur den fria leken. Studien visar att ingen situation är den andra lik, vilket gör att barn reagerar och beter sig på olika sätt. På ett övergripande plan kan vi se att barn lyfter blicken från leken upp mot pedagoger, följer efter pedagogerna, slutar leka när pedagoger pratar, bjuder in till lek när pedagoger inte är närvarande. Resultatet visar även att de videoinspelade sekvenserna är kopplat till här och nu, vilket gör att varje sekvens är unik och resultatet blir aldrig detsamma igen.
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Nordgaard, Madeleine. "Kamratkulturer på förskolan. : En observationsstudie kring 1-3 åringars lek i förskolans vardag." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31321.
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The purpose with this study was to find out about the preschool toddler’s peer-cultures. I also wanted to understand how these peer-cultures were shown. My questions are as following: What is it that the children interpretive and reproduce in their play? How do children gain access to play? How do children exclude each other? What position of status can be seen in children´s play? I used observations as the method to find the answer to these questions. These observations where implemented during five occasions at two different preschools. Through these observations I have been able to see that peer cultures do exist among these children and that children uses different strategies to get access to play and to exclude one another. The children exclude others by simply telling: no you cannot play with us. To get access to the play, children used to circle the interaction and then use a nonverbal entry. Teachers must be aware of the fact that children with higher status wants to decide over the others, which been clear to me during this study. With this knowledge teachers will be able to prevent children from exclusion at all time.<br>Mitt examensarbete handlar om kamratkulturer på småbarnsavdelningen, alltså barnen i åldern 1-3 år. Jag ville se hur kamratkulturer visade sig bland dessa barn. Mina frågeställningar var: Vad är det barnen tolkar och reproducerar i sin lek? Hur gör barn för att få tillträde till lek? Vilka olika uteslutningsmetoder använder barn? Vilka statuspositioner syns i leken? För att ta reda på detta använde jag mig av observation som metod. Dessa observationer genomfördes vid 5 tillfällen på två olika förskolor. Genom dessa observationer har jag sett att kamratkulturer förekommer bland de yngsta barnen. Jag har kunnat se att barnen använder sig av olika strategier till tillträde samt olika metoder till uteslutning. Barnen utesluter genom att antingen säga: ”nej du får inte vara med” eller att putta bort barnet som utesluts. Det fanns även strategier för tillträde, där det var vanligast att barnen gjorde en icke-verbal entré i samband med att de omringade lekutrymmet. Det har även blivit tydlig för mig att det barn som har högre status i gruppen bestämmer och det gäller då för pedagogerna att vara medvetna om detta. Genom detta kan vi hjälpa barn att inte alltid bli uteslutna.
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Nybro, Camilla. "”Okej du får väl va’ med då” : En vetenskaplig essä om barns rätt till lek." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30291.
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I förskolans verksamhet hörs ofta frasen ”nej du får inte vara med” från barnen. I mångas öron låter det negativt. Jag beskriver ett dilemma där jag hör detta och ställer mig på barnets sida som får detta sagt till sig. Med min makt som pedagog bestämmer jag att barnet visst får vara med. Barnen som först sagt ”Nej” ändrar sig sedan och låter barnet få vara med ändå. Jag reflekterar och ifrågasätter mitt handlande och förhållningssätt. Gjorde jag rätt som stöttade barnet in i en lek eller avbröt jag de andra barnens lek? Metoden jag använder är essä, i vilken jag skriver om barns rätt till lek. Genom det interaktionistiska perspektivet och min praktiska kunskap reflekterar jag över vilka rättigheter och skyldigheter barn har till varandra. Därav har jag undersökt bland annat hur kamratkulturer uppstår, vilka faktorer som bidrar till att barn exkluderas i lek och om barns lekstrategier. Essän behandlar även frågor kring etik och normer. Herbert Mead, William Corsaro och Eva Johansson är några av de personer som essän inspirerats av i de teoretiska utgångspunkterna. Med hjälp av teoretikerna och egen reflektion belyser jag dilemmat ur mitt perspektiv och ur barnens perspektiv. Syftet med essän är att reflektera över min huvudfråga som är ”Vilka rättigheter har barn till sin egen lek i förskolan?”. Det som jag har kommit fram till är att barn har rättigheter men även skyldigheter till sina kamrater i leken. Rättigheter där barnen ser sig själva ur sitt eget perspektiv men även skyldigheter att se andras känslor ur ett annat perspektiv, till exempel genom empati.<br>In preschool you often hear the phrase ”no you can’t play with us” from the children. For many people it often sounds negative. I will describe a dilemma where I hear this and choose to stand on the side of the child who does not get to play with the others. With my power as a preschool teacher I will decide that this child must be allowed to play along. The children who first said ”No” changes their minds and decide to allow the other child to play with then. I reflect and question my actions and my way of approach. Where my actions right by supporting the child into a game, or did I interrupt the other childrens play? The method I choose to write in, about childrens right to play, is essay. By the interactionistic perspective and through my practical knowledge I reflect about the rights and the obligations that children have to each other when they play. Therefore I have been researching on how peer culture arise in the preschool, the factors that prevent children from being excluded from the play and about childrens strategies of playing. The essay also examines questions about ethics and standards. Herbert Mead, William Corsaro and Eva Johansson are some of the people from the theoretical approach, in which the essay is inspired by. With the help of theories and self-reflection I will highlight the dilemma from my perspective and from childrens perspective. The purpose of the essay is to reflect on my main question, which is ”What rights do children have when they want to be apart of a play, in the preschool?” My conclusion with this essay is that when children are playing they have rights, but they also have obligations to their friends. Rights where children see themselves from their own perspective, but also obligations to ensure feelings of others, from a different perspective, for example through empathy.
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Wong, Mei-ling, and 黃美玲. "Urban renewal and cultural heritage conservation in Hong Kong: a case study of Hong Lok Street renewalproject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31259054.
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Onalan, Okan. "Efl Teachers'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12604872/index.pdf.
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This study aims to investigate Turkish teachers&rsquo<br>opinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo<br>attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms?
Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview.
The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also
reveals teachers&rsquo<br>positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo<br>awareness of other cultures and people for intellectual development, and to improve learners&rsquo<br>communicative competence.
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Raktham, Chutigarn. "Cultures and learner behaviours : a qualitative investigation of a Thai classroom." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2375/.
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This thesis investigates the extent to which Thai national culture can be used to explain students' behaviour. In addition to exploring the cultural and social aspects of the classroom community, it also takes into account the importance of understanding the way students perceive their reality and as a consequence ethnographic research techniques are utilised. The research was carried out at a provincial university in Thailand, with a focal group of forty English major students. Two ethnographic research methods, namely classroom observation and interviews, were used in the research. While the classroom observations were carried out to describe the characteristics of the classroom and identify salient patterns of students' behaviours in the classroom, the interviews were conducted with the intention of allowing students to reflect on their own patterns of behaviours. The classroom observation not only showed the physical characteristics of the classroom, but also identified the teacher-student and student-student patterns of behaviour. These social aspects of the classroom revealed that while some student behaviour coincided with Thai national cultural characteristics, other patterns of behaviour deviated from commonly held beliefs about Thai students' behaviour. Pair and group interviews were then conducted to give students a chance to reflect on their interactions and their disruptive behaviour in class. While students' interviews offered insights into several personal issues, such as students' reasons to study English at the University, their transitions from high-schools to university and their self-perception, their accounts really highlighted the importance of the social interactions and relationships on their behaviour in the classroom. Social interaction, in the form of relationships with teachers, peer pressure, or peer reaction had, from the perspective of the students, significant explanatory force; these were strategically viewed and evaluated by students as the factors guiding their behaviour. Although this thesis aims to explore the influence of Thai culture on students' behaviour, it became clear during the research that unless students were made conscious of cultural influences, they were mostly unaware of the possibility that Thai culture might affect their behaviour. Because this thesis relies on the emic view of the students, the lack of students' verbal support for the influence of Thai culture on their behaviour makes the answer to the research question inconclusive. This leads to a discussion of the level of analysis students used when asked to interpret their behaviour and whether students viewed their behaviour at the social or cultural level. The study both highlights the significance of social interaction and context, and also distinguishes between a large culture and small culture paradigm. While the large culture approach views culture as essentially a feature of ethnic, national, and international groups, the small culture approach views culture as part of any social grouping. By seeing the classroom as a small culture and allowing students to explain their own behaviour, the research gains deeper insights into the students' world and their construction of their realities, the significance of which is explained and developed.
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Ågren, Ylva. "Barns medierade värld : syskonsamspel, lek och konsumtion." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115397.
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This thesis focuses on sibling interaction and children’s everyday media practices in their homes. Ten sibling pairs, aged four to nine years, have been followed in their homes during a six-month period with media ethnographic methods. The data mainly consist of video recorded sibling interactions. The thesis draws on sociocultural theories, cultural sociological perspectives and insights from social interaction research. The analyses are grounded in the social interaction and meaning making acts that take place in media activities in the home settings. However they also extend to a broader societal context, in order to show how social structure and social action are constantly interwoven in children’s lives. The thesis documents how the media represent an important part of the child's everyday culture. Media create key reference frames and common platforms for the children’s games and play activities. The siblings use media and various artifacts to negotiate, challenge or assume desirable positions. Media artefacts can also be used as a way to present oneself. The younger siblings progressively work their way into the older siblings’ media landscapes, and the elder siblings become guides or role models in handling video games, music, and YouTube activities. In addition to purely practical skills when it comes to handling the technical equipment, the older siblings also mediate local taste hierarchies, norms, and values. The thesis also describes how children are social actors who interpret and reinterpret the constant ongoing movements in the media landscape. Moreover, the thesis highlights how consumption is closely linked to media practices. Mobiles, games consoles and membership on virtual gaming sites become highly valued phenomena and status markers in children’s media worlds.<br>Detta arbete undersöker hur syskon samspelar och skapar mening och social ordning inom ramen för olika mediepraktiker. Med hjälp av medieetnografiska metoder har 14 barn i åldrarna fyra till nio år (tio olika syskonkonstellationer) följts i hemmiljö under en halvårsperiod. Materialet består främst av videoinspelad interaktion. Avhandlingen bygger på sociokulturella och kultursociologiska perspektiv, där individen ses som en aktiv, meningsskapande och samspelande aktör som påverkar och påverkas av sin sociala och kulturella kontext. Analysen är i huvudsak relaterad till de handlingar som äger rum i lokalt situerade aktiviteter och undersöker vad syskonen gör med medier i olika verksamheter, men visar även hur samhällelig kontext och barns aktörskap är parallella aspekter i barns liv. Avhandlingen synliggör hur medier utgör en stor och viktig del av barns vardagskultur. Medier är självklara referensramar och skapar gemensamma plattformar för barnens samtal och lekar. Syskonen använder medier och olika artefakter för att förhandla, utmana eller fördela positioner. Småsyskonen tar sig successivt in i de äldre syskonens medielandskap, medan de äldre ofta blir ledstjärnor eller ger sig själva tolkningsföreträde. Vidare visas hur kunskapsförmedling är ett väsentligt inslag mellan syskon. Utöver rent praktiska färdigheter i hur de tekniska apparaterna ska hanteras, förhandlas även smak, normer, värderingar och tillgång till symboliskt kapital. Spel, musik, TV, YouTube och medieartefakter används som resurser för självpresentation. Analyserna pekar på barnens aktörskap; barnen tolkar, omtolkar, utmanar och förhandlar innebörder och föreställningar om vad som är kultur för barn. Avhandlingen belyser även hur konsumtion intimt hänger samman med mediepraktiker. Mobiler, spelkonsoler och medlemskap på virtuella spelsidor blir åtråvärda artefakter och statusmarkörer i barnens medievärldar.
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Laabidi, Myriam. "Représentations scolaires et culture hip-hop : Expériences et trajectoires." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29119/29119.pdf.
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Fortunel, Frederic. "L'ÉTAT, LES PAYSANNERIES ET LES CULTURES COMMERCIALES PÉRENNES DANS LES PLATEAUX DU CENTRE VIÊT NAM." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2003. http://tel.archives-ouvertes.fr/tel-00547703.
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Cette thèse analyse les mécanismes de transformation et de construction d'appartenances territoriales. En partant de l'hypothèse que la plantation des cultures commerciales pérennes favorise l'ancrage des hommes, sont étudiés dans le cas des plateaux du Centre Viêt Nam les principes théoriques et pratiques allogènes incorporés à un territoire et à des populations autochtones. Le caféier, importé par les colons, ancré dans le territoire, conduit à la perte de repères symboliques et matériels des paysanneries autochtones mais aussi à l'appropriation politique et économique de ces espaces. Soucieux de contrôler des régions parfois rétives à la majorité nationale, L'État vietnamien dès son indépendance a favorisé l'arrivée et l'ancrage d'allochtones, désormais majoritaires. L'exploitation agricole et la conversion des représentations participent à la redéfinition de l'appartenance territoriale mais au prix de dégradations environnementales et d'une crise économique et sociale profonde.
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Vettergren, Julia. ""Du vet vad som gäller!" : En vetenskaplig essä om hur förskollärare förhåller sig till populärkultur i barns lek och samtal." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45722.
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This scientific essay examines how preschool teachers relate to the subject of popular culture in preschool. The essay is based on two self-experienced stories from my workplace and from the preschool practice. Both situations depict how the educator dismisses a child's interest in Ninja Turtles while she pays attention to Pippi Longstocking that another child is interested in. One story deal with an unacceptable topic of conversation while the other deals with a "game of violence" inspired by Ninja Turtles. In my reflection, I reflect on and demonstrate how situations like these are treated by many preschool teachers with the help of literature. In my literature review, I also demonstrate why popular culture creates divided opinions and why popular culture should or should not be used as a resource in the development of children in preschool. I also address a perspective of power and a social constructivist perspective in conjunction with the rejection of popular culture to examine a possible reason why these situations arose. I also conducted interviews with three preschool teachers in my own workplace, which gave me a greater perspective of others' perceptions of the concept and view of popular culture in children. Finally, I have analyzed the literature along with the results from the interviews. In my analysis, I mean that popular culture is a complicated subject for educators and the literature is divided, but there is still much to suggest that popular culture is necessary for children for their development. I have chosen to use a scientific essay with my own empirical material in the form of interviews as the reflection of the literature and the answers from the interviews are necessary to involve as many different perspectives as possible to investigate whether there is any right or wrong that is relevant for this situation and what it looks like in the preschools 'activities when it comes to exercising power and the educators' own backpacks of experience. This study is important and relevant as popular culture is a concept that becomes larger over time and is highly relevant in children's everyday lives.<br>Denna vetenskapliga essä undersöker hur förskollärare förhåller sig till ämnet populärkultur i förskolan. Essän utgår från två egenupplevda berättelser ifrån min arbetsplats och från verksamheten. Båda situationerna gestaltar hur pedagogen avfärdar ett barns intresse för Ninja Turtles samtidigt som hon uppmärksammar Pippi Långstrump som ett annat barn är intresserad av. Den första gestaltningen behandlar ett icke accepterat samtalsämne och den andra behandlar en ”våldslek” inspirerad av Ninja Turtles. I min reflektion reflekterar jag över och påvisar hur situationer som dessa behandlas av många förskollärare med hjälp av litteratur. I min litteraturgenomgång påvisar jag också varför populärkultur skapar delade meningar och varför eller varför inte populärkultur bör användas som en resurs i utvecklingen för barn i förskolan. Jag tar även upp ett maktperspektiv och ett socialkonstruktivistiskt perspektiv i samfund med avvisningen av populärkulturen för att undersöka en möjlig anledning till varför dessa situationer uppstod. Jag genomförde även intervjuer med tre förskollärare på min egen arbetsplats vilket gav mig ett större perspektiv av andras uppfattningar om begreppet och synen på populärkultur hos barn. Slutligen har jag analyserat litteraturen tillsammans med resultaten från intervjuerna. I min analys menar jag att populärkultur är ett komplicerat ämne för pedagoger och litteraturen är delad, men mycket tyder ändå på att populärkulturen är nödvändigt för barn för deras utveckling. Jag har valt att använda mig av en vetenskaplig essä med eget empiriskt material i form av intervjuer då reflekterandet av litteraturen och svaren från intervjuerna är nödvändiga för att involvera så många olika perspektiv som möjligt för att undersöka om det finns något rätt eller fel som är relevant för denna situation och hur det ser ut i förskolornas verksamheter när det kommer till maktutövande och pedagogernas egna erfarenhetsryggsäckar. Denna undersökning är viktig och relevant då populärkultur är ett begrepp som blir större med tiden och är högst relevant i barnens vardag.
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Paradis, Marjorie. "Quelle posture professionnelle pour l'enseignant d'Éthique et culture religieuse?" Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30702/30702.pdf.
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L’enseignant d’Éthique et culture religieuse, depuis la mise en place du programme en 2008 dans les écoles du Québec, est appelé à relever d’importants défis inhérents à son rôle professionnel. Si un devoir de neutralité lui incombe officiellement, la posture lui permettant d’aborder les questions relatives à la différence culturelle n’est pourtant pas clairement définie. C’est à la lumière d’orientations ministérielle telles que les finalités du programme d’ÉCR et via la définition de concepts clés comme la laïcité, le relativisme et l’universalisme que l’auteure s’emploie à préciser la posture de l’enseignant d’ÉCR. Cette dernière propose, au terme de sa démarche, la conception de « neutralité mesurée » qui, basée sur des considérations pratiques, vise à soutenir les enseignants dans leur pratique. Cette perspective, s’arrimant aux visées de l’État québécois, se place en amont d’une gestion pluraliste de la diversité et de la mise en application des valeurs communes.
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Karacsonyi, Anneli. "Bland figurer, gubbar och mutanter : En kvalitativ studie om pedagogers syn på populärkultur i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25674.
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The purpose of the study is to investigate educators’ attitudes and didactic positions on popular culture as a form and a means of children’s learning in preschool. The questions posed in the study are: How do the educators define popular culture, which examples of popular culture do the educators give? How do the educators describe the spoken and unspoken rules and positions regarding popular culture in preschool practice? What are the risks and benefits when including popular culture in preschool, according to the educators? In this qualitative study four educators from different preschools have been interviewed. The preschools take as a starting point different educational philosofies. The study is based on Vygotsky’s sociocultural perspective in which children learn through interaction with others. The result of the study shows that popular culture is difficult to define. The educators give examples of cultural activities, games and toys. Popular culture is part of preschool and is made evident through children´s play. All educators show both positive and negative attitudes toward popular culture. It is considered positive when it is inherent in children’s interests and culture. On the other hand it is considered negative because of the possible bad influence on children or because of the risk of taking too much space in the children’s activities. All preschools had restrictions on popular culture in one way or another and the biggest differences can be found between the Waldorf preschool and the Reggio Emilia preschool.
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Lee-Piggott, Rinnelle. "New principals' leadership and school culture : a study of three primary schools facing challenging circumstances in Trinidad and Tobago." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/32076/.
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The literature on new principals tends to focus on the challenges of incumbents. However, there is little detailed evidence of the nature of their attempts at reshaping or enhancing school culture, which may be their greatest single professional challenge. A significant number of primary schools in Trinidad and Tobago are currently headed by new principals and concerns have been publicly raised at the national level about these new principals’ fit to schools. This study was designed to investigate the nature of the interactions between new principals’ leadership and their inherited school cultures in primary schools of different effectiveness states - high, average and low achievement - which face challenging circumstances. It also investigates the impact of these interactions on school processes, new principals’ emotions and professional development and student academic outcomes. The thesis adopts an explanatory, multiple-case study approach that conceptualizes principal leadership as relational, recognizing that whilst a new principal may wish to re-culture and restructure a school, the existing school’s culture and the new principal’s own professional judgment may combine to influence his/her ability to do so. The main research method used for engaging with this work was a critical incident technique. Findings reveal the complex nature of the leadership-school culture interplay and the factors which influence: a) the various manifestations of the leadership-school culture interactions and, b) the degree of change observed at the schools. Associated implications and areas for future research are also discussed.
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Langridge, Christopher. "An exploration into the effect of leadership behaviour of principals on school culture in selected international schools in South East Asia." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35737/.
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This study investigates the links between the leadership of school principals and school culture in international schools in South East Asia. Two main research questions shaped the study: i) To what extent, if at all, do the principals exhibit behaviours of transformational leadership? ii) How does the selected transformational principal’s leadership style and behaviour affect the culture of the schools? The study, employing mixed methods, was split into two distinct phases. Phase 1 examined the leadership styles of the principals of the selected schools using the Multifactor Leadership Questionnaire (Bass, 1998) and Phase 2 was an in-depth study of the three principals selected and their schools exploring in detail how their differing leadership values and behaviour influenced school culture. Qualitative data collected in phase 2 was through interviews, observation and the gathering of data from artefacts. The major findings of the study were: 1. Both phases of the study show that the three principals show particular behaviours of transformational leadership with different levels of display. The findings also show that the leader with the highest levels of transformational leadership is leading the school with the highest outcome scores from phase 1. 2. Although the project was designed to investigate principal transformational leadership, the three principals showed usage of various leadership styles and behaviours whilst performing their duties. 3. Context, power, trust and change are important considerations in the three principals’ leadership behaviour investigated in the project. 2 4. The principals’ perceptions of their leadership style and behaviour differed from the way that the leadership teams and other teachers saw them. 5. All three schools have different cultures. These cultures have been characterised as being ‘not rock the boat’ with School E, ‘slow and steady’ with School L and ‘the extra mile’ with School J. 6. There is a relationship between the transformational leadership behaviours of the principals and the culture existing in the three schools.
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Phelan, Simon Edward. "Organisational culture, knowledge and learning : a case study of workplace learning in a high performance centre." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6599/.
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This aim of this thesis was to critically examine the features of an elite performance centre in facilitating coaches’ professional learning experiences. In response to existing coach development literature that is negative about the formal education experiences coaches encounter, contemporary research has suggested a conceptual and practical shift towards professional learning (e.g. learning as form of social practice), which in turn has led to a greater focus on the workplace as a legitimate site for the development of professional knowledge. A focus on workplace learning requires an understanding of the social, structural, and cultural factors that facilitate or inhibit coach learning. Drawing on an ethnographic case study approach, 6 professional coaches and 3 administrative staff within an Olympic High Performance centre participated in the project over an 8 month period. Utilising a constructivist version of grounded theory, the findings build upon current understandings of coach education, suggested learning experiences are a condition of the interrelationship between negotiated personal engagement, workplace structures, and contextual mediating conditions. This relationship is captured within the model ‘Negotiated Community Transitions’, characterising coaches’ as individuals that move and participate across communities, each with its own distinct culture. As such, the coaching workplace is portrayed as a contested and fluid landscape.
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Högkvist, Frida. "Får alla vara med och leka? : En studie om hur förskollärare inkluderar barn i leken i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43341.
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This study makes the starting point in pre-school children's inclusion in their play and preschool teacher's role and responsibilities in it. I will begin with a review of previous research and literature that are available around topics like children's play and social interactions, preschool teacher's inclusion in children's play and play-environment in the preschool. By using this research and literatur the study will have a socio-cultural basis. The study was conducted with semi structured interviews together with five preschool teachers. The results show that the majority of the respondents answers about how they see their role, their responsibility and their course of action in children's play match with their misson in preschool and the previous research in the sociocultural theory.<br>Denna studie gör avstamp i förskolebarns inkludering i lek och förskollärarens roll och ansvar i den. Jag börjar med en genomgång av tidigare forskning och litteratur som finns kring barns lek och sociala samspel, förskollärarens roll samt lekmiljö i förskolan. Genom att ha använt mig utav denna forskning och litteratur så kommer studien få en sociokulturell utgångspunkt. Studien genomfördes på en förskola där semistrukturerade intervjuer genomfördes tillsammans med fem förskollärare. I resultatet framgår det att majoriteten av respondenternas svar kring sin roll, sitt ansvar och tillvägagångssätt i barns lek stämmer överens med förskolans uppdrag samt tidigare forskning kring den sociokulturella teorin.
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Richardson, Norman L. "Religion, cultural diversity and conflict : challenging education in Northern Ireland." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/57051/.
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Forster, Julia. "Bridging the gap : using therapeutic models of psychology to develop Further Education teachers' strategies for promoting a culture of learning." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/362043/.
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Programmes provide a useful foundation for managing the classroom, many of the curriculum theories and approaches often appear too linear and inadequate for preparing teachers to manage the complex emotions and behaviours that their students may present on a day-to-day basis. This thesis investigates these claims and suggests that whilst effective teaching strategies can influence classroom behaviour a teacher’s ability to cultivate a culture of learning necessitates that they have a sensitive awareness of their students and an ability to positively regulate their own emotions and behaviours. Whilst it may be assumed that teachers will already have these intuitive abilities, personal experience and research highlights that this cannot be guaranteed. Reflecting on past experience as a nurse therapist in Cognitive Behaviour Therapy (CBT) and drawing on the findings of empirical research studies, it is suggested that teacher education can learn a great deal from the world of therapy. In developing this area of research at a practical level this thesis reports on a small-scale action-based project that involved designing and trialling a Cognitive Behavioural Toolkit with groups of teachers in the second year of an initial teacher education programme. Data was collected through questionnaires, personal diary entries, interviews and classroom observations. The findings of this research suggest that the majority of teachers in the sample found CBT useful for regulating their thoughts, increasing their self-confidence and improving relationships with their students. Although the results of this small-scale study cannot be generalised to other teacher education programmes, it is suggested that it provides a foundation for supporting teachers to bridge the gaps which currently exist between the curriculum theories of behaviour management and the realities of classroom practice. At the time of writing no other studies have investigated this particular topic, hence there is no comparative data to validate these claims, and so this is a notable area for further research.
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Bishop, Jo. "Removing barriers to learning or picking up the pieces? : an ethnography of the Learning Mentor in a performance-based culture." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34649/.
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This doctoral study examines the everyday experiences of the Learning Mentor, a support role introduced into English state schools fifteen years ago. It was conceived as part of a broader New Labour policy agenda which sought to resolve the relationship between ‘risk’ and ‘social exclusion’ as the root cause of many social problems. According to the official narrative, Learning Mentors were part of a wider initiative to ‘eliminate and never excuse’ underachievement in the most deprived parts of England. Their primary task of ‘removing barriers to learning’ was premised on the notion of offering a different type of pupil-support from that which already existed in schools, being described in official accounts as a “professional friend” and “challenger of assumptions”. The role can also be understood as part of a transformative agenda which elevated ‘low level’ workers to paraprofessional status across a range of public services. The thesis is premised on two key areas: first, how this type of occupational domain has been historically constructed and continues to evolve through policy transformations which are enacted at the local level. Second, how the work activities and practices associated with these and other school support workers, expose issues around ‘structure’ and ‘agency’. The methodological approach was informed by Institutional Ethnography in that in order to establish how the work of Learning Mentors was practised, viewed and understood within the school, the researcher undertook to gather and document the work knowledges of several groups: firstly the mentors themselves, followed by children and young people as pupils; teaching and support staff, and middle and senior managers. In tracing the genealogy of Learning Mentor practice, attention was also paid to the legacy of an earlier educational paraprofessional emerging in the 1960s and termed the ‘community agent’; along with a burgeoning youth mentoring movement from the late 1980s – developments which both took place in the United States of America. The problematic of the study which became apparent was that although warmly received by pupils, Learning Mentor practices were marginalised, misunderstood and relatively unseen; casting doubt on the role’s level of influence suggested by formal prescriptions. Furthermore, despite the support systems in which they worked being formally presented as coherent and straightforward entities, they were in fact found to be ‘messy’ and contested spaces which were inhabited by different groups of practitioners, whose differing identities informed and underpinned their own respective practices.
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Iriskulova, Alena. "The Investigation Of The Cultural Presence In Spot On 8 Elt Textbook Published In Turkey: Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614432/index.pdf.
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The purpose of the present study was to investigate the cultural load of the reading texts of the Spot On 8 ELT textbook published in Turkey, and to find out the teachers&rsquo<br>and students&rsquo<br>perceptions concerning the presence of native, target and other world cultures (C1, C2 and C3 respectively) in ELT textbooks.
In order to fulfill these aims, a checklist, a teacher questionnaire, a student questionnaire, a teacher interview were developed by the researcher. Moreover, the impressionistic overview and the item frequency procedure were applied for the analysis of cultural content of the textbook. Quantitative data were analyzed by calculating the frequencies, percentages, and the Chronbach alpha. Qualitative data were analyzed by applying the coding system for the categorization of collected responses and content analysis.
The results showed that the cultural load of the textbook was insufficient and that the percentage of cultural elements in the reading passages is significantly low. The teachers&rsquo<br>satisfaction with the textbook appeared to be relatively low and students showed neither high level of satisfaction with their textbook nor dissatisfaction with it.
Overall, there is a serious mismatch between teachers&rsquo<br>and students&rsquo<br>perceptions of culture and the real cultural load of the textbook. The target culture prevails in the reading texts although teachers considered native and other world cultures to be important as well, and students showed equally low interest in target and other world cultures giving the preference dominantly to their native culture.
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Tomak, Burak. "Instructors." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614458/index.pdf.
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This thesis analyzes the use of culture in foreign language classes by the instructors working in a state university in Istanbul, Turkey. The purpose of the study is to determine whether a sufficient degree of attention is paid to culture-teaching in the language classes of the School of Foreign Languages in a state university which is located in a city with a rich cultural heritage (Istanbul) and whether the instructors do their best to maintain or improve their cultural knowledge so as to integrate it in their lessons as well as how they teach culture in their lessons. The data were collected with a questionnaire distributed to the instructors and this instrument was used as guidance by the researcher to select the people to interview. The interviewees were divided into three groups: The ones who showed high utilization of culture were named as &ldquo<br>HUC&rdquo<br>, the ones with moderate utilization of culture were called &ldquo<br>MUC&rdquo<br>and the ones with low utilization of culture were named &ldquo<br>LUC&rdquo<br>. Results of the study showed that the instructors found it difficult not only to improve themselves on this issue but also to allocate a great deal of time to it in the lessons because of the time restrictions of the curriculum of the school and the intense syllabi of their courses. Also, instructors in the HUC group mentioned target culture more, whereas the ones in the LUC group said that they covered Turkish culture in their classes. The interviewees in the MUC group mentioned both the Turkish culture and the target culture. Thus, some modifications in the curriculum of the school are necessary to integrate culture into the lessons and the instructors should be trained on culture teaching with the help of in-service teacher training programs.
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Ståhl, Elin. "Barns kamratkulturer : Samspel i den fria leken." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30568.
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Murelius, Helen. "Kamratkulturer i förskolan : En observationsstudie av några leksituationer." Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5313.
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<p><strong>Abstract</strong></p><p>In this essay, I have performed a study on peer cultures and how these peer cultures are expressed in a group of pre-school children. My questions are as following:</p><ul><li>What positions/power positions can be seen in children’s play, and how will these be expressed?</li><li>How do the children gain access to play?</li><li>How do children act when they want to exclude other children?</li></ul><p>In order to understand this I have chosen to do observations as a method. In order to investigate these questions I chose to spend six whole mornings with a group of pre-school children, closely observing their behavior. The focus was on children, three years of age or older. The results show that children are very resourceful, when it comes to making up strategies for either giving access to, or excluding, other children from their play. For example they could make up a rule which would make it impossible for another child to be a part of the game. One rule could be that you in order to be able to play with the others must possessed a particular toy that the children used in the game, which the new child did not own. But there are also many strategies for children to be a part of a game. For example, if they had a toy that the other children wanted as well, this could be a way of joining in on the play.</p><p>We as adults must be aware of that these cultures exist everywhere. Sometimes we are not even aware of that a child is not being allowed to play with the others. It is not fun for those children who always have to stand beside the play. We need to try and discover who these children are and help them to be a part of the group.</p><p>Keywords: Pre-school Peer culture, Access play, Excluding play</p><br><p><strong>Sammanfattning</strong></p><p>I mitt examensarbete har jag genomfört en undersökning, med syfte att bidra med kunskaper om kamratkulturer och hur dessa kulturer uttrycks i en förskolegrupp. Mina frågeställningar är följande:</p><ul><li>Vilka positioner/maktpositioner finns i barns lek och hur synliggörs de?</li><li>Hur får barn tillträde till leken? </li><li>Hur gör barnen när de utesluter andra barn?</li></ul><p>Frågeställningarna har jag valt att undersöka, genom att observera barnen i en barngrupp under sex förmiddagar. Fokus har varit på barn som är tre år och äldre. Resultatet visar att barnen är väldigt påhittiga vad gäller olika strategier, både för att ge tillträde till eller att utesluta andra barn från att vara med i leken. Bland annat kunde de hitta på regler, som gjorde att det nya barnet inte kunde vara med. En regel kunde vara att man var tvungen att ha någon leksak som barnen använde, som det nya barnet inte hade. Men det finns också många strategier för att få vara med i leken. Till exempel om de hade en leksak, som de andra barnen också ville ha kunde detta vara ett sätt för att få vara med i leken.</p><p>Vi vuxna måste vara medvetna om att kamratkulturer existerar. Ibland är vi inte ens medvetna om att det finns något barn som inte får vara med och leka. Det är inte roligt för de barnen som alltid blir uteslutna. Vi måste försöka upptäcka dessa barn och hjälpa dem att bli en del av gruppen.</p><p>Nyckelord: Förskola, Kamratkultur, Tillträde lek, Uteslutning lek</p>
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Dang, Denny. "Datorspel - en lek eller sport? : En studie om hur tre svenska dagstidningar framställer e-sport och datorspel 2000-2013." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27000.
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This essay examines how three big Swedish newspapers depicts e-sports and computer gaming and how the depiction change during 2000-2013. The study will also examine whether e-sports is being portrayed as competitive sport. The purpose is to investigate which attitudes that can be identified towards computer gaming and its culture in major newspapers such as Aftonbladet, Dagens Nyheter and Svenska Dagbladet and how these attitudes eventually changed over time. The sources that will be used in both the quantitative and qualitative analysis are based on web articles, mainly because the paper editions does not provide much, if any, information about computer gaming and e-sports and also because of the convenience of being able to quickly find articles to study. Results indicate that computer gaming is being depicted in a clear negative fashion during 2000-2006, and that the depiction of e-sports is somewhat positive but not as glorifying as for the years 2007-2013. During this period, there is a apparent tendency of e-sports being introduced to readers who are unfamiliar with the gaming culture. As for the attitudes towards computer gaming, the depiction is still somewhat negative, mainly because the debate about computer games and violence was revived because of several acts of violence in shape of school massacres and mass murder. Finally, there are only partial results that indicate that e-sports is being portrayed as a competitive sport, based on Allen Guttman's criteria for competitive sports.
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Zolvinski, Stephen Paul. "Lowland Khon Muang agriculture: dynamics of a system in change." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1078949387.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xvii, 257 p.; also includes graphics (col.). Includes abstract and vita. Advisor: Chung-min Chen, Dept. of Anthropology. Includes bibliographical references (p. 233-245).
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Magnus, Karlsson. ""Då vet jag, man kan gömma den..." : Några barns berättelser om hur de skyddar sin lek." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66330.
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Mitt syfte med detta arbete är att utifrån barnens perspektiv ta reda på vad ett antal barn säger om att skydda sin lek mot andra barn som vill vara med. Denna studie bygger på sex stycken barnintervjuer där tolv barn ingår. Dessa intervjuer är därmed gjorda i par utifrån från en kvalitativ ansats där jag använt mig av en semistrukturerad intervjumetod. Genom dessa intervjuer har barnen beskrivit hur normen alla får vara med är tydligt förekommande på deras förskolor. De berättar hur denna norm kan komma i konflikt med deras egna intresse av att skydda sina lekar mot nya deltagare. Barnen beskriver då hur olika kategorier av barn kan blir uteslutna. Vidare berättar de hur de genom olika strategier kringgår denna norm och genom att använda sig av dessa strategier får de inflytande över vilka som får vara med. Ytterligare en sak barnen talade om var hur pedagogernas roll spelar roll i hur barnens kamratkulturer formas och hur normer efterlevs.<br>My purpose with this work is to find out what children say about protecting their play from other children who want to participate. This study is based on six child interviews involving twelve children. These interviews are thus made in pairs from a qualitative approach where I used a semi-structured interview method. Through these interviews, the children described how the norm “all get to be with” is clearly occurring at their preschools. They tell us how this standard may conflict with their own interest in protecting their plays against new entrants. The children then describes how various categories of children can be excluded. Furthermore, they tell how the various strategies to circumvent this norm and by making use of these strategies, the influence over who gets to be with. One more thing the children talked about was how their teachers plays a role in how the children's peer cultures shaped and how standards are complied with.
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Bylin, Charlotte, and Anna Folvik-Nilsson. "Barns kulturskapande : En etnografisk studie om förskolebarns interaktion." Thesis, Örebro University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2292.
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<p>Abstract</p><p>The aim of the research presented in this thesis is to study how interactional strategies are used by children and what these strategies mean or imply in the preschool cultural context. The theoretical point of departure in the study is the socio-cultural perspective (William Corsaro, Roger Säljö, Jim Wertsch). The study is a contribution to the field of research that focuses upon contextual issues and an overall way of seeing the child. This is in opposition to the strong traditional psychological perspective in the development of the child, where a focus upon the individual dominates in special education. This ethnographic study aims to answer the following research questions; What interactional strategies are co-constructed by the children in preschool play? How do the interactional strategies influence the creation of culture in preschool play? The children, 3-5 years olds, and their play situation were in focus. Participant observations and video recordings of preschool play constituted the empirical material. These were analysed through a “child perspective” to understand interactional strategies in a cultural context.</p><p>Detailed transcriptions, CA (Conversation Analysis, Per Linell) of the empirical material highlights that interactional strategies can be categorised under the following themes; Taking turns, Protecting play, Dividing roles, Understanding roles and Confirming play themes. These themes furthermore, give rise to three common central elements: Interaction space; the children create a common space to interact that they defend and protect; Role dividing is a starting point in interaction and is an important part in producing and reproducing play; Meaning-making, the children’s common play leads to interaction and the space and roles are safe and confirmed.</p><p>The results indicate that interaction includes verbal and nonverbal elements. The children’s use of artefacts’ plays an important role in the interaction, meaning-making and cultural expressions that they create and reproduce in the preschool context. Through these themes an explanatory model is presented with the aim of highlighting the strategies that influence the creation of culture. The explanatory model shows relationships between aspects of culture-making in children’s interaction. The use of artefacts in interactional strategies presented here influence and plays an important part in the common meaning-making and can therefore be seen as an expression of culture.</p><p>Key Words: Ethnographic study, Socio-cultural Perspective, Culture-making, Interactional Strategies, Artefacts’, Preschool play</p>
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Pepin, Matthias. "Culture entrepreneuriale et éducation : un regard ethnographique sur ce qui se vit à l'école primaire Cœur-Vaillant." Master's thesis, Université Laval, 2009. http://hdl.handle.net/20.500.11794/20928.
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Dans cette recherche de maîtrise nous explorons le concept de culture entrepreneuriale en milieu scolaire. D'emblée, nous situons le tournant entrepreneurial entamé par la société québécoise, non seulement par l'entremise de l'école grâce à la redéfinition du Programme de formation de l'école québécoise, mais également par le truchement des politiques mises en place par le gouvernement québécois. Pour atteindre l'objectif de cette recherche, qui consiste à documenter ce qui se vit dans les micro-entreprises scolaires en tant qu'elles témoignent d'une culture entrepreneuriale en construction, nous proposons d'aborder la culture entrepreneuriale comme une culture organisationnelle qu'il convient d'investiguer de l'intérieur. Par une approche ethnographique, au plus près des acteurs de terrain, nous en venons progressivement à montrer ce qui se vit au sein de la micropulperie de l'école Coeur-Vaillant, en rendant compte des étapes qui mènent à la production du produit fini ainsi que de la structure hiérarchique propre à cette organisation scolaire. Nous démontrons, ensuite, la spécificité du cadre entrepreneurial qui régit les activités entrepreneuriales et définit de la sorte le cadre de référence à l'intérieur duquel se développe une culture entrepreneuriale. Finalement, nous documentons les formes et les fonctions de la marge de manoeuvre des élèves au sein des activités entrepreneuriales; laquelle démontre de manière symbolique leur pouvoir d'action sur la culture entrepreneuriale qu'ils contribuent à développer, par leurs actions. Cette étude permet de poser un regard différent sur la culture entrepreneuriale en ceci qu'elle l'envisage de l'intérieur, en contexte et au plus près des acteurs de terrain, dont principalement les élèves.
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Picard, France. "Étude exploratoire des modulations réciproques de la culture, de la position existentielle et de la représentation de la performance." Doctoral thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29305.
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Cankaya, Tumer Tugce. "Using Literature To Enhance Language And Cultural Awareness." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611953/index.pdf.
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Language teachers, including educators from all levels &ndash<br>from primary to college level &ndash<br>and teacher trainers have all agreed with the idea that it is impossible to consider language skills as independent from each other since each of them has a great contribution to the language itself as a whole system. However<br>it cannot be ignored that all language teachers have also agreed with the idea that reading is a skill that has its own significance, especially in foreign language education. What makes reading so unique is that it can be considered to be the door that is about to be opening to a new world in which the target language is spoken. In that sense, as an essential skill, reading, throughout the centuries, has also had its own keys that have been difficult to be unlocked even by the native speakers of English. This matter of fact brings the question to the light that what guardians are waiting in front of this castle door especially for foreign language students. Although many scholars claim that formal aspect of language, including syntactical and lexical features, stand as great challenge, they ignore the cultural significance of a language. The relationship between language, thought and culture shows that even formal aspects are affected by culture. This fact brings the importance of &lsquo<br>content schema&rsquo<br>as well as &lsquo<br>formal schema&rsquo<br>in reading to surface. However, now the question is that how it is possible to provide students with sufficient cultural background. As foreign language students are less likely to experience exposure to foreign culture when compared to second language learners, there is an urgent need to create a &lsquo<br>social context&rsquo<br>or &lsquo<br>second hand reality&rsquo<br>in Kovalik&rsquo<br>s terms in classroom settings. At this point, literature is believed to give her helping hand to FL students with her wide range of texts carrying a variety of formal aspect of language, but at the same time, a range of cultural components, and thus, constructing &lsquo<br>schema&rsquo<br>for them. Apart from this, what literature offers is examined in detail within the framework of brain-based learning principles.
This paper tends to contribute to this controversial issue with a case study, which aims to illustrate that the use of literature in FL settings enhance language/cultural awareness. The result of the study showed that 1) literature is a useful source to teach the formal aspects of language such as grammar and vocabulary (language awareness) 2) literature contributes to students&rsquo<br>cultural awareness which is essential to have language awareness 3) literature is a brain-compatible source with various advantages over the other written materials. In accordance with what is mentioned above, this study has a direct aim to show how ELT and Literature can intrude the ancient walls of this castle when work interdisciplinary.
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Bakar, Md Nor. "What do students learn about functions? : a cross cultural study in England and Malaysia." Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/4006/.
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This research study investigates the concept of function developed by a sample of secondary and university students in England and Malaysia studying mathematics as one of their subjects. It shows that whilst students may be able to do the 'mechanical' parts of this concept, their grasp of the 'theoretical' nature of the function concept may be tenuous and inconsistent. The hypothesis is that students develop 'prototypes' for the function concept in much the same way as they develop prototypes for concepts in everyday life. The definition of the function concept, though given in the curriculum, proves to be inoperative, with their understanding of the concept reliant on properties of familiar prototype examples: those having regular shaped graphs, such as x2 or sinx, those often encountered (possibly erroneously), such as a circle, those in which y is defined as an explicit formula in x, and so on. The results of the study in England revealed that even when the function concept was taught through the formal definition, the experiences which followed led to various prototypical conceptions. Investigations also show significant misconceptions. For example, three-quarters of a sample of students starting a university mathematics course considered that a constant function was not a function in either its graphical or algebraic forms, and three quarters thought that a circle is a function. The extension of the study in Malaysia was made with the hypothesis that there is a significant difference between the concept as perceived to be taught and as actually learned by the students. Although the intended curriculum emphasises conceptual understanding, in the perceived curriculum (curriculum as understood by the teachers), only 45% of the teachers follow this approach. The tested curriculum as reflected in the public examination questions, only emphasises the procedural skills and the results of the learned curriculum show that learning of functions is more consistent with the theory of prototypical learning. Students in Malaysia develop their own idiosyncratic mental prototypes for the function concept in much the same way as those students in the UK.