Dissertations / Theses on the topic 'New Mind New School project'
To see the other types of publications on this topic, follow the link: New Mind New School project.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 43 dissertations / theses for your research on the topic 'New Mind New School project.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Wang, Wern-Lirn. "Accelerating new project deployment with manufacturing guidelines." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/36936.
Full textAbstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1994, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science & Engineering, 1994.Includes bibliographical references (p. 165-167).
by Wern-Lirn Wang.
M.S.
2
Owen, Walter Lee. "A new model of evolution education for middle school science." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2999.
Full textAbstract:
Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.
3
Gray, Brian. "The enactment of the New Basics Project in a special school." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/27658/1/Brian_Gray_Thesis.pdf.
Full textAbstract:
This study investigates the impact of the New Basics Project on teachers at a special school for students with intellectual impairments. The study is aimed at exploring the complex nature of the work of special educators as they enact the New Basics curriculum with a particular focus on the teachers’ opinions about challenges that arose for their curriculum, pedagogy and assessment practices. Attention is also paid to how the principal’s leadership supported the enactment of the New Basics in respect to what he did and why he used particular strategies.
The nine teachers and their principal were involved in a series of in-depth, semi-structured interviews from one of only three special schools in phase one of the New Basics trial in Queensland, Australia. These interviews produced data from the special educators as they were confronted with a new curriculum that challenged their previous teaching practices. The enactment of the New Basics curriculum occurred within the context of a state-sanctioned mandate to provide alternative programs to those offered in mainstream schools, for students with special needs.
This thesis explores these teachers' experiences using critical theory as a basis for analyzing their opinions on issues such as the role of the special educator, tensions between old and new curricula, pedagogical and assessment practices, and connections between the at-school learning experiences for intellectually impaired students and the realities of post-school life. The investigation also examines the leadership conduct of the principal in changing times at the school.
The findings suggest that the New Basics has played a significant role in providing structures for developing communities of practice amongst teachers; in supporting special educators to focus more on the educational needs of the students (e.g., literacy, numeracy, financial planning) and less on their medical needs (e.g., toileting, feeding, personal hygiene); and supporting school leadership that empowers and listens critically to teachers as essential components of the successful enactment of curriculum reforms like the New Basics.
4
Gray, Brian. "The enactment of the New Basics Project in a special school." Queensland University of Technology, 2008. http://eprints.qut.edu.au/27658/.
Full textAbstract:
This study investigates the impact of the New Basics Project on teachers at a special school for students with intellectual impairments. The study is aimed at exploring the complex nature of the work of special educators as they enact the New Basics curriculum with a particular focus on the teachers’ opinions about challenges that arose for their curriculum, pedagogy and assessment practices. Attention is also paid to how the principal’s leadership supported the enactment of the New Basics in respect to what he did and why he used particular strategies.
The nine teachers and their principal were involved in a series of in-depth, semi-structured interviews from one of only three special schools in phase one of the New Basics trial in Queensland, Australia. These interviews produced data from the special educators as they were confronted with a new curriculum that challenged their previous teaching practices. The enactment of the New Basics curriculum occurred within the context of a state-sanctioned mandate to provide alternative programs to those offered in mainstream schools, for students with special needs.
This thesis explores these teachers' experiences using critical theory as a basis for analyzing their opinions on issues such as the role of the special educator, tensions between old and new curricula, pedagogical and assessment practices, and connections between the at-school learning experiences for intellectually impaired students and the realities of post-school life. The investigation also examines the leadership conduct of the principal in changing times at the school.
The findings suggest that the New Basics has played a significant role in providing structures for developing communities of practice amongst teachers; in supporting special educators to focus more on the educational needs of the students (e.g., literacy, numeracy, financial planning) and less on their medical needs (e.g., toileting, feeding, personal hygiene); and supporting school leadership that empowers and listens critically to teachers as essential components of the successful enactment of curriculum reforms like the New Basics.
5
Ahearn, Mary Catherine, Kathleen Ryan Been, and Paula Reynolds. "Integrating the new California State Science Standards with successful middle school curriculum methodologies." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1942.
Full text
6
Anthony, Marika E. "A case history of the New Horizons Project, school/business partnership, Richmond, Virginia." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134625/.
Full text
7
Erickson, Deborah Elaine. "Teacher induction: A case study of the Lodi New Teacher Project." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2771.
Full textAbstract:
The purpose of this study was to provide a descriptive case study of the implementation of a school-based new teacher support program and its relationship to the existing culture and norms at the individual school sites. The study also investigated significant factors characteristic to new teacher support programs and their interactions, and the study analyzed a program as it evolved over a four-year period within the Lodi Unified School District. There were eighty-four subjects, of whom forty-nine responded to a survey. Eleven subjects from three school sites were interviewed in-depth following the survey. The survey consisted of questions about the subjects' educational and project background, their involvement with reflective practice, school culture, support for new teachers, and job difficulty, and the survey included a series of open-ended questions. The semi-structured interviews asked respondents to respond to difficulties faced as a new teacher and changes that occurred at the site because of the New Teacher Project. Research questions asked if the Lodi New Teacher Project provided effective support for new teachers; the program's effect on traditional school culture; the role of the administrator in changing site culture; elements that support new teachers; and if site-based programs help retain professionals in the field. Findings from the surveys, interviews, archival records, and observations showed that site-based induction practices promoted extremely positive relationships with colleagues, administrators, and district-office personnel. In addition, the activities supported new teacher needs of strong emotional support, providing materials and suggestions for instructional improvement and opportunities for shared leadership at each site. Research showed that positive changes in each school culture and expectations about professional relationships and collegiality increased. Emotional support was shown to be the single most important factor in new Teacher induction. The retention rate of new teachers involved with the Lodi New Teacher Project was over eighty-six percent after five years.
8
Ogawa, Hiroyuki 1960. "Information flow and learning in new process development : construction project in the steel industry." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13820.
Full text
9
Morden, Wendel Roy. "The new Title I: A handbook for reading instruction in a year-round middle school." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/996.
Full text
10
Le, Blanc Jordan D. "Helping African American Middle School Students Transition to High School with the New Normal Project| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262697.
Full textAbstract:
African American students who come from low-income communities and attended underfunded schools are at increased risks of not graduating from high school, an outcome that has negative lifelong implications. Research documents that develop supports for these students increases the likelihood of attaining academic success. The purpose of this project was to write a grant proposal for a community project that Success In Challenges Inc., located in Long Beach, California that can recruit at risk African American students and provide individual, familial, education and community supports. This grant proposal includes staffing, implementation time lines, evaluation, and a budget. A suggested funder is included. Implications for social work policy, practice and advocacy are discussed. The actual submission for funding was not required for successful completion of this project.
11
Robby, Matthew Ashley. "Evaluation of the operation New Hope Alternative School and lifestyle improvement program for at-risk juveniles." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1580.
Full text
12
McLaughlin, Juliana M. "The outcomes of the Australian/Papua New Guinean secondary school students' project: An analysis from a postcolonial perspective." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36673/1/36673_Digitised%20Thesis.pdf.
Full textAbstract:
Foreign aid evolved as a moral responsibility of developed nations to developing countries. Foreign study through educational scholarships has become a major consumer of education assistance. This thesis is concerned with the outcomes of foreign assistance to PNG education. Specifically, this study focused on the exploration of the outcomes of the Secondary School Students' Project (SSSP) from the perspectives of the recipients. The SSSP was funded under the Australian aid program.
A postcolonial theoretical framework was developed and guided this research. Employing a qualitative design, this study sought to explore the perception of the recipients and issues concerning their experiences in Australian private boarding schools and on return to PNG. A case study approach was adopted. In-depth interviews, focus groups, a qualitative survey and document analysis were used as data collection methods. This study involved a total of 164 participants consisting of SSSP graduates, National Department of Education (NOOE) coordinators, personnel from tertiary institutions, employers, parents and guardians. The analysis of SSSP recipients' experiences was based on a postcolonial theoretical framework and related literature on colonial history and legacies including neo-colonialism and internal colonialism. A postcolonial rethinking of modernist discourses included a critique of dependency theory, education for development, modernisation and human capital assumptions.
The case study revealed that foreign secondary education maintains personal benefits for recipients. However, the educational provision conditions the recipients to aspire to a colonial identity. It was found that the intended contribution of foreign education for national development of the recipient country is highly dependent upon the political, economic, social and cultural issues within the postcolonial state.
The major themes emerging from this study revealed that cultural politics in postcolonial states can influence the outcomes of foreign funded educational projects. Cultural politics are profoundly influenced by a colonial historical value of western education and cultural hybridity (of traditional, Melanesian ethnicity and western culture). Consequently, the ambivalence (simultaneously attraction and repulsion) that exists in dynamic ways in contemporary society characterises bureaucratic, cultural and social practices. Papua New Guinea needs to define its own identity and its destiny.
13
Nass, Jennifer Johanna 1969. "The Manduca Project for middle school: The development and pilot testing of a new science curriculum." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288836.
Full textAbstract:
This dissertation describes the development and pilot-testing of a new science curriculum called THE MANDUCA PROJECT for Middle School. The curriculum was developed in accordance with The National Science Education Standards through the cooperative efforts of a diverse group of people; three middle school science teachers, two undergraduate biochemistry majors, a multi-cultural curriculum specialist, and an entomologist with a minor in Teaching and Teacher Education. This group worked during a four week summer workshop, producing the framework for an inquiry-driven science curriculum built around investigations of Manduca sexta, or the tobacco hornworm. In the school year following the development of THE MANDUCA PROJECT for Middle School, the curriculum was pilot-tested in seven sixth grade classroom at two different middle schools. The study objectives were three-fold; first, to determine if the curriculum had any effect of students' science attitude, second, to determine if the curriculum had any effect on students' science process skills acquisition, and third to determine if the curriculum had any effect on students' science process skills acquisition. Results of the study indicated no measurable post-treatment effect on science attitude, a small post-treatment improvement in science concept acquisition, and dramatic post-treatment improvements in science concept acquisition.
14
Nied, Alice M. "New Nurse Residency - An Evidence Based Approach." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/197.
Full textAbstract:
Nurse educators believe that their graduates are well-prepared for entry level positions in nursing. In the acute healthcare setting, new graduates are placed on virtually every type of nursing unit, including critical care. Employers have developed formal orientations to familiarize new graduate nurses new with the institution and its policies and procedures and to teach the things employers believe new RNs need to know but do not, either because they were never taught the material or they have not retained it.
The purposes of this project were to (a) examine the evidence relative to a disconnect between nursing education and nursing practice, (b) design a formal residency program for new graduates based on the evidence, and (c) implement and evaluate the residency program. Based on the evidence, a 16-week new nurse residency was developed in which Residents were each assigned both a Preceptor and Mentor to assist their progress. Weekly educational offerings were targeted at specific competency deficits identified by Residents, Preceptors and Mentors at the beginning of the residency program.
Seven out of the original 10 Residents completed the Residency. Pre-residency, the Residents were very confident of their clinical skills and abilities and this was unchanged post-residency. The Preceptors and Mentors were much less confident of the clinical skills and abilities of the Residents pre-residency. Post-residency, the confidence level of the Preceptors and Mentors was improved, but significantly so only for the Mentors.
It is imperative that nursing administrators be aware of the discrepancy between the confidence new nurses have in their own skills and the perceptions of the nurses who work side by side with them on a daily basis. Residencies for new graduate nurses are costly. Nursing administrators must make the determination if the benefits outweigh the costs. They may find the results of not having a residency are far more costly.
15
Kedzlie, Mary Frances. "Parental understandings and perceptions of the Reggio Emilia approach in a small New Zealand Catholic primary school : a research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2007. http://hdl.handle.net/10092/2831.
Full textAbstract:
A significant area of education research has been dedicated towards increasing parental
involvement in schools. Parental and family involvement is considered crucial in the
education of children and is associated with stronger educational outcomes. In New
Zealand it is expected that schools work closely with members of their school community
to design their own school curriculum responsive to their local needs. Supporting and
encouraging strong home school partnerships is a feature of this. In this broader context
this research examined parental perceptions and understandings of a small Catholic
primary school's unique approach to curriculum, based on the principles of Reggio
Emilia. Central to implementation of the Reggio Emilia Approach is parental
involvement and partnership. A group of six parents from the school participated in a
focus group interview to share their perceptions and understandings about Reggio Emilia.
Included in their discussion are their views on Reggio Emilia in relation to parent
participation, community involvement, documentation of learning, flexible curriculum,
aesthetics, child initiated learning and child confidence and independence. This paper
intends to inform the reader of the parents' perceptions and understandings of Reggio
Emilia and its implementation in this New Zealand primary school setting.
16
Denton-Calabrese, Tracey. "Shaping school culture to transform education : an ethnographic study of New Technology high schools." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:dd0f4d0d-08df-4788-b7e4-f50edceaf9e7.
Full textAbstract:
There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.
17
Thornton, Teresa E. "Human Dimensions of a School-Centered, Community-Based Environmental Monitoring Research (CBEMR) Project Focused on Private Drinking Water Wells in New England." Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/ThorntonT2011.pdf.
Full text
18
Westcot, Julia Ellen. "The September 11th tragedy: Effects and interventions in the school community." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2271.
Full text
19
Boniface, Emma Jane. "Promoting sociability : staff perceptions of music therapy as a way to enhance social skills : a project presented in partial fulfilment of the requirements for the degree of Master of Music in Music Therapy, New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1172.
Full textAbstract:
This thesis is the result of working with nine students and one teacher aide in group music therapy in special education. Through opportunities to learn about music and sound, the students were invited to use descriptive language to express emotions and thoughts about their music therapy experience. This research used a qualitative research design, where the purpose was to learn about the perceptions that staff may have of music therapy and to highlight how music therapy can promote sociability in an educative setting. The data collected mainly through research journal entries and two interviews (as well as material from a discussion group) offer evidence about how improvisational group music therapy can help create a positive social environment in the classroom and complement socialisation goals in education.
20
Adams, Frederick Allan. "A case study of the Elim Farm Project of the Filipino Free Methodist Church." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Full text
21
Allison, Judy. "A teacher's perceptions of using the Reintegration Readiness Scale to develop a management plan to increase the social competence of a year 1 student in a New Zealand primary school : a case study : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/3015.
Full textAbstract:
This project examined one teacher's perception of the usefulness of the Reintegration
Readiness Scale (RRS) to assess and monitor the social and emotional competence of a
Year 1 student in a New Zealand primary school. The teacher participant was a highly
experienced New Entrant teacher. She was initially interviewed about her perceptions of
the possible outcomes for a Year 1 male student exhibiting challenging behaviour and
this interview was followed by an assessment of the student's social and emotional
competence using the Reintegration Readiness Scale. The information from the RRS
assessment was then used to develop an Individual Behaviour Plan (IBP) for the student.
Following an eight week intervention, a second RRS and a second interview were
conducted. Despite a decrease in scores in the second RRS, results from the interviews
indicated that the teacher perceived the Reintegration Readiness Scale as helpful in
increasing her understanding of the student and his behaviour, which in tum, led to
improved communication with the student's parents. The teacher reported the RRS as an
easy-to-use framework from which to develop an Individual Behaviour Plan for the target
student. The teacher noted that the focus on the student's social and emotional
competency 'refreshed' her own professional development around managing challenging
behaviour. She also found the information the RRS provided useful for planning and
implementing a class-wide social skills unit on sharing and tum taking. Future research is
necessary to ascertain if other teachers find the RRS a useful assessment and monitoring
tool when working with students with challenging behaviour in mainstream New Zealand
classrooms.
22
Wang, Jianjun. "He zuo de ke cheng bian ge zhong de jiao shi zhuan ye fa zhan Shanghai Shi "Xin ji chu jiao yu shi yan" ge an yan jiu = The professional development of teachers involved in collaborative curriculum change : the case of New Basic Education Project in Shanghai /." online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3066599.
Full text
23
Ferro, Casas Juan Pablo. "Aprendizajes digitales en la escuela rural." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/666999.
Full textAbstract:
Esta investigación aborda el significado y el alcance del uso de las tecnologías digitales en las escuelas rurales, específicamente a través de las labores de aula. Dimensiona la importancia de la inserción de lo digital en el proceso pedagógico de los territorios rurales en Colombia, y se pregunta por la apropiación de conocimientos útiles para que los niños, las niñas y sus familias actúen ante los retos que propone el siglo XXI.
Explora qué capacidades apropiadas para interactuar y desempeñarse en el siglo XXI afloran y se construyen cuando estudiantes de Grado 5 de escuelas rurales hacen uso de diversos dispositivos digitales en el aula.
Su foco de análisis está en las siguientes categorías:
a. Capacidades técnicas–instrumentales: Proveer oportunidades para desarrollar habilidades; selección, búsqueda y elección. Encontrar, organizar, guardar, recolectar, manipular y reutilizar contenidos. Seleccionar, usar y combinar software para cumplir con determinados objetivos. Despertar una conciencia sobre acciones y consecuencias del uso de las TIC.
b. Capacidades de desarrollo y crecimiento personal: Responsabilidad. Hacer aflorar las experiencias propias. Impulsar la autonomía, la autoestima y la confianza. Motivar la responsabilidad, el liderazgo y la construcción de una cultura cívica y de sociedad. Disfrutar la acción de explorar y de usar las tecnologías. Personas cooperativas con sentido de lo humano y de la vida en sociedad.
c. Capacidades de investigación: Resolución de problemas y toma de decisiones. Hacerse preguntas. Capacidad de elección y evaluación para desarrollar proyectos, trabajos e ideas y compartirlos. Buscar de manera efectiva, evaluando el contenido y apreciando los resultados. Usar lo que se aprende y lograr metas.
d. Capacidades de innovación y creatividad: Transformar. Interacción, conocimiento y comprensión a través de experiencias para darle sentido a lo que se aprende. Situarse de manera diferente frente a los saberes.
e. Capacidades de comunicación, noción de globalidad y colaboración: Intercambiar información e ideas efectivamente. Entender las redes de comunicación como Internet V y cómo éstas pueden ofrecer servicios múltiples. Usar la información. Utilizar diversos medios digitales. Construir comunidad colaborando e interactuando con otros. Reconocer los usos de las tecnologías digitales más allá de la escuela. Interconectarse. Se preocupa por dar respuesta al qué y al cómo, y propone una mirada a la realidad en la que los participantes en su cotidianidad y en su práctica diaria (especialmente estudiantes, padres y docentes), estructuran activamente el mundo y los elementos que lo constituyen.
El trabajo aborda la naturaleza social del conocimiento y tiene en cuenta las condiciones sociales de su producción. Igualmente se pregunta por los procesos de enseñanza y aprendizaje, y cómo se construye al interactuar e innovar.
Mediante técnicas de investigación como la etnografía y el estudio de caso, se adentra en el corazón de la escuela. Privilegia la observación detallada y próxima a los hechos en la búsqueda de fenómenos recurrentes, núcleos de interés y patrones, actividades y procesos, con una mirada al mundo cotidiano de la escuela, el territorio y los contextos.
Muestra cómo la educación y específicamente la escuela rural pueden romper brechas y construir país usando las posibilidades que brinda lo digital. Asimismo, cómo en el territorio rural el proceso de alfabetización digital –de uso y utilización de las TIC para el aprendizaje–, rebasa las fronteras de la escuela y amplía su horizonte de acción a entornos como el de la familia y la comunidad.This research work addresses the meaning and scope of digital technologies implementation in rural schools, specifically through classroom work. Sizes the importance of applying digital technologies to the pedagogical process of rural areas in Colombia, and enquires about the approval of useful knowledge for children and their families to act in face of the challenges proposed by the XXI century. Explores which skills -appropriate for interacting and performing in the XXI century surface and build when fifth grade students from rural schools make use of various digital devices in the classroom. It’s focus of analysis is in the following categories: a. Technical capabilities–instrumental: Provide opportunities to develop skills; selection, search and election. Finding, organizing, storing, recollecting, handling and re-use content. Choose, use and combine software to achieve certain objectives. Increase awareness about the actions and consequences of using CIT. b. Development and personal growth capabilities: Responsibility. To make one’s experiences blossom. Boost autonomy, self-esteem and trust. Encourage responsibility, leadership and the construction of a civic culture. Enjoy the action of exploring and using technologies. Cooperative individuals with a sense of humanity and of life in society. c. Research capacities: Problem solving and decision making: Ask questions. Aptitudes of choice and evaluation to develop projects, works and ideas, and to share them. Search effectively, evaluating the content and appreciating the results. Use the acquired knowledge and achieve goals. d. Innovation and creative capabilities: Transform. Interaction, knowledge and comprehension through experiences to make sense of what one learns. Take a different stance in the face of knowledge. e. Communication, notion of globality and collaboration capabilities: To exchange information and ideas effectively. Understanding communication networks such as the Internet and how can these offer multiple services. To use the information. Use various VII digital means. Build community by collaborating and interacting with others. Recognize the uses technology has outside the school. To connect. Its concern is to answer what and how, and suggests a look to reality in which participants, through their everyday life and daily practice (specially students, parents and teachers), actively structure the world and the elements that constitute it. The work addresses knowledge’s social nature and considers the social conditions of its production. It also enquires about the teaching and learning processes, and how interaction and innovation are built. By the means of research techniques such as ethnography and case study, it dives into the heart of the school. It favors the detailed and close observation of facts in the search of recurring phenomena, nuclei of patterns and interests, activities, and processes by looking at the daily life of the school, the territory and the context. It shows how education, and specifically the rural school, can overcome gaps and build a country by making use of the means offered by the digital. It also displays how the process of digital literacy -use and usage of CIT in learning- in rural territory, surpasses the school borders and extends their horizon of action to environments such as the family’s and community’s.
24
Kudiovský, Filip. "Novostavba základní školy v Bobrové, stavebně technologický projekt." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2018. http://www.nusl.cz/ntk/nusl-372114.
Full textAbstract:
The diploma thesis deals with the construction project of the new building of the primary school in Bobrová. The main goal of the thesis is to propose a suitable implementation procedure in relation to the specific place of the site. The thesis deals with the time schedule of the main object, itemized budget, major building machines and mechanisms, project of site equipment, study of the construction realization, material resources plan, technical report, time schedule and financial plan of the main object and also with the situation of the construction. It focuses in detail on the stage of earthworks, including the reinforcement of the walls of the building pit using soil nailing. For this stage a technological regulation and a control and test plan have been developed.
25
(13538521), Sandra Burke. "New mind new school: A curriculum for the future." Thesis, 1993. https://figshare.com/articles/thesis/New_mind_new_school_A_curriculum_for_the_future/20742061.
Full textAbstract:
This dissertation is based on a project which sought to use a community consultation process as a school development medium.lt was adapted from a similar process used in the Ministerial Consultative Council on Curriculum's 1991 project, New World New Mind: A curriculum for the future.The process was to focus on active consultation, collaboration and cooperation, and future visioning in identifying issues and implications for future curriculum and in framing action plans for implementation. Although the community consultation process proper did not eventuate, the planning phase of its vehicle, the New Mind New School project, emerged as an important consultation in itself, with personal and interpersonal dynamics highlighting a range of issues pertinent to the planning of future curriculum consultations.
26
Campos, Dario Vasconcellos. "A project for tourism policy in Brazil /." 2002. http://wwwlib.umi.com/dissertations/gateway.
Full textAbstract:
Thesis (Ph. D.)--New School for Social Research, 2002.Typescript. Includes bibliographical references (leaves 393-409). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.
27
Assy, Bethania. "Private faces in public places : Hannah Arendt's The Life of the Mind towards an Ethics of Personal Responsibility /." 2003. http://wwwlib.umi.com/dissertations/gateway.
Full textAbstract:
Thesis (Ph. D.)--New School for Social Research, 2003.Typescript. Includes bibliographical references (leaves 325-354). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.
28
Malm, Erika Tyler. "The effects of yoga on perceived stress and coping among New York City school staff a project based upon an investigation at Project Renewal-Tides Center, New York, NY /." 2005. http://www.oregonpdf.org.
Full text
29
Malm, Erika Tyler. "The effects of yoga on perceived stress and coping among New York City school staff a project based upon an investigation at Project Renewal-Tides Center, New York, N.Y. /." 2005. http://www.oregonpdf.org.
Full text
30
hui, wu chiu, and 吳秋惠. "The Action Research of New School Building Project Progress Control – an Example of Cnai Hong Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/53017800258087633093.
Full textAbstract:
碩士國立高雄師範大學
教育學系
94
Abstract The aim of the study was to focuse on the factors of influencing the new school building construction project in Cnai Hong Elementary School. With the strategic intervention in the project progress control of school building, this study was to expect complete the school buildings successfully. Participant observation, document analysis, and in-depth interview were adopted in the study. With analyzing and generalizing the data collected on participants observation fieldnotes, project progress coordinating governance meetings, and in-depth interview transcripts, the study contrived to find out the factors of influencing the project progress. In the mean time, the study brought up strategies to intervene the project progress. The conclusions are summarized as follows: A. The quality of resident engineer had an influence on the project progress of the new school building. a. The experience, expertise, attitudes, coordination ability of the resident engineer played a decisive role or the project progress. b. The arrangement or adjustment of the working procedure by the resident engineer had an influence on the project progress. B. The project progress was influenced by both the internal and external factors to some degree. a. Internal factors, including project period, unit price, downstream contractor, engineering management, worksite condition. b. External factors, including construction business boom, weather, modified design, uprising material price, designated standards and limits. C. Strategic Intervention: The seven strategies, creating a positive interaction, establishing a friendship to motivate morale, holding coordinate governance meetings of the project progress regularly, requesting expediting the work, intervening in coordinating the downstream contractor, coordinating with contractor executives, and requesting a replacement of the work supervision engineer and seeking assist from the authorities, are distinctly meaningful to a project progress enhancement. a. Promote a positive interaction and friendship establishment for an improved morale was necessary, but have no impact with the project progress. b. Hold corporate governance meetings of project progress periodically is important for the project progress supervision. c. The workload arranged by the resident engineer is exceeding the downstream contractor capacity. Consequentially, the performance of work-expediting plan is limited. d. Intervene in coordinating the policy with the downstream contractor. The downstream contractor would be cooperative under the criterion of no cost addition. e. Invite coordinating with contractor executives. Because of the low profit in the construction project, the contractor had a heart with the requests from the Preparatory Office, whereas of no earnestness. f. Request a replacement of the resident engineer and adjust the personnel of Design and Supervision Unit. The work project manager should inspect the worksite and handle the engineering matters regularly. g. Report to the project authority regularly and invite the project authority to attend the project progress coordinate governance meetings. Based on the conclusions above, the study offered some suggestions to Public Construction Commission, Education Authority, and Preparatory Office Director of New School Buildings as references. A.To Public Construction Commission a. While executing the public construction, the contract should list the index of commodity price compensation because of the over-run cost caused by commodity price fluctuation. b. The contract should explicitly illustrate the settlement procedures if the contractor isn’t responsible for the shortage of construction material. c. Formulate the specific articles of construction material and itemized certificate fee audit in Public Construction Regulation or Contract. d. Consult with the international contract and frame a construction arbitration mechanism for a quick settlement of construction project disputes. B.To Education Authorities a. Formulate a liberal preparatory period. It is expected to bring out the high-quality school buildings and create an educational virtue of ultimate value. b. Cooperate with coherent units of city government and give assistance regularly. It’s the belief that the new school building project could end in a completeness and faultlessness. C. Characteristics of the Preparation Office Director a. An attitude of diligence and endurance is needed. At the meantime, the Preparation Office Director should pay attention to the health for the construction project is a journey of overloaded pressure. b. Appropriately utilize the intervention and a precise judgment of assurance, creditableness and accuracy were essentially needed in the project; also, seeking an “experienced” support system; the advisory team. c. The quality of resident engineer and work supervision engineer is the key to a successful and effective project progress management. Replace them if needed. d. The contractwork of new school buildings required the timeliness, environment advantaged, group coordination and good fortune. Just do the best and leave the fate of the construction project to the will of the Heaven. e. A modified design is the killer of the construction project. Designing the project should be conscientious and careful. It would make more efforts before completing the project rather than make any compensative job afterward. f. Familiar with the authorized design proposal and construction project contract. Clearly identify the issues of “right” and “responsibility”. g. A reasonable unit price and project period is a guarantee to a high-quality project.
31
Yang, Yuling, and 楊玉鈴. "Effect of Preventive Smoking Intervention Project among Junior High School Students in New Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/34094608620466757947.
Full textAbstract:
碩士國立臺灣師範大學
健康促進與衛生教育學系在職進修碩士班
103
The main purpose of this study was to analyze the effects of a smoking prevention program on smoking knowledge, attitude, refusing smoking behavior, smoking intention and self-efficacy of refusing smoking among the eighth-grade students in a junior high school in New Taipei City. This study adopted the auasi-experiment design. A New Taipei Municipal junior high school was purposively selected as the study school. The total effective number of the experimental group was 31, with the control group being 41. The experimental group participated five sessions smoking prevention program, while the control group didn’t take any course. GEE analyasis was used to estimate the effects of the prevention program. This study found that the program had a positive effect. The intervention could enhance smoking knowledge, self-efficacy of refusing smoking, refusing smoking behavior, and smoking intention. According to the close study findings, it is suggested that the preventive smoking intervention program could be utlized for the junior high school students. Schools should not only focus on the teaching of refusing smoking skills but encourage parents and teachers involved in smoking preventive program.
32
Harrison, Helen. "What is potency? : exploring practitioners' experiences of the phenomenon of potency in osteopathy in the cranial field. A research project submitted in partial requirement of the degree of Master of Osteopathy, Unitec Institute of Technology [i.e. Unitec New Zealand] /." Diss., 2009. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1023&context=unitec_hs_di.
Full text
33
Venter, Maré. "New thought in South Africa : a profile." Diss., 1996. http://hdl.handle.net/10500/17800.
Full textAbstract:
Against the background of New Thought history in general, the dissertation researches
the origins of the movement in South Africa. On the basis of primary documents, made
available by leaders and other informants, questionnaires, semi-structured interviews
and participant observation, the roots and history of New Thought in South Africa has
been reconstructed. Aspects of New Thought belief, such as God, Jesus, Christ, the
Bible, prayer, meditation, wealth, prosperity, death and reincarnation are discussed. It
becomes apparent that, with its syncretistic, flexible and open structure, as well as the
unique way in which services (weddings, christenings, funerals) are conducted, New
Thought offers an alternative to spiritual and religiously minded people in South Africa,
and shows potential to play a dynamic role in the cross-cultural bridging that is taking
place in a changing South Africa.Religious Studies and Arabic
M.A. (Religios Studies)
34
Yang, Qing-Yi, and 楊晴伊. "A Case Study of Integrating Financial Education into Schooling Rewards System: the "Simulated Banking Project" in an Elementary School of New Taipei City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/29x7uy.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
106
This study adopted a qualitative design and carried out interviews and documentary research in order to examine the implementation of the Simulated Banking Project by the observed school, as well as the diverse perspectives that were revealed during the implementation process. An analysis of the project’s influence on students was carried out by incorporating financial education perspectives, and a final analysis of the Simulated Banking Project’s dilemmas was then performed,and breakthrough suggestions. The findings and conclusions of the study were as follows: 1.The number of teachers participating in the Simulated Banking Project did not continue to grow, and there were some teachers who still opposed the project. On the other hand, this project was positively affirmed by awards and media coverage due to its innovative approach. 2. Both the new and old incentive systems are currently in use, and the organizers and teachers were unable to continue communicating their thoughts on the positioning and use of the two systems. 3. Influence of the Simulated Banking Project on students: (1) In terms of rewards,the students' learning experience was enriched by their participation in the Simulated Banking Project. However, it was not possible to determine if this project only influenced the positive development of school management effects. The project's influence on the students' expression of autonomy and learning motivation was not statistically significant, and these were primarily determined by the level of a student's individual preference for the Ruiqi Coin. (2) In terms of financial management,with regard to the income generation, savings and consumption, and value judgment dimensions, a diversity in scores were observed among the students. 4. The dilemmas and breakthrough suggestions of the Simulated Banking Project being implemented for this financial education experiment: (1) Dilemmas: The Simulated Banking Project has yet to be fully implemented as there was a lack of consensus among the teachers. As a result, the plans for financial courses, which were originally planned as extensions for this project, have yet to be developed. In addition, the sustainable development of the Simulated Banking Project is challenging. (2) Breakthrough suggestions: The organizers must create incentives to increase students' motivation to fight for Ruiqi Coins. A clear standard should be established for the schooling rewards system.Therefore, it is necessary to not only maintain the students' motivation to earn Ruiqi Coin, but also to find out how the Simulated Banking Project can be implemented in a sustainable manner, such that a stable schooling rewards system can be established. In addition, from the point of view of financial education, it is suggested that the Simulated Banking Project should operate on the basis of the “compensation system”; the construction of wealth management courses must create a learning community and become a platform for dialogue to enhance the knowledge and understanding of parental finances, and integrate phased goals into the learning domain, And try to operate advanced financial management in the senior class. Finally, if we want to continue to operate the Simulated Banking Project, we must first have a stable and sound operation mechanism. Based on the above findings, the researchers propose several recommendations, including more communication between administrators and teachers, and future research directions.
35
Alison, Judie. "Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1441.
Full textAbstract:
'Policy gaps' in education mean that the visions of policy-makers frequently fail to materialise fully, or at all, in teacher practice. This thesis argues that a significant 'policy gap' developed in New Zealand around school qualifications policy during the 1990's, and puts forward some explanations for that. A significant shift in government discourses over that period, from largely social democratic to predominantly neo-liberal discourses, was not matched by a similar shift in the discourses of teachers or the union that represents them. During the same period, teachers and their representative bodies were excluded from policy development, reflecting this shift in government discourses. Government and teachers were 'talking past each other'. As a result, qualifications reforms that might have been expected to be generally welcomed by the profession, as a government response to calls from the profession over many decades, were instead rejected by the majority of teachers. Furthermore, the absence of the teacher voice from policy development meant that the shape of the reforms moved significantly away from the profession's original vision, a further reason for its unacceptability to teachers. Reform was only able to be achieved when teachers and their union were brought back into the policy-making and policy-communicating processes and a version of standards-based assessment closer to the union's original vision was adopted by government. Nevertheless, the National Certificate of Educational Achievement that resulted appears to still be perceived by teachers as externally imposed and its origins in the profession's advocacy for reform over many years have been lost. This indicates that 'policy gaps', while easily opened, are not as easily closed.
36
Cheng, Jung-Hong, and 鄭如宏. "Action Research on the Application of Mind Mapping to Local Culture Teaching Activity－Case Study on G4 Students of Da-Feng Elementary School in New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/dd4z6n.
Full textAbstract:
碩士臺北市立大學
歷史與地理學系社會科教學碩士學位班
105
In the research titled “Action research on the application of mind mapping to local culture teaching activity”, the researcher teaches with self-compiled local culture materials and instructs the students to apply mind mapping to induce and organize lesson contents. The instruction is practiced on a G4 class. The data collected from the school history room of Da-Feng Elementary School, the library, and Xindian Culture and History Exhibition are organized as the teaching materials. The course is practiced for 18 sessions, including two categories of “warm-up course” and “formal course”. Two sessions of “warm-up course” aim to have the students acquaint mind mapping, which is then applied to local culture teaching activity in 16 sessions of “formal course”. After each local culture teaching activity, the students, in groups, mind map with cooperative discussions. Local culture teaching activity in “formal course” contains (1)Knowing my school – Da-Feng, (2)Knowing Xindian – Nature, (3)Knowing Xindian – Humanities, and (4)Integration – Homeland reconnaissance. Mind mapping, pretest/posttest questionnaire, researchers’ reflection records, peer teachers’ teaching observation records, and learning checklists are utilized in this study for understanding the students’ learning situations and evaluating the improvement of the instruction. The research conclusion is summarized as below. (1) Local Xindian culture teaching activity is the students’ favorable course, in which “Knowing the school” receives the best interests from the students. In the learning checklist of “local Xindian culture teaching activity”, 67% students reveal the preference for the course of learning and knowing Xindian. Up to 52% students enjoy the first topic, “Knowing my school –Da-Feng”, among three topics in the local culture teaching activity. (2) The students need reinforce mind mapping, key word acquisition, and concept stratification. (3) The application of mind mapping could help learning and enhance learning outcome. In the learning checklist of “local Xindian culture teaching activity”, 78% students consider that they could easily comprehend the course content according to mind mapping. In the promotion of mind mapping, the students could orderly make presentation through the drawn stratified mind maps, under the contexts of main concept and sub concept. Key words: mind mapping, local culture teaching activity, action research
37
Lin, Yi-Wun, and 林怡彣. "A Study on the Influence of the Remedial Instruction Project on Junior High School Students' Learning achievement in Taipei City and New Taipei City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/22716927713838547784.
Full textAbstract:
碩士國立臺灣師範大學
教育政策與行政研究所
103
The main purpose of this study was to studying the cruurnt implementation situstion of “Remedial Instruction Project” which was carried into junior high schools in Taipei City and New Taipei City. Also, to bring up the opinions to the results of the project mentioned above from the teachers who work at Taipei City’s and New Taipei City’s junior high schools. This study uses questionnaire research method. There are 440 valid questionnaires, about 71 % of all, named “ The research of the influence of the remedial instruction project on junior high school students’ learning achievement”, answered by 617 teachers from 20 chosen junior high schools in Taipei City and 20 in New Taipei City. Statistical analyses include descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The major findings of this study are as follows: 1. Taipei area junior high school’s teachers generally agreed that the overall status of implementation of the remedial instruction project needs to be strengthened. 2. Taipei area junior high school’s teachers generally agreed that the overall achievement of students’ learning of the remedial instruction project needs to be strengthened. 3. There is a significant difference in perspectives on status of implementation of the remedial instruction project from teachers in junior high schools in Taipei area of different “age,” “highest education level,” “ years of service,” “remedial instruction project teaching seniority” and “school size.” 4. There is a significant difference in perspectives on students’ learning achievement from teachers in junior high schools in Taipei area of different “highest education level,” “seniority,” “current position” and “school size.” 5. The is a significant relationshop between status of implementation of remedial instruction project and students’ learning achievement in junior high schools in Taipei area. 6. Status of implementation of remedial instruction project has significant predictability in students’s learning achievement in junior high schools in Taipei area. Based on the conclusion, some suggestions were given for educational authorities, schools and future related researchers. Keywords: remedial instruction project, remedial teaching, learning achievement
38
JEI, KUO JEN, and 郭人瑞. "A Study of Kaoshiung City Elementary School Teachers’ Cognition of the Core Idea of “Establishing a New Student Counseling System: an Integrated Project for Instruction, Discipline and Counseling” and Implementation Evaluation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/61284350560006091360.
Full textAbstract:
碩士國立屏東師範學院
教育行政研究所
93
Abstract The purpose of this study is to explore Kaoshiung City elementary school teachers’ cognition of the core idea of the Integrated Project for Instruction, Discipline and Counseling, as well as the implementation performance after the project is fully carried out. Analysis is made using teachers with different backgrounds as variables to discern the differences between teachers’ cognitive identification toward the project’s core idea and its implementation, and to understand the relationship between the teachers’ cognition of the core idea and the result of project implementation. The study launched a survey to teachers from throughout Kaoshiung City public elementary schools. A total of 541 valid samples were returned. The survey was conducted by using a self-developed questionnaire on the “Establishing New Counseling System: an Integrated Project for Instruction, Discipline and Counseling” implemented by Kaoshiung City elementary schools. Findings from the processed questionnaires reveal the following: 1. Teachers show high cognitive identification towards the core idea of the project. 2. The project has a medium level of accomplishment identification from the teachers. 3. Older teachers have higher cognitive level towards the core idea of the project than their younger counterparts. 4. Teachers with master’s degree have a higher cognitive level towards the core idea of the project than those without a master’s degree. 5. Teachers who also carry an administrative responsibility have higher cognitive levels than those without. 6. Senior teachers have higher cognitive levels than junior teachers. 7. Teachers in medium-size schools have higher cognitive levels than those in large-size schools. 8. Teachers who have participated in project activities have higher cognitive levels than those who have not participated in any project activities. 9. Older teachers have higher identification levels regarding the accomplishments of the project than their younger counterparts. 10. Teachers who also carry an administrative responsibility have higher identification levels towards the accomplishments of the project than those without. 11. Senior teachers have higher identification levels than junior ones. 12. Teachers in medium-size schools have higher identification levels than those in large-size schools. 13. There is a significant positive correlation between the cognition of the core idea and the implementation results. 14. The higher the teachers’ cognitive level towards the core idea, the more positive they are towards the implementation accomplishments of the project. The results of this study aim to make useful suggestions to educational administration agencies, school administration and schoolteachers with the hope of providing a reference for administrative study and practices. Keyword: The New System for Student Counseling; An Integrated Project for Instruction, Discipline and Counseling; counsel
39
Garber, Melissa Lee. "Exploring processing reflection methods and how they can be utilized in music therapy sessions at an adolescent acute psychiatric ward : a research project presented in partial fulfillment of the requirements for the degree of Masters in Music Therapy at the New Zealand School of Music, Wellington, New Zealand." 2008. http://hdl.handle.net/10179/1502.
Full textAbstract:
This study explores how other music therapists and mental health professionals process and reflect on their sessions and what issues are relevant and instrumental in achieving this. The primary focus is on an acute psychiatric ward for adolescents. The intent is to improve my ability to process and reflect on my clients’ responses and actions during and after future Music Therapy sessions. Research began by exploring the various ways of processing content that emerge during sessions by exploring the literature, interviewing an Occupational Therapist and a Clinical Psychiatrist from the unit and by analysing my reflective journal. Using multiple sources of information, methods, techniques and theories I will endeavour to uncover meaning, improve my understanding and thus improve my future practice. The initial perspective was endeavouring to discover how a therapist can better reflect on or process their sessions. Findings showed that the therapist processing with intent to “fix” or “cure” a client is misdirected. Through self-reflection, observation, ‘mindfulness’ , empathy, awareness of countertransference and several other tools, a therapist is able to become client-centred and potentially assist the client to self-reflect and develop mindfulness. The way in which a therapist processes and reflects is often influenced by an underlying psychodynamic theory that they adhere to. Experience and training can also influence this processing. With this client group, it is difficult to fully comprehend what a client is feeling or thinking. A therapist best serves the client by initially focusing on the client-therapist relationship. By building a trusting, safe environment, meeting the clients where they are emotionally or physically and by making exercises meaningful, clients needs can begin to be met. This all contributes to the ultimate goal of the therapy at this unit - to help clients “gain skills, gain independence and gain wellness”.
40
Mendonça, Inês Filipa Ribeiro. "Relatório final da prática de ensino supervisionada. Metodologias ativas de aprendizagem – o papel do professor do 1ºCEB no desenvolvimento de um trabalho de projeto – um estudo de caso." Master's thesis, 2016. http://hdl.handle.net/10400.26/20630.
Full textAbstract:
O professor do 1º CEB desempenha um papel fundamental nos diferentes contextos escolares em que atua e as suas ações podem ser determinantes para o desenvolvimento pessoal e académico dos alunos que lhes são confiados. Neste sentido, e para melhor compreendermos este método de estudo de caso, importa salientar que é um método que tem como finalidade “descrever de modo preciso os comportamentos de um indivíduo, ou seja, neste procedimento, o sujeito é o centro da atenção do investigador” (Freixo, 2012, p. 120). Pretendemos então com este estudo, compreender o papel do professor de 1º CEB no desenvolvimento de um trabalho de projeto. Para tal, suportados num conjunto de técnicas e de procedimentos de caráter qualitativo, e utilizando o método fenomenológico-interpretativo, o presente trabalho tem por objetivo perceber a forma como o professor atua/interage com os seus alunos em contextos educativos que integrem metodologias ativas de aprendizagem, nomeadamente a metodologia de trabalho de projeto.The teacher of 1st CEB plays a key role in different school contexts in which it operates and its actions can be decisive for the personal and academic development of the students entrusted to them. In this sense, and to better understand this method of case study, it should be noted that it is a method that aims to "describe precisely the behavior of an individual, that is, in this procedure, the subject is the center of attention of researcher "(Freixo, 2012, p. 120). We intend then to this study, understand the role of teacher of 1st CEB in developing a project work. To this end, supported in a set of technical and qualitative procedures, and using the phenomenological interpretative method, this study aims to understand how the teacher works / interacts with their students in educational contexts that include active methodologies of learning, namely the project work methodology
41
"合作的课程变革中的教师专业发展: 上海市"新基础教育实验"个案研究 = The professional development of teachers involved in collaborative curriculum change : the case of New Basic Education Project in Shanghai." 2002. http://library.cuhk.edu.hk/record=b6073850.
Full textAbstract:
王建军.论文(哲学博士)--香港中文大学, 2002.
参考文献 (p. 227-247).
中英文摘要.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Wang Jianjun.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002.
Can kao wen xian (p. 227-247).
42
WEI, YAN-HAO, and 魏延豪. "A Study on the Learning Effect of Integrating Rhetoric Teaching into Xiang-Sheng Collected Composition Education on Chinese Courses of Fifth and Sixth Graders:Taking an Arts and Aesthetics Cultivation Project for the Elementary school of Rural Area in New Taipei City as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gu5m4z.
Full textAbstract:
碩士國立臺灣藝術大學
藝術與人文教學研究所
106
In order to seek characteristic development, elementary schools in rural area pay too much attention to the introduction of Arts and Aesthetics Cultivation resources, instead reducing exercise time for basic disciplines. Therefore, a study on integrating rhetoric teaching into Xiang-Sheng collected composition education on Chinese courses has been conducted, aiming to understand learning status of fifth and sixth graders on rhetorical knowledge through text creation and performance practices while establishing an environment for constant practice of rhetorical knowledge. Ultimately, students’ writing motivation will be enhanced by interesting Xiang-Sheng performances and acquiring sense of achievement. This study is carried out by the method of action research, starting from self-compiled teaching plans all the way to experimental teaching, including planning, proceeding according to plans, observation, self-questioning, heeding expert advices, revise, resuming previous work and so on, constantly revising to solve the problem and finally writing research reports, in order to accord with the dynamic cycle mode of action research method. Triangulation analysis of qualitative data proves that the teaching program is in line with the degree of fifth and sixth graders, integrating language courses and performing arts; and it is affirmed that the program provides students with an opportunity for mutual-assistance and a continuous learning process to perfect performances. According to the data, the students' understanding on single figure of speech is not comprehensive. In order to integrate learning experience, designs of teaching plans can be revised again. This program can arouse the writing motivation of most students, but students still get to choose their communication partners and subject preferences. In terms of quantitative test, the five dimensions of the experimental results have been significantly increased in descriptive statistics; however, only composition sentiments increase significantly in analysis of covariance. Various limitations such as test time, number of participants, and the personal willingness to share, as well as the parts where designs are in need of improvement are among the reasons for imperfect conduct of this study.
43
Mondésir, Lindbergh. "L’éducation chrétienne des jeunes au pluralisme religieux en milieu scolaire catholique : enjeux et perspectives théologiques. Analyse praxéologique de la prise en compte de la diversité religieuse dans deux collèges catholiques : Saint-Viateur de Ouagadougou (Burkina Faso) et Bourget de Rigaud (Québec)." Thèse, 2019. http://hdl.handle.net/1866/23425.
Full textAbstract:
Les écoles catholiques sont ordonnées à l’éducation chrétienne des jeunes, chrétiens ou non, qui leur sont confiés. En accueillant des élèves de toutes les confessions ou traditions religieuses, elles s’ouvrent en même temps à la diversité culturelle et religieuse. En tenant compte de celle-ci dans leur offre éducative, elles la valorisent. Cette valorisation signifie l’acceptation du pluralisme religieux en son sein. Comment ce fait est-il considéré dans l’éducation chrétienne des jeunes que donnent les collèges Bourget de Rigaud et Saint-Viateur de Ouagadougou ? Quels sont les enjeux et les perspectives théologiques d’une telle considération ? Puisque ces deux établissements appartiennent à la Congrégation des Clercs de Saint-Viateur, elles ont en plus des missions assignées à toute école celle d’évangéliser, donc d’annoncer Jésus Christ et son évangile, pour humaniser et donner du sens à l’existence humaine, pour faire naître de nouveaux chrétiens et susciter avec eux une communauté où la foi est vécue, approfondie et célébrée. Mais, dans un contexte de pluralisme religieux, comment évangéliser sans porter atteinte à la foi d’autrui ? Comment éduquer chrétiennement des jeunes non chrétiens et non croyants ? Quelle approche théologique adopter afin d’éduquer les jeunes en tenant compte du pluralisme religieux ? À la fin de cette étude, menée en suivant la démarche de la praxéologie pastorale, nous apportons des réponses à ces questions tout en proposant comme nouvelle façon d'évangéliser dans un tel contexte une approche éducative dite d'éducation des jeunes au pluralisme religieux.Catholic schools are ordained to the Christian education of young Christians or non-Christians entrusted to them. By welcoming students of all faiths or religious traditions, they are at the same time open to cultural and religious diversity. By taking this into account in their educational offer, they enhance its value. This enhancement means the acceptance of religious pluralism within it. How is this fact considered in the Christian education of young people given by the Colleges of Bourget of Rigaud and Saint-Viator of Ouagadougou? What are the challenges and the theological perspectives of such a consideration? Since these two establishments belong to the Congregation of the Clerics of St. Viator, they also have missions assigned to every school: to evangelize, that is, to proclaim Jesus Christ and his Gospel, to humanize and give meaning to human existence, to bring new Christians into being and to foster with them a community where faith is lived, deepened and celebrated. But, in a context of religious pluralism, how can we evangelize without damaging the faith of others? What educational approach should be adopted to educate young people considering religious pluralism? How to educate young people of different religious and non-religious traditions in a Christian way? What theological approach is preferred in such an undertaking? At the end of this inductive research, carried out following the approach of pastoral praxeology, we provide answers to these questions while proposing as a new way of evangelizing in such a context an educational approach called the education of young people to religious pluralism.