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Ramharak, Sam. "The tax education needs of SME business owners in the construction industry." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60517.
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Tax compliance has been brought into sharp focus by SARS and other tax authorities around the world. Non-compliance causes tax leakages and this situation is detrimental to an economy since it is deprived of resources necessary for growth and public infrastructure development.
Small- and medium-sized enterprises (SMEs) are recognised for the value they add to growing economies, stimulating economic growth and job creation. Similarly, the construction industry in South Africa and the world over is recognised for its contribution to public infrastructure development and economic growth. The majority of construction companies operating in South Africa are SMEs.
SARS is clamping down on SMEs and the construction industry as it has identified these two categories of taxpayers as high-risk groups in terms of tax non-compliance. The structural and operational nature of SMEs presents opportunities for the avoidance of paying tax. On the other hand, they experience complying with tax and other regulations as a heavy burden. SARS's focus on the construction industry is prompted by the fact that it receives state funding, and corruption in the industry has been found to be rife. A substantial number of studies provide evidence that tax education improves compliance. Therefore, the current study investigates the level of tax knowledge and the possible lack of tax knowledge of SME owners in the construction industry in order to determine their tax education needs.
The study involved a qualitative analysis in the form of face-to-face, semi-structured interviews with 10 SME owners in the construction industry based in KwaZulu-Natal and Gauteng, South Africa. In the interviews, use was made of structured and open-ended questions.
The results confirmed that the owners of very small enterprises had the least amount of tax knowledge whereas the owners of medium-sized entities had the most tax knowledge. Further findings were that most of the entities relied on external tax advisors for tax advice, that the majority of the respondents did not understand the special tax incentives available to SMEs and companies operating in the construction industry and that almost 80% of the respondents believed SARS was not doing enough to educate them about the incentives available. The majority of the respondents felt that improving tax knowledge would improve tax compliance.Mini Dissertation (MCom)--University of Pretoria, 2016.
Taxation
MCom
Unrestricted
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MORAES, CAROLINE ARAUJO FREITAS DA LUZ. "EDUCATION STOPPED: CURRICULUM GUIDELINES OF SME/RJ REINTERPRETED BY HISTORY TEACHERS IN THE CONTEXT OF PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23566@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A pesquisa investiga como professores de História da rede municipal do Rio de Janeiro reinterpretam a política curricular (entendida como orientações e cadernos pedagógicos) em vista da sua autonomia docente e do contexto de sua escola. O referencial teórico utilizado inclui: ciclo de políticas de Ball e Bowe (1996), teoria crítica e pós-crítica de currículo de Giroux (1997), conceito de autonomia docente e autonomia da escola de Barroso (1996) e Contreras (2012) e conceitos sobre ensino da disciplina história com base em Bittencourt (2011). Trata-se de um estudo qualitativo, utilizando-se entrevistas que foram realizadas, em sua maioria, durante a greve dos professores ocorrida no ano de 2013, sendo essa mobilização fundamental para perceber como a política educacional é reinterpretada pelos sujeitos da pesquisa. As conclusões revelam que a aplicação das orientações e dos cadernos pedagógicos não segue um padrão. Os professores fazem adaptações tendo em vista: tornar o conhecimento histórico significativo aos estudantes, as condições materiais e o contexto sociocultural da escola em que atuam. Outro aspecto a ressaltar diz respeito à atuação da gestão que interfere na política reduzindo ou ampliando a margem de autonomia dos professores quanto à seleção e a aplicação de materiais didáticos, pois a questão da aprovação dos alunos é supervalorizada por causa da política de metas e bonificação das escolas.
The present research investigates how History teachers of Rio de Janeiro’s county public schools reinterpret the curriculum policy (understood as guidelines and pedagogical material) in view of their teaching autonomy and context of their school. The theoretical framework used includes: police cycle approach of Ball and Bowe (1996), critical theory and post-critical curriculum of Giroux (1997) concept of teaching autonomy and school autonomy of Barroso (1996) and Contreras (2012) and concepts about teaching history discipline based on Bittencourt (2011). This is a qualitative research using interviews that were conducted mostly during the teachers strike occurred in 2013, this mobilization being fundamental to understand how educational policy is reinterpreted by the research subjects. The findings reveal that the application of guidelines and pedagogical notebooks do not follow a unique pattern. Teachers make adjustments in order to: make the historical knowledge significant to students, in view of the material conditions of the school and the sociocultural context in which they operate. Another aspect to be emphasized concerns the proceeding of the management that interferes with policy, reducing or enlarging the margin of autonomy of teachers on the selection and implementation of teaching materials, for the question of the approval of the students is overvalued because of the goals of policy and schools bonuses.
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Wagner, Richard. "The effects of management education upon strategic practice and performance : the case of the German SME machinery and equipment sector." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1838/.
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This thesis is concerned with understanding the nature and impact of strategic management education upon management behaviour and performance. Previous research findings are limited, with continuing research being proposed. The aim of this research is to fill respective gaps. The research is carried out in the German machinery and equipment industry sector. This sector was selected because it is of strategic importance for Germany’s economy and it is faced with imminent and ongoing challenges. The research concentrates on small and medium sized companies as these companies dominate this sector. The desk research consists of a comprehensive literature review on the subjects: strategic management, SME community and research sector, previous empirical research results and management education. The field research adopts a quantitative methodology with a survey questionnaire in a cross sectional time horizon. The field research is complemented by six “micro case studies” using qualitative data from the questionnaire and publicly available information. Findings suggest that management education and, in particular, strategic management does not play an important role in German universities. Engineering faculties generally neglect strategic management education in their curricula. Evidence suggests that executives with engineering background have less knowledge in strategic management and generate a lower return on sales than those with business economic background or MBA qualified. From the research findings it can be concluded that German SMEs in the machinery and equipment sector profit from the implementation of strategic management. This thesis closes with recommendations to policy makers regarding management education in Germany and proposals for further research.
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Leite, Alessandra Ruiz Barbosa. "Centros de Educação Infantil (CEIs) conveniados da SME-SP: o desenvolvimento profissional das coordenadoras pedagógicas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21455.
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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-27T12:27:41Z
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The research had as general objective to investigate the implications of the working conditions in the professional development of the pedagogical coordinators who work in Early Childhood Education Center agreed by the Municipal Department of Education of the city of São Paulo, as well as characterize these coordinators, learn about their training context and identify the elements that facilitate or complicate their professional development. The choice of research context, selected Early Childhood Education Centers, occurred due to the significant number of school units that care for babies and children in a partnership between Civil Society Organizations and the Municipal Department of Education of São Paulo city. In addition to the professional scope, there was a need as a researcher to know these individuals that work in these school units, since there is little research that addresses educational aspects in relation to partnerschools. The methodological approach was qualitative that allowed to know the context and working conditions of the coordinators from partnerschools by the participants' perspective. The data collection was done through a questionnaire with multiple choices and open questions applied to the coordinators of the Regional Education Board under study and the analysis of the data had as reference content analysis. It was possible to identify the many dimensions present in the performance of these coordinators, followed by the challenges presented in their context, linked to training issues and career conditions. The perceptions of coordinators revealed greater incidence of the facilitating aspects of their professional development, when we consider the frequency of responses, linked to the desire to continue growing professionally and to remain in the position. But they also pointed out the difficulties, highlighting the conditions of the career, such as: low salary; limited human resources framework; accumulation of function; lack of clarity of their attributions; lack of human support in daily challenges; the complexity of interpersonal relationships, especially as teachers; lack of infrastructure in some school units; the lack of inputs to carry out the work; the scarce formations that have access; the minute moments in his routine to carry out the training with the teachers; the lack of recognition of the maintainers and Municipal Department about the work developed. This research sought to announce some ways that allow the reflection on the continued formation of pedagogical coordinators of the partnerschools besides contributing to the discussions about the policies of early childhood education in the city of São Paulo
A pesquisa teve como objetivo geral investigar as implicações das condições de trabalho no desenvolvimento profissional das coordenadoras pedagógicas que atuam nos Centros de Educação Infantil conveniados da Secretaria Municipal de Educação da cidade de São Paulo, bem como caracterizar estas coordenadoras, conhecer o seu contexto de formação e identificar os elementos facilitadores ou dificultadores de seu desenvolvimento profissional. A escolha do contexto da pesquisa, os Centros de Educação Infantil conveniados, ocorreu devido ao expressivo número de unidades escolares que atendem os bebês e as crianças em regime de parceria entre as Organizações da Sociedade Civil e a Secretaria Municipal de Educação. Para além do âmbito profissional, houve a necessidade como pesquisadora de conhecer estes sujeitos que atuam nessas unidades escolares, uma vez que há poucas pesquisas que abordem aspectos educacionais em relação às unidades conveniadas. O percurso metodológico teve uma abordagem qualitativa que permitiu conhecer o contexto e as condições de trabalho das coordenadoras pedagógicas da rede conveniada, pela perspectiva das participantes. A coleta dos dados foi realizada por meio de questionário com perguntas de múltipla escolha e abertas, o qual foi aplicado junto às coordenadoras da Diretoria Regional de Educação em estudo e a análise dos dados teve como referência a análise do conteúdo. Os dados possibilitaram identificar as muitas dimensões presentes na atuação dessas profissionais, permeadas pelos desafios presentes em seu contexto, vinculados às questões da formação e às condições da carreira. As percepções das coordenadoras pedagógicas revelaram maior incidência dos aspectos facilitadores de seu desenvolvimento profissional, ao considerarmos a frequência das respostas, vinculados ao desejo de continuar crescendo profissionalmente e de permanecer no cargo. Por outro lado, também apontaram os dificultadores, evidenciando as condições da carreira, como: baixo salário; reduzido quadro de recursos humanos; acúmulo de função; falta de clareza de suas atribuições; falta de apoio humano nos desafios diários; a complexidade das relações interpessoais, principalmente com as professoras; a deficiente infraestrutura de algumas unidades escolares; a falta de insumos para a realização do trabalho; as escassas formações a que têm acesso; os exíguos momentos em sua rotina para realizar a formação com as professoras; o pouco reconhecimento dos mantenedores e da Prefeitura pelo trabalho desenvolvido. Diante disso, essa pesquisa procurou anunciar alguns caminhos que possibilitem a reflexão sobre a formação continuada das coordenadoras pedagógicas da rede conveniada, além de contribuir nas discussões acerca das políticas de educação infantil na cidade de São Paulo
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Rose, Benita. "The impact of micro-enterprise training on SME development – A case study from rural Dominican Republic." University of the Western Cape, 2018. http://hdl.handle.net/11394/6801.
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Masters in Public Administration - MPAIn the Dominican Republic (DR) the development of Small and Medium-sized Enterprises (SMEs) in rural areas is of great importance because SMEs generate employment and increase local capacity in areas with the highest poverty rates in the country. Ultimately, SME development can contribute to poverty alleviation especially in rural areas. Micro-enterprise training as a form of capacity development initiatives aim at effective empowerment of entrepreneurs and prospective entrepreneurs, which allow them to build capacities to develop their business. These capacities will enhance their ability to ensure sustainability of decisions that influence their quality of life. So far, very little research has been conducted on the precise effects and overall effectiveness of SME-related training in the Dominican Republic. Against this background, it is of great benefit to evaluate impacts of micro-enterprise training initiatives on the development of SMEs in rural DR, in order to find out which factors stimulate the creation and growth of enterprises and which factors hinder their development. This allows effective adjustments of future support initiatives in the development sector and it contributes to the existing empirical evidence base in this field. This study applies Human Capital Theory and the Theory of Planned Behaviour as theoretical frameworks to analyze impacts of micro-enterprise training on SME development. Secondary data for this study was drawn from the Dominican tourism-project La Ruta del Cacao, applying a mixed-method approach for the data collection. Quantitative research methods in the form of a semi-structured questionnaire helped to quantify the impacts of provided micro-enterprise training. Qualitative methods in the form of Focus Group Discussions allowed an in-depth analysis of training impacts on respondents, with the aim of identifying influencing factors, especially those which the theoretical framework may not have covered. The theoretical discussion of this study identified that entrepreneurial intentions are mediated by the attitude toward entrepreneurship, perceived subjective norms and perceived behavioural control. The empirical results show that the provided training is likely to have slightly improved the participants attitude towards enterprise creation. Perceived subjective norms have not decreased due to the training and appear not to have played a role in the participants decision to start or not start a business. The participants perceived behavioural control is not likely to have increased due to the training. On the other hand, results indicate that the training provided participants with useful entrepreneurship-related skills and knowledge. Overall, the participants entrepreneurial intentions slightly improved as a result of the training. However, the impact of these outputs on SME development was rather modest. Identified external factors which influenced the participants entrepreneurial behaviour were a lack of capital, job loss, having a family to take care of, being part of an entrepreneurial family and the existence of an entrepreneurial role model. Intrinsic characteristics were identified as the most influential in demonstrating successful entrepreneurial behaviour and SME creation. The findings of this research contribute firstly to the existing evidence base of micro-enterprise training impacts in rural Dominican Republic. In addition, the findings contribute to the literature base on applications of both Human Capital Theory and the Theory of Planned Behaviour in the field of entrepreneurship education.
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Souza, Ligia Ramo de. "Formação continuada em serviço: do coordenador pedagógico ao professor o caso da rede municipal de São Paulo." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1673.
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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-20T19:01:53Z
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The quality of teacher training has been a recurring question, both for newly trained professionals and those who have been teaching for some time. For this intervening research, such questioning is pertinent. The Municipal Department of Education (SME) of São Paulo, in compliance with regulatory frameworks, enables ongoing training in service to teachers, in the school itself, mediated by a pedagogical coordinator. This research will focus on the challenges of this training, verifying the referrals of the pedagogical coordinator through this assignment, within schools of the Municipal network of São Paulo. The scope of the research is to investigate how this formation occurs, noting how those involved in the process find ways or ways, contributions or not contributions to their desires, taking into account the daily necessities of the school and focusing on learning the Students. In addition to the bibliographical survey on the subject, the research draws on volunteer testimonies of pedagogical coordinators, thanks to which the collective records of formation are mapped throughout 2016. In order to discuss the instruments of action for training, this intervention research is configured , Whose proposal materializes in the tessitura of constructions for such moments.
La calidad de la enseñanza ha sido una cuestión recurrente, tanto en lo que se refiere a los profesionales recién formados, como los que ya tienen la profesión docente desde hace algún tiempo. Para esta investigación intervenir, tal cuestionamiento es relevante. El Municipal de Educación (SME) en Sao Paulo, en el cumplimiento del marco normativo, permite una formación continua en el servicio a los maestros en la escuela, mediada por un coordinador pedagógico. Esta investigación se centrará en los problemas relativos a dicha formación, comprobación de referencias coordinador pedagógico de esta tarea dentro de las escuelas de la red municipal de Sao Paulo. El alcance de la investigación es investigar cómo es este entrenamiento, viendo cómo los involucrados en el proceso de encontrar caminos o desvíos, contribuciones o aportes a sus deseos, a la vista de las necesidades diarias de la escuela y se centra en el aprendizaje estudiantes. Además de la literatura sobre el tema, la investigación reúne a coordinadores de versiones libres, gracias a la cual los registros de formación colectivos se asignan más de 2016. Tratando de analizar el papel de los instrumentos de formación, configurar esta investigación de la intervención cuya propuesta se implementa en las construcciones de tela para esos momentos.
A qualidade da formação de professores tem sido um questionamento recorrente, tanto no que se refere a profissionais recém-formados, como daqueles que já exercem o magistério há algum tempo. Para esta pesquisa interveniente, tal questionamento é pertinente. A Secretaria Municipal de Educação (SME) de São Paulo, em cumprimento dos marcos regulatórios, viabiliza uma formação continuada em serviço aos professores, na própria escola, mediada por um coordenador pedagógico. Esta pesquisa versará sobre a os desafios dessa formação, verificando os encaminhamentos do coordenador pedagógico mediante esta atribuição, dentro de escolas da rede Municipal de São Paulo. O escopo da pesquisa é investigar a maneira como ocorre essa formação, observando de que forma os envolvidos no processo encontram caminhos ou descaminhos, contribuições ou não contribuições para seus anseios, tendo em vista as necessidades do cotidiano da escola e tendo como foco a aprendizagem dos alunos. Além do levantamento bibliográfico sobre o tema, a pesquisa colhe depoimentos voluntários de coordenadores pedagógicos, graças aos quais são mapeados os registros coletivos de formação, ao longo de 2016. Buscando discutir os instrumentos de atuação para a formação, configura-se esta pesquisa-intervenção, cuja proposta se concretiza na tessitura de construções para tais momentos.
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Fermi, Raquel Maria Bortone. "A atuação de uma coordenadora pedagógica no Centro de Educação Infantil da SME/SP: cantos e saberes que encantam." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20011.
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The research focuses on the pedagogical coordinator’s work at a Day Care/Childhood Educational Center, in the city of São Paulo. At those educational centers are accepted children from 0 to 3 years old in full time. These children, historical and rightful people, need to be cared, taught, respected and given the opportunities to play, explore and get to know the world. Considering the specificities of the age group, the professionals that work at the Day Care Center shall ensure the children development in a full way. Therefore, the pedagogical work done in this school should favor, good and new experiences. The permanent reflection on the teaching practice and the teacher’s continuing education are indispensable conditions for the fully reach of the goal. In this context, the pedagogical coordinator has a primordial role. They articulate the continued teacher education and the connection of theory and practice. The main goal of this research is to analyze the role of the pedagogical coordinator in the continued teacher education courses, considering the specificities of the children from this age group. The methodological procedures used in this research are: interview, direct observation and document analysis. The data were collected on a Municipal Child’s Educational Center from a Regional Education Direction in the South of São Paulo Regional Direction. The framework of this research included studies by Almeida and Placco (2009), André and Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), and Pinazza (2015). Exploring the collected data we can conclude that the coordinator invested and invest in her own education and the teacher’s education based on the established principles of the Pedagogical Political Project from the Day Care. Her performance on the continued education of the teachers, associates practice and theory, without dichotomy, by means of proposals that were meaningful to the group, making possible the collective construction of knowledge and reflection about the teaching practice
A pesquisa teve o foco no trabalho da coordenadora pedagógica que atua no Centro de Educação Infantil /Creche, vinculada à Rede Municipal de Educação da cidade de São Paulo. No Centro de Educação Infantil (CEI) são atendidas crianças de 0 a 3 anos em período integral. Essas crianças, sujeitos históricos e de direitos, precisam ser cuidadas, educadas, respeitadas e devem ter oportunidades para brincar, explorar e conhecer o mundo. Consideradas as especificidades da faixa etária atendida, os profissionais que atuam no CEI devem assegurar o desenvolvimento das crianças de forma integral. Portanto, o trabalho pedagógico realizado nesse espaço deve propiciar, boas experiências e novas vivencias. A reflexão permanente sobre as práticas pedagógicas e a formação continuada dos professores são condições indispensáveis para que isso ocorra. Neste contexto, o coordenador pedagógico tem um papel fundamental. Ele articula a formação continuada e faz a mediação entre a teoria e a prática dos professores. A pesquisa tem como objetivo analisar a atuação da coordenadora pedagógica nos espaços de formação continuada, considerando-se as especificidades do atendimento a crianças dessa faixa etária. Os procedimentos metodológicos usados nesse estudo são: entrevistas, observação e análise de documentos. O local da coleta de dados é um Centro de Educação Infantil municipal da rede direta jurisdicionado por uma Diretoria Regional de Educação da Região Sul de São Paulo. Nessa pesquisa são utilizados como referenciais teóricos os estudos realizados por Almeida e Placco (2009), André e Vieira (2010), Almeida (2010), Imbernòn (2009), Oliveira-Formosinho (2007), Pinazza (2015). Diante dos dados coletados podemos concluir que a coordenadora investiu e investe em sua própria formação e na formação das professoras a partir dos princípios estabelecidos no Projeto Político Pedagógico da creche. Sua atuação na formação continuada das professoras, conjuga a prática e a teoria, sem dicotomia, por meio de propostas que fazem sentido para o grupo, possibilitando a construção coletiva de conhecimentos e a reflexão acerca das práticas docentes
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Fratelli, Minéa Paschoaleto. "Avaliação diagnóstica e prova semestral: a interlocução entre a SME e a DRE para a proposição de ações formativas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21680.
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The present work investigates how the Avaliação Diagnóstica and the Prova Semestral, elaborated by the São Paulo Municipal Department of Education, are appropriated by the intermediary agency, the Regional Board of Education, in view of two focuses: the educational system in a macro view and the school in a micro vision. From this perspective, the question arises as to how the appropriation and reflections on these evaluations are carried out, such as the work carried out by the DRE through the provision of materials on external evaluation, organization of pedagogical bulletins, training of management teams, teacher training and the work carried out by the school, which indicate what students have learned and what they need to learn. The appropriation of this evaluation instrument and the results of these evaluations becomes essential in a formative evaluation perspective and in the processes of regulation of teaching and learning in order to improve student performance and guarantee learning rights. It is known that there are several advances in the implementation of an evaluation policy, but the qualification of this is directly linked to the systemic character of the action. The approach used in the study is qualitative research. It is based on a bibliographical research - with a documentary study to know the history of the external evaluation system in the country and in the Municipal Department of Education - in addition to the materials produced by the SME and the DRE, for the formations that deal with the processes involved in the evaluation, which underpin this study. In addition, from an exploratory survey, semi-structured interviews were conducted with the DRE training team to understand what reports do from external evaluations and what processes are carried out until decision making because of what students need to learn. The survey revealed coherence between what is produced by the SME and the action that the DRE plans for schools, but indicates the necessary investment in decision making beyond the interpretation of the data
O presente trabalho investiga a maneira como a Avaliação Diagnóstica e a Prova Semestral, elaboradas pela Secretaria Municipal de Educação de São Paulo, são apropriadas pelo órgão intermediário, a Diretoria Regional de Educação, tendo em vista dois focos: o sistema educacional, em uma visão macro, e a escola, em uma visão micro. Nessa perspectiva, a indagação parte de como são realizadas a apropriação e as reflexões sobre essas avaliações, como é o trabalho realizado pela DRE a partir da disponibilização de materiais sobre a avaliação externa, organização de boletins pedagógicos, formação das equipes gestoras, formação de professores e acompanhamento do trabalho realizado pela escola, que indicam o que os alunos aprenderam e o que precisam aprender. A apropriação desse instrumento avaliativo e dos resultados dessas avaliações torna-se fundamental numa perspectiva de avaliação formativa e dos processos de regulação do ensino e da aprendizagem, com vistas à melhoria do desempenho dos alunos e à garantia dos direitos de aprendizagem. Sabe-se que há diversos avanços na implementação de uma política de avaliação, mas a qualificação dessa está diretamente ligada ao caráter sistêmico da ação. A abordagem utilizada no estudo é a da pesquisa qualitativa. Parte-se de uma pesquisa bibliográfica - com um estudo de natureza documental - para conhecer o histórico do sistema de avaliação externa no país e na Secretaria Municipal de Educação - além dos materiais produzidos pela SME e pela DRE, para as formações que tratam dos processos envolvidos na avaliação, as quais alicerçam este estudo. Além disso, a partir de uma pesquisa exploratória, entrevistas semiestruturadas foram produzidas, com a equipe formativa da DRE, para compreender que relatos fazem das avaliações externas e quais processos são realizados até a tomada de decisão em razão do que os alunos precisam aprender. A pesquisa revelou coerência entre o que é produzido pela SME e a ação que a DRE planeja para as escolas, mas indica o necessário investimento na tomada de decisão para além da interpretação dos dados
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Villalba, Ernesto. "The uniqueness of knowledge management in small companies : Managing knowledge as an employer strategy for lifelong learning." Doctoral thesis, Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/987974580/04.
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Chevonica, Junior Paulo Reginaldo. "Educação Histórica na prática dos professores: o processo de ensino e aprendizagem a partir dos cursos de formação continuada na SME de Curitiba." Universidade Estadual de Ponta Grossa, 2018. http://tede2.uepg.br/jspui/handle/prefix/2669.
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O presente trabalho analisará a prática dos professores de História da Rede Municipal de Ensino de Curitiba que participaram dos cursos de formação continuada com foco no desenvolvimento dos pressupostos da Educação Histórica (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) e a influência que estes cursos exerceram sobre a prática dos mesmos. Para o desenvolvimento da pesquisa, seguimos a perspectiva da investigação qualitativa (BOUTIN; GOYETTE; LESSARD-HÉRBERT, 2012), baseada no desenvolvimento dos quatro polos de investigação, quais sejam: o polo epistemológico, o polo teórico, o polo morfológico e o polo teórico. Para tanto, reunimos os projetos dos cursos de formação continuada ministrados pela Secretaria Municipal de Educação (SME) em parceria com o Laboratório de Pesquisa em Educação Histórica (LAPEDUH) da Universidade Federal do Paraná entre os anos de 2010 a 2016, mapeando os professores que tem participado destes cursos e agrupá-los para que fossem entrevistados, com o objetivo de apresentar as suas considerações sobre a prática da Educação Histórica dentro do ambiente escolar a partir dos aprendizados reunidos nos cursos. Justificase o projeto pela trajetória já percorrida com os cursos ministrados e pela aproximação dos pressupostos teóricos da Educação Histórica contidos no próprio currículo básico (CURITIBA, 2016). A pesquisa demonstrou que o curso oferece um espaço de diálogo e aprendizagem docente que agrega à prática e a pesquisa dos professores. Também apontou diferenças substanciais na concepção de ensino em sala de aula no que concerne ao uso das fontes e das produções de narrativas pelos alunos, tomando a História como a ciência de referência que encaminha o processo de aprendizado. Também foram apontadas dificuldades como as dificuldades na comunicação por parte dos alunos, bem como a não compreensão da comunidade escolar em vários momentos.
This present work aims to analyze the practice of the History Teachers of the Municipal Teaching System of Curitiba who were part of the continuing education courses focusing on the development of the Historical Education assumptions (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) and the influence that these courses have on the teachers' practices. For the development of the research, a qualitative research perspective was followed (BOUTIN; GOYETTE; LESSARDHÉRBERT, 2012), based on the development of the four research poles, which are: the epistemological pole, the theoretical pole, the morphological pole, and the technical pole. For this purpose, we have gathered the projects of continuing education provided by the Municipal Department of Education (SME) in partnership with the Laboratory of Research in Education (LAPEDUH) of the Federal University of Paraná between 2010 and 2016, mapping the teachers that have been part of these courses in order to group them so they could be interviewed with the objective of presenting their considerations about the Historical Education practice in the school environment from the learning gathered in the courses. The project is justified by the trajectory already covered by the courses taught and also by the approximation of the theoretical assumptions of Historical Education based on the basic curriculum (CURITIBA, 2016). The research has shown that the course offers a space for dialogue and teacher learning that aggregates the practice and research of teachers. It also pointed out the substantial differences in the conception of classroom teaching regarding the use of sources and narrative productions by students, taking History as the reference science that guides the learning process. Difficulties were also identified, such as difficulties in communication by the students, as well as the lack of understanding of the school community at many times.
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Barreiros, Débora Raquel Alves. "Todos iguais... todos diferentes... problematizando os discursos que constituem a prática curricular da Secretaria Municipal de Educação do Rio de Janeiro (SME/RJ)." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1525.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorNeste estudo, dedicamo-nos à análise os desdobramentos da proposta curricular da Secretaria Municipal de Educação do Rio de Janeiro Multieducação no cotidiano escolar, procurando verificar como são trabalhadas as diferenças culturais, de modo a entender o processo pelo qual se consolidam as políticas multiculturais assumidas no discurso da rede. Optamos por um abordagem metodológica que compreendesse o currículo como produção cultural, em que os conhecimentos e os poderes pudessem ser compreendidos como campo da significação, cenário em que as culturas lutam por legitimidade, um território contestado, que envolve a negociação de posições ambivalentes de controle e resistência. Nessa tentativa de pensar nas múltiplas possibilidades que os discursos podem oferecer além dos aspectos visíveis, recorremos à abordagem qualitativa de cunho etnográfico, que envolve a análise documental e a pesquisa participante. No desenvolvimento desta pesquisa, buscamos subsídios teóricos nos estudos culturais, pós-estruturais e pós-coloniais que vêm discutindo as inter-relações entre currículo, identidade, cultura e diferença. Nos apropriamos principalmente dos estudos de Homi Bhabha, Jacques Derrida, Chantal Moufee e Ernesto Laclau quando abordam conceitos que envolvem a construção da diferença como prática discursiva e de significação: noções de discurso, enunciação, práticas articulatórias, negociação, hegemonia, entre-lugar, cadeia de equivalência, antagonismo/agonismo, significante vazio e a própria noção do sujeito. Concluímos que a busca por uma intensa atividade desconstrutiva significa propor a possibilidade da coexistência com o paradoxo: a permanência na fronteira, que caracteriza a indecidibilidade os interstícios, os entre-lugares , que pode gerar estruturas fecundas que possibilitem repensar as diferenças. Sabendo que o significado é construído nas práticas articulatórias, no campo da discursividade, compreendemos que os documentos norteadores da prática curricular da SME/RJ tem buscando ao longo dos anos a construção de pontos nodais, que possibilitem a prática pedagógica de acordo com os saberes hegemônicos, mas sem que com isso se perca o diálogo e negociação com os demais campos de saberes.
In this study I have analyzed the developments of the curricular proposal of the Municipal Education Department of Rio de Janeiro Multieducation in everyday school life, to verify how cultural differences are treated, as a way of understanding the process through which multicultural policies assumed in the systems discourse are consolidated. I opted for a methodological approach which would view the curriculum as cultural production, in which knowledges and powers could be seen as a field of signification, a scenario in which cultures fight for legitimacy, a contested territory that involves negotiating ambivalent positions of control and resistance. In that attempt to consider the multiple possibilities that the discourses can offer beyond the visible aspects, I took a qualitative approach of an ethnographic nature involving a documental analysis and participating research. While doing this research, I looked for theoretical data in cultural, post-structural and post-colonial studies that discuss inter-relationships between curriculum, identity, culture and difference. I made use, principally, of studies by Homi Bhabha, Jacques Derrida, Chantal Mouffe and Ernesto Laclau when they discuss concepts that involve constructing the difference as a discursive practice and signification: notions of discourse, enunciation, articulatory practices, negotiation, hegemony, between-place, chain of equivalence, antagonism/agonism, empty signifier and the actual notion of the subject. I concluded that pursuing an intense deconstructive activity means to propose the possibility of coexistence with the paradox: permanence on the frontier, which characterizes undecidability the intervals, the between-places -, that can produce fertile structures making it possible to rethink the differences. Knowing that the meaning is built on articulatory practices, in the field of discursivity, I feel that the documents guiding the curricular practice of the SME/RJ have sought over the years to construct nodal points that allow pedagogic practice according to hegemonic knowledges, although without losing the dialogue and negotiation with the other fields of knowledges.
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Portella, Tania Pedrina. "Relações raciais e políticas educacionais em São Paulo, possibilidades e impasses do artigo 26 A da LDB: ações e visão das gestoras do Núcleo Educação Étnico Racial da SME." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09122014-131226/.
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Este estudo tem como objetivo identificar as ações realizadas pela Secretaria Municipal de Educação (SME/SP), por meio do Núcleo de Diversidade e Educação Étnico Racial, entre os anos de 2005 e 2011 para cumprir o artigo 26A da Lei de Diretrizes e Bases da Educação Nacional (LDB), que versa sobre a obrigatoriedade do ensino de história e cultura afro-brasileira e sobre educação para relações raciais. A partir do levantamento das ações, descrevemos e problematizamos o que foi efetuado estabelecendo diálogo com as determinações do Plano Nacional de Implementação das Diretrizes Curriculares para a Educação das Relações Étnico Raciais e para o Ensino de História e Cultura Afro-brasileira e Africana. Verificamos o perfil das gestoras do Núcleo/SME, as parcerias estabelecidas e os atores envolvidos nessas iniciativas. O referencial teórico analítico da pesquisa baseia-se na análise sociológica de Norbert Elias sobre as relações de poder a partir das categorias estabelecidos e outsiders e na visão de justiça social, reconhecimento, distribuição e representação de Nancy Fraser no qual o reconhecimento é entendido como uma questão de igualdade de status de participação social entre os atores de diferentes pertenças coletivas. Apoia-se, também, nos conceitos de influência, produção de texto e prática de Stephen Ball e nas contribuições de Kabengele Munanga, Nilma Lino Gomes, Petronilha Beatriz Gonçalves e Silva, Luiz Alberto Oliveira Gonçalves e Válter Silvério que problematizam a questão racial no âmbito das políticas públicas em educação e nas relações raciais. Para alcançar os objetivos propostos, a pesquisa lançou mão do levantamento das ações existentes por meio de análise documental do material disponibilizado pelo Núcleo Educação Étnico Racial da SME e a realização de entrevistas semiestruturadas com as gestoras do Núcleo da SME encarregadas de operar e responder pela aplicação da lei no âmbito municipal e influenciar a proposição de políticas educacionais. Nossa perspectiva foi verificar as possibilidades, entraves e recomendações sobre a execução das ações.This study aims to identify the actions taken by the Municipal Education (SME) through the Center for Diversity and Racial Ethnic Education, between the years 2005 and 2011 to comply with Article 26A of the Law of Directives and Bases of National Education (LDB), which deals with the mandatory teaching of history and African-Brazilian culture and education on race relations. Is sought from the survey of the actions, describe and discuss. What was accomplished by establishing dialogue with the determinations of the National Implementation Plan of the Curriculum Guidelines for the Education of Racial and Ethnic Relations for the Education of Afro-Brazilian and African History and Culture. It was found from the profile of the management of the Center / SME, established partnerships and actors involved in these initiatives. The analytical theoretical research is based on sociological analysis Norbet Elias on power relations from the established and outsiders categories and vision of social justice, recognition, distribution and representation of Nancy Fraser in which recognition is understood as a question of equal status of social participation among actors of different collective belonging. Also relies on the concepts of influence, text production and practice of Stephen Ball and the contributions of Kabengele Munanga, Nilma Lino Gomes, Petronilha Beatriz Gonçalves e Silva, Luiz Alberto Oliveira Gonçalves and Válter Silverio that question the racial issue in public policies in education and race relations. To achieve the proposed objectives, the research made use of the survey of existing shares through documentary analysis of the material provided by Core Education Ethnic and Racial SME conducting semi-structured interviews with the managers of the SME Core entrusted to operate and respond by applying the law at the local level and influence educational policy proposition. Our perspective was to verify the possibilities, obstacles and recommendations on the implementation of actions.
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Souza, Cibele Witcel de. "Educação infantil e teatro: um estudo sobre as linguagens cênicas em propostas formativas, educativas e infantis da Rede Municipal de São Paulo/SP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30112016-150034/.
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A presente pesquisa buscou investigar as relações entre Educação Infantil e Teatro a partir das Linguagens Cênicas que vêm sendo concebidas e construídas em propostas formativas, educativas e infantis da Rede Municipal de São Paulo/SP. Partindo da análise do Curso Percursos de aprendizagens na Educação Infantil: práticas teatrais, junto ao Programa de Formação Continuada da Educação Infantil promovido pela Secretaria Municipal de Educação de São Paulo/SP (SME/SP), denominado A Rede em rede: formação continuada na Educação Infantil, e de alguns de seus desdobramentos, como o Caderno Percursos de aprendizagens na Educação Infantil: práticas teatrais, foi possível se aproximar de propostas educativas de professoras envolvidas e de propostas infantis de meninas e meninos pequenos. Para tal, foram realizados os seguintes procedimentos: pesquisa de campo em um Centro de Educação Infantil (CEI) da cidade de São Paulo, com observação da jornada educativa; oito entrevistas semiestruturadas com professoras, coordenadora e supervisora da SME/SP, e com formadoras do referido Curso; além da coleta e análise de documentos e de outros materiais produzidos. As análises dos dados coletados foram realizadas de forma articulada, à luz da produção recente tanto brasileira quanto estrangeira no campo das pesquisas em Educação Infantil, na interface com as Ciências Sociais e com as Artes na primeira infância, e com a produção teórica sobre o Teatro propriamente dito especialmente da Performance e do Teatro pós-dramático , concebendo as crianças como plenas, inteiras, completas e as Linguagens Cênicas como formas delas conhecerem, criarem, inventarem, sentirem, viverem e compartilharem conhecimentos, saberes e culturas, assim como, também das profissionais da Educação Infantil. O Curso investigado e seus desdobramentos, apesar de não romperem com propostas formativas que ainda desconsideram o protagonismo e as criações de crianças, professoras, gestoras e formadoras, trouxeram alguns avanços e contribuições que se revelaram emergentes para a construção de uma Pedagogia da Educação Infantil fundamentada nas Artes, mas que só poderá ser construída quando forem consideradas as propostas educativas e infantis que estão sendo inventadas pelas professoras e, especialmente, pelas meninas e meninos pequenos, a partir das Linguagens Cênicas.This research sought to investigate the relationship between Child Education and Theater in the perspective of the Scenic Languages that have been conceived and constructed in formative, educative and infantile proposals in the education system of the city of São Paulo/SP. Starting with the analysis of the Course on Itineraries of learning in Child Education: theatrical practices, by Continued Training Program on Child Education conducted by the Education Department of the City of São Paulo/SP (SME/SP), called The networking in education system: continued training on Child Education, and some of its outcomes, as the Booklet Itineraries of learning in Child Education: theatrical practices, it was possible to take a close look at educative proposals of female teachers involved and at infantile proposals for young girls and boys. For such, the following procedures were carried out: field research in a Child Education Center (CEI) in the city of São Paulo, with observation of the educative working hours; eight semi-structures interviews of female teachers, educational coordinator and the supervisor from SME/SP, and with lecturers in the training course mentioned above; in addition to the collection and analysis of documents and other materials produced. The analysis of the data collected was conducted in an articulated fashion, in the light of the recent literature both in Brazil and abroad in the field of studies on Child Education, in interface with Social Science and Art in early childhood, and with theoretical production about Theater specially Performance and post-dramatic Theater , conceiving children as full, integral, complete subjects and the Scenic Languages as ways of knowing, creating, inventing, feeling, living and sharing different types of knowledge and cultures, as well as the professionals working in Child Education. The Training Course being investigated and its deployments, although they do not break away with the formative proposals that still disregard the prominence and the creativity of children, teachers, managers and trainers, brought forth some improvements and contributions that turned out to be emergent in the construction of a Pedagogy for Child Education based on Art, but it will only be able to be devised when and educative and infantile proposals are taken into consideration as they have been invented by teachers and, especially, by the young girls and boys, aided by the Scenic Languages.
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Levin, Victoria, and Anna Hallgren. "The choice of capital budgeting techniques : a human capital approach." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-16891.
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Tidigare forskning har identifierat ett gap mellan teori och hur företag använder kapitalbudgeteringstekniker i praktiken. Forskning tyder på att gapet är särskilt stort vid SME-företag, eftersom de tenderar att använda de enkla kapitalbudgeteringsteknikerna. Genom att försöka förklara förekomsten av fenomenet the theory-practice gap har forskare reflekterat kring vilka bakomliggande faktorer som ligger till grund för valet av kapitalbudgeteringsteknik i SME-företag. En bakomliggande faktor som påverkar valet av kapitalbudgeteringsteknik är en individs humankapital, i form av utbildningsnivå och yrkeserfarenhet. Syftet med denna studie är att undersöka hur humankapitalet påverkar valet av kapitalbudgeteringsteknik vid strategiska investeringar i svenska SME-företag. För att undersöka och analysera studiens syfte har en kvantitativ datainsamlingsmetod använts i form av en internetbaserad enkät. Studien har en positivistisk forskningsfilosofi som utgår från en deduktiv forskningsansats som används för att möjliggöra hypotesprövningar. Studiens resultat baseras på 56 respondenter vilka är beslutfattare vid strategiska investeringar i svenska SME-företag, där resultaten illustreras med hjälp av statistiska analysmetoder. Studiens resultat och slutsats visar att beslutfattare i svenska SME-företag med högre utbildningsnivå eller högre grad av yrkeserfarenhet ökar användningen av avancerade kapitalbudgeteringstekniker. Dock kan inte studiens resultat signifikant påvisa att en beslutsfattare i svenska SME-företag med låg utbildningsnivå eller lägre grad av yrkeserfarenhet använder enkla kapitalbudgeteringstekniker.Previous research has identified a gap between theory and how companies actually use capital budgeting techniques in practice. Research highlights that the gap is particularly large among SMEs, as they tend to use simpler capital budgeting techniques. By trying to explain the phenomenon of the theory-practice gap, researchers have reflected on underlying factors that influence the choice of capital budgeting techniques in SMEs. An underlying factor, that influences the choice of capital budgeting techniques, is on the individual level in terms of educational degree and occupational level of experience. The aim of this thesis is therefore to increase the understanding of how the human capital influences the choice of capital budgeting techniques in Swedish SMEs. To examine the aim of the study, a quantitative method is used by a web-based survey. Furthermore, the study is based on a positivism research philosophy that evolve from a deductive research method in order to draw general conclusions. The result of the study is based on 56 responses from decision makers for strategic investments in Swedish SMEs, where the results are illustrated using statistical analysis methods. The results and conclusions of the study shows that decision makers in Swedish SMEs with higher degree of education or higher level of occupational experience increase the use of more advanced capital budgeting techniques. However, the results do not support that decision makers in Swedish SMEs with a lower degree of education or lower level of occupational experience use more simple capital budgeting techniques.
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Carlsson, Kajsa. "Same, same, or different? A comparative study of guided tours about evolution : Are fossils interpreted the same way in South Africa as they are in Sweden?" Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-4176.
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Sweden and South Africa are two quite different countries, but they share the will to educate their people. The museum is an institution of learning and an opportunity to learn something more and something else than in the classroom. Thus the museums have an important educational task to fulfil. Various visitors may understand an exhibition at a museum differently since they have different references, culture, ethnicity and socioeconomic background. Evolution may be a delicate subject to exhibit due to the visitors various religious beliefs. This may be a difficult challenge for museums of natural history. The aim of this study is to compare how the guides at museums of natural history in the two countries are presenting evolution, the genesis of life and humankind during the guided tours. The method is participating observation, and the theoretical framework is based on theories about ethnicity and multicultural and intercultural education. Since all three museums depend on the same science and fossils, the conclusion is that they are less different than expected.Den här studien jämför utställningar om evolution och livets uppkomst, i synnerhet de mänskliga arternas utveckling, på naturhistoriska museer i Sverige och Sydafrika. De två länderna är ganska olika, men delar uppgiften och viljan att utbilda hela sitt folk. Museum kan erbjuda en alternativ lärandemiljö med nya kunskaper och perspektiv, men evolution kan vara ett känsligt ämne på grund av religiösa skäl. Hur en utställning förstås beror på besökarens bakgrund och referensramar, vilka i sin tur kan bero på etnicitet, kultur och socioekonomisk klass. Den här studien fokuserar på hur guider presenterar evolutionsämnet i sina visningar för skolklasser, och jämför de två länderna. Metoden har varit deltagande observation, och analysen baseras på teorier om etnicitet och multikulturell utbildning. Eftersom museerna i de båda länderna förlitar sig på samma forskning och samma fossil blir slutsatsen att visningarna och utställningarna är mindre olika än man först kan tro.
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Biberhofer, Petra. "The economization of education and the implications of the quasi-commodification of knowledge on higher education for sustainable development." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/6801/1/sre%2Ddisc%2D2019_01.pdf.
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This paper analyses an ongoing economization trend in the sphere of higher education (HE) and
discusses its implications on higher education for sustainable development (HESD). The sources of this
trend are connected with neoliberalism understood as a political project that seeks to extend
competitive market forces, consolidate a market-friendly constitution, and promote individual
freedom. In global HE neoliberalism, decision-makers, be it educational, scientific, or other, are
pressured to assess how their activities impact financially on the individual, organizational, and
institutional levels and/or the imperatives of an internationally competitive economy. The paper
provides a contemporary analysis of the rise of neoliberalism in HE, understood as the specific trend
of an academic capitalist knowledge/learning regime explained by Jessop's six analytic distinct and
potentially overlapping stages of economization. This analysis is based on a review of European policies
from 2006 until 2017 and explains characteristics of current economization strategies. Their core
principles relating to higher education are about improving economic performance based on
knowledge and innovation. Smart growth is defined politically as the main purpose of HE and
positioning students as future workers, with the right higher skills, as the means. The relevance of
students' skills higher education institutions (HEI) are urged to develop highly depend on business
demands. European policies are driven by a comprehensive entrepreneurial agenda restructuring the
organizational mechanisms in HE. Accountability towards the labour market and skills performance of
students set this agenda. Funding strategies rest on strong industry ties and diversification of revenue
streams depend on HEI capability to establish tech-driven knowledge alliances between research,
education and business. These new intermediary and powerful alliances drive economization
strategies, influence curriculum development and decide on relevant higher level skills. Respective
learning practices are oriented strongly towards developing entrepreneurial and digital skills based on
personalized learning environments. Currently HESD adapts towards a neoliberal education agenda
rather than preventing further shifts from a capitalist towards a competitive financialized economy. A
profound critique would have to question the dominant economization trends in higher education i.e.
the very purpose of education and the current raison d¿etre of HEI. The core of the critique might build
on new institutionalized learning environments allowing deep, social learning and, hence, the potential
of HEI to act as social catalysts empowering collective and disruptive agency.Series: SRE - Discussion Papers
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Jónsdóttir, Svanborg R. "Two sides of the same coin : Innovation education and entrepreneurship education in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12149.
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Fowler, Christine Ann. "Nevertheless, She Persists: Women Leadership in Higher Education." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554119734528149.
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McManus, Heather. ""Nevertheless, She Persisted"| The Challenges and Opportunities Experienced by Novice Female Charter School Principals." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788424.
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While education is typically considered a feminized field, educational administration has long been dominated by males. This dissertation examines the historical reasons for this gender paradox and explores the challenges and opportunities specifically for novice female charter school principals through the theoretical frameworks of organizational socialization and social role theory. The dissertation studied 7 novice female charter school principals within their first 3 years in the role and utilized a qualitative methodology with semistructured interviews, focus groups, and field notes as data sources. Findings indicate that it is still difficult to be considered a good leader and a good female. Additionally, while females experience significant challenges related to their gender, opportunities for dramatically improving results for students and paving the way for other females are key opportunities for novice female charter school principals. The findings support the need for considering different ways to support novice female charter school principals.
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Fish, T., Cynthia R. Chambers, and A. Gross-Kunkle. "What People See and Think: Community Responses to Next Chapter Book Club." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3859.
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Braga, Lucelma Silva. "Uma civilização sem alma? : educação e revolução passiva." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250748.
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Orientador: Maria de Fatima Felix RosarDissertação (mestrado) - Universidade Estadual de Campinas. Faculdade de Educação
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Resumo: Este trabalho analisou o processo de consolidação da ordem burguesa, bem como as estratégias utilizadas pela burguesia para lograr sua hegemonia. A necessidade de compreensão do embate entre os projetos hegemônicos firmados no início do século passado, mantido no seu decorrer e re-atualizado no início deste, requer, a mediação de algumas das reflexões feitas pelo pensador e militante marxista Antonio Gramsci que, ao nosso ver, forneceu teorias e conceitos fundamentais para o seu desvendamento. Este corpo teórico nos permitirá avançar na compreensão de como os processos político e educacional se intercruzam na formatação do corpo e da mente do trabalhador. Pretendeu-se analisar o processo que deu centralidade à classe burguesa no Brasil e as estratégias utilizadas pela burguesia industrial no período compreendido dos anos 1930 aos anos 1960. Tratou-se, portanto, do estudo da reconstrução da classe operária e para tal estudou-se o projeto político-pedagógico do SENAI e do SESI a partir das modificações educacionais levadas a efeito pelo IDORT e pelo movimento escolanovista
Abstract: This dissertation analyses the consolidation process of the bourgeois class, as well as the strategies utilized by the bourgeoisie to achieve its hegemony. The need for comprehension about the conflicts among the hegemonic projects undertaken at the beginning of last century, carried on then and updated at the beginning of this century, requires the mediation of some thoughts done by the Marxist thinker and militant Antonio Gramsci who, from our point, of view provides fundamental theories and concepts to its settlement. This theoretical reference will allow us to move forward to the comprehension of how the political process and educational process interconnect themselves in the formation of the worker's body and mind. It is, therefore, the study of the working class restructuring. This dissertation aims at analyzing the process that granted centrality to the bourgeois class in Brazil and the strategies employed to the industrial bourgeoisie. We did study the pedagogical political project of the partnership SENAI - SESI, starting from the educational modifications undertaken by IDORT and the New School Movement
Mestrado
Historia, Filosofia e Educação
Mestre em Educação
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Mbanga, Nelisa. "Entrepreneurial mindset and entrepreneurial education as tools for sustainable SMES." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11277.
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Small and Medium Enterprises are the engines of economic development. In developing countries, they play an irreplaceable role in poverty alleviation through creation of jobs and contribution towards the countries’ gross domestic products. South Africa is faced with a challenge of high failure rate of SMEs despite the efforts by government to support and grow this sector. For a country to have a strong sustainable economy, sustainable and successful SME sector is necessary. Literature reviews have demonstrated that incorporating sustainability aspect into entrepreneurship improves the performance of businesses. Research on implementation of sustainability principles by SMEs is limited and SMEs have been left out in sustainability teachings and monitoring. The purpose of the study was to analyse the role played by entrepreneurial mind-set and entrepreneurial education on sustainability of SMEs. The research was conducted amongst 10 SME owners/managers with businesses located in the Buffalo City Metropolitan Municipality. Case study method using a semi-structured interview guide was conducted. Results were transcribed, analysed and interpreted. Results of the research demonstrated that SME owners/managers possess entrepreneurial mind-set, which is a necessity to run a successful business. There was also evidence that entrepreneurial education enhances entrepreneurial mind-set of SME owners/managers. SMEs owners/managers also demonstrated that they implement sustainability principles informally with no guiding documents. With regards to implementation of sustainability principles, there was no noticeable difference between SME owners/managers who had undergone entrepreneurship education and the ones who had not gone through entrepreneurship education. This highlighted the need to incorporate sustainability issues in entrepreneurship education courses. The study brings contribution towards building sustainable SMEs.
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O'Leary, Kevin. "SMEs and education and training : a general theory of engagement." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432419.
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Robinson, Kerry. "The Career Path of the Female Superintendent: Why She Leaves." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2960.
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This qualitative study used a phenomenological approach to determine the reasons why women leave the superintendency. This study not only illustrated the different ways a woman can leave the position of superintendent but also the reasons she would choose to leave. These reasons can be either positive or negative, but they rarely are the sole cause for why a woman leaves the position. This interview study of 20 female participants who served as superintendent in the Commonwealth of Virginia identified four main themes as to why a woman chose to leave the superintendency. These included: (a) it wasn’t the job I thought it would be; (b) the struggles with family; (c) taking care of herself; and (d) I’m not the right fit for the community. The study also identified the routes women take to leave the superintendency which include retirement, leaving for another superintendency, movement into another position within PK-12, opportunity in higher education, working as an educational consultant, or moving into a position outside of education.
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Medeiros, Evandro Costa de. "A dimensão educativa da mística sem terra." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/83253.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em Educação.Made available in DSpace on 2012-10-19T22:14:46Z (GMT). No. of bitstreams: 1 184434.pdf: 546968 bytes, checksum: 1fe3d27e9014daace5158ceca7a30118 (MD5)
Análise sobre o caráter educativo da Mística Sem Terra, desenvolvida pelos educadores e educandos do Curso de Formação de Militantes da Escola Nacional "Florestan Fernandes", pertencente ao MST. Resulta diretamente de pesquisa participante realizada durante os 3 meses de atividades pedagógicas da XVII Turma do Curso de Formação Política. Assumindo a mística em um sentido sociopolítico e ideológico, buscou-se demonstrar de que modo ela se desenvolve no interior da escola como uma celebração coletiva e como uma manifestação cotidiana, que se expressa através das relações sociais. A partir disso e ao estimular a reflexão crítica sobre a realidade, a mobilização social (ação direta), o resgate da memória, o cultivo de utopias e a produção de valores humanistas, buscou-se refletir sobre a forma pela qual a mística se apresenta: como um importante instrumento pedagógico capaz de contribuir para a transformação cultural do indivíduo e para a consolidação de uma identidade coletiva dos sujeitos sociais, fortalecendo-os para a luta por uma nova ordem social (hegemonia). No bojo dessa reflexão, compreendendo a mística como uma prática capaz de alimentar a sensibilidade humana para questões sociais e estimular a cidadania ativa, sustentou-se também sua contribuição no processo de (re)humanização das pessoas e a sua afirmação como um dos pilares de sustentação da força política do MST.
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Olszewski, Brandon Troy 1978. "Let's see a show of hands: How participation in school reform affects teachers' work." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10366.
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xv, 224 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Arguably, the most popular current in school reform today is around "small schools". Small schools reforms are predicated on a body of research that suggests students learn better in smaller schools--or, schools of about 400 students or less--rather than large, "comprehensive" high schools. While existing studies of these reforms highlight the benefits for students and the challenges associated with school restructuring, they avoid a frank discussion of how school change affects teachers. Further, these studies fail to address how the politics of change affect prospects for sustainable success. This project redirects the focus of school reform research back towards teachers' work and the importance of democratic teacher participation via an examination of the Oregon Small Schools Initiative, an Oregon-based small schools reform. Using original survey and interview data, I examine how the politics of reform mediate the effects of school conversion on teachers' work. My data suggest that teachers from schools that engaged in a democratic change process fared better than their peers from schools where change was implemented in a more authoritarian fashion. I found that the relationship between politics and work is largely based on that fact that, in democratic schools, teachers had more power and voice regarding school conversion, and school administrators were more likely to listen to and incorporate teachers' feedback into the restructuring process. By viewing teacher criticism as constructive input--as opposed to simply "resistance"--personnel from democratic schools were better able to decide upon a locally appropriate model of reform that fit the needs of both their teachers and students.
Committee in charge: Caleb Southworth, Chairperson, Sociology; Kenneth Liberman, Member, Sociology; Robert O Brien, Member, Sociology; K Brigid Flannery, Outside Member, Special Education and Clinical Sciences
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Kaufmann, Hans Ruediger. "The influence of identity on marketing-education for Eastern German entrepreneurs." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339547.
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Anderson, Tanya. "We (She, Me, Her) Are Not In Communication: An Autoethnography of a Black College Administrator." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3660.
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I’m a first generation, previously low income, Christian, African American administrator at a California community college who struggled and felt alone throughout my journey. This autoethnography helped me make peace within my broken pieces. Within this dissertation, I highlight the impacts and hindrances within my education, family and career experiences. The purpose of this study is to offer the reader an insider view of how I ultimately became an administrator and with this information provide scholarship on how to more successfully integrate African American female leaders into higher education. The bonus chapter provides young women lessons learned along the way to shorten their learning curve on the way up the ladder.
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Brizolla, Francéli. "Políticas públicas de inclusão escolar: "negociações sem fim"." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/12216.
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Esta tese de doutorado trata de um estudo das políticas públicas de inclusão escolar no Rio Grande do Sul, de acordo com o atual cenário nacional de implantação de políticas de educação inclusiva a partir, principalmente, do ano de 2001. Este objetivo primeiro foi complementado pela construção de “mapas de sentidos” sobre este processo no Estado, apontando o “lugar” da modalidade de educação especial na construção de sistemas de ensino inclusivos, revelando aspectos sócio-histórico-políticos e educacionais constitutivos desta área. Esta conjugação de questões de pesquisa exigiu a construção de instrumentos e estratégias de investigação específicas que foram sistematizados através de coleta de dados em dez localidades (municípios), os quais foram considerados amostra dos comportamentos regionais a respeito do processo de inclusão escolar de alunos com deficiência e demais necessidades educacionais especiais no Estado. A sistematização dos dados coletados nas diferentes localidades proporcionou, de forma integrada à teoria, uma análise da atual configuração destas políticas, revelando um fenômeno de características multifacetadas, com diferentes “mapas de sentidos” sobre o assunto; a variação verificada fica por conta das diferenças regionais, sobretudo, das características culturais, das características educacionais e do “modelo” de educação especial vigente. A partir desta constatação, a pesquisa apontou que a viabilidade de construção de um adequado acompanhamento de implementação de políticas públicas de inclusão escolar, por tratar de um fenômeno complexo, exige uma matriz de interpretação que extrapole a simples questão técnica das avaliações. Neste sentido, um acompanhamento que favoreça um processo genuíno de compreensão das configurações locais indica a necessidade de se partir de uma perspectiva cultural e do entendimento da política como um processo de aprendizagem, adotando uma abordagem cognitiva das políticas públicas, perspectiva que se esforça por apreendê-las como matrizes cognitivo-normativas que constituem sistemas de interpretação do real, valorizando os valores, as idéias e as representações locais. O estudo aponta, por fim, um Estado que, apesar das diferentes interpretações verificadas, reúne-se em torno da modalidade de educação especial como “elemento” fundamental ao processo de inclusão escolar, ainda que a sua “localização” e o seu “sentido” na organização dos sistemas de ensino não seja unânime entre os municípios pesquisados.This doctoral thesis deals with the study of the public policies of school inclusion in Rio Grande do Sul, in accordance with the current national scene of implementation of policies of inclusive education starting, mainly, from the year 2001. This first objective was complemented by the construction of “sense maps” on this process in the State, pointing the “place” of the modality of special education in the construction of inclusive systems of education, disclosing socialhistorical- political and educational aspects constituent of this area. This conjugation of research questions demanded the construction of instruments and specific strategies of investigation that had been systemized through collection of data in ten localities (counties), which had been considered sample of the regional behaviors regarding the process of school inclusion of students with deficiency and others special educational necessities in the State. The systematization of the data collected in the different localities provided, in an integrated way to the theory, an analysis of the current configuration of these policies, disclosing a multifaceted characteristics’ phenomenon, with different “sense maps” about the subject; the verified variation is at the expense of the regional differences, above all, of the cultural characteristics, the educational characteristics, and the valid “model” of special education. From this verification, the research showed that the construction viability of an adequate accompaniment of public policies implementation of school inclusion, by dealing with a complex phenomenon, demands a matrix interpretation that surpasses the simple technical evaluation questions. In this manner, an accompaniment that favors a genuine process of understanding of the local configurations indicates the necessity of starting it from a cultural perspective and from an understanding of the policies as a learning process, adopting a cognitive approach of the public policies, perspective that struggles to apprehend them as first cognitive-normative matrixes that constitute systems of interpretation of what is real, valuing the local values, ideas and representations. The study finally shows, a State that, despite the different verified interpretations, is congregated around the modality of special education as fundamental “element” to the process of school inclusion, despite its “localization” and its “orientation” in the organization of the education systems is not unanimous among the searched counties.
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Cucinotta, Tom. "See/think/share : an online classroom video forum /." Related website, 2008. http://www.seethinkshare.org.
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Da, Mata Liene Keite de Lira [UNESP]. "Os sem terrinha no Movimento dos Trabalhadores Rurais sem Terra (MST)." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/124135.
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000832563.pdf: 389292 bytes, checksum: cca759d928fd9d05ca9beb5614054857 (MD5)A presente pesquisa levantou as seguintes questões chaves: Quem são os Sem Terrinha? O que leva os sujeitos a identificarem-se como Sem Terrinha, um nome próprio representativo de uma identidade? Como os Sem Terrinha são engajados na luta social do Movimento dos Trabalhadores Rurais Sem Terra (MST)? Assim, a pesquisa teve como objetivo geral verificar a organização política dos Sem Terrinha no Movimento e, como objetivos específicos detectar os espaços, locais e agentes envolvidos na preparação e organização das crianças no processo de formação política e participação na luta social; investigar, nos meios de comunicação construídos pelo Movimento ao público infanto-juvenil, indícios de formação e participação política dos Sem Terrinha; verificar se há, na escola de influência do Movimento, contribuição na formação e participação política dos Sem Terrinha na luta social. Os procedimentos metodológicos para a realização da pesquisa constaram de consulta e análise documental de periódicos e sitio relacionados à temática, pesquisa bibliográfica e estudo dos textos de autores dedicados à infância no MST e à formação política dos Sem Terrinha; pesquisa empírica na Escola Camponesa Municipal Chico Mendes em Querência do Norte- Paraná, escola de acampamento do Movimento, onde ocorreram observações e consulta ao Projeto Político Pedagógico da escola; depoimentos escritos de crianças que participaram do Encontro dos Sem Terrinha; entrevistas semiestruturadas com educadores, coordenação e direção. Concluímos que os Sem Terrinha se identificam e são identificados pelo nome próprio a partir das mobilizações de Encontros dos Sem Terrinha, criados pelo Movimento para crianças e adolescentes manifestarem-se na luta pela Reforma Agrária e direitos sociais como escola e educação. Assim, o nome Sem Terrinha identifica um sujeito próprio e representa um sentimento de pertença e formação...
This study addressed the following key questions: Who are the Landless Children? Which brings the subject to identify themselves as Landless Children, a representative name of an identity? As the Landless Children are engaged in the social struggle of the Landless Rural Workers Movement (MST)? Thus, the research aimed to verify the political organization of the Landless Children Movement and Specific aims at detecting areas, local and agents involved in the preparation and organization of children in the process of policy formation and participation in the social struggle; investigate, in the media built by the Movement to children and youth, training of evidence and political participation of the Landless Children; check for in the school of influence of the Movement, contribution to the formation and political participation of the Landless Children in the social struggle. The methodological procedures for the research consisted of consulting and document analysis of periodicals and site related to the theme, literature study and the authors of texts devoted to children in the MST and political training of Landless Children; empirical research in the City Peasant School Chico Mendes in Querencia North-Paraná, Movement camp school, where there were observations and consultation to school Pedagogical Policy Project; written statements of children who participated in the Meeting of the Landless Children; semi-structured interviews with educators, coordination and direction. We conclude that the Landless Children identify themselves and are identified by name from the meetings of mobilizations of Landless Children, created by the Movement for children and adolescents to express themselves in the struggle for agrarian reform and social rights as school and education. Thus the name Landless Children identifies a subject itself and represents a sense of belonging and political formation that may relate differently in each child and...
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Da, Mata Liene Keite de Lira. "Os sem terrinha no Movimento dos Trabalhadores Rurais sem Terra (MST) /." Marília, 2015. http://hdl.handle.net/11449/124135.
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Orientador: Cândido Giraldez VieitezBanca: Neusa Maria Dal Ri
Banca: Érika Porceli Alaniz
Resumo: A presente pesquisa levantou as seguintes questões chaves: Quem são os Sem Terrinha? O que leva os sujeitos a identificarem-se como Sem Terrinha, um nome próprio representativo de uma identidade? Como os Sem Terrinha são engajados na luta social do Movimento dos Trabalhadores Rurais Sem Terra (MST)? Assim, a pesquisa teve como objetivo geral verificar a organização política dos Sem Terrinha no Movimento e, como objetivos específicos detectar os espaços, locais e agentes envolvidos na preparação e organização das crianças no processo de formação política e participação na luta social; investigar, nos meios de comunicação construídos pelo Movimento ao público infanto-juvenil, indícios de formação e participação política dos Sem Terrinha; verificar se há, na escola de influência do Movimento, contribuição na formação e participação política dos Sem Terrinha na luta social. Os procedimentos metodológicos para a realização da pesquisa constaram de consulta e análise documental de periódicos e sitio relacionados à temática, pesquisa bibliográfica e estudo dos textos de autores dedicados à infância no MST e à formação política dos Sem Terrinha; pesquisa empírica na Escola Camponesa Municipal Chico Mendes em Querência do Norte- Paraná, escola de acampamento do Movimento, onde ocorreram observações e consulta ao Projeto Político Pedagógico da escola; depoimentos escritos de crianças que participaram do Encontro dos Sem Terrinha; entrevistas semiestruturadas com educadores, coordenação e direção. Concluímos que os Sem Terrinha se identificam e são identificados pelo nome próprio a partir das mobilizações de Encontros dos Sem Terrinha, criados pelo Movimento para crianças e adolescentes manifestarem-se na luta pela Reforma Agrária e direitos sociais como escola e educação. Assim, o nome ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study addressed the following key questions: Who are the Landless Children? Which brings the subject to identify themselves as Landless Children, a representative name of an identity? As the Landless Children are engaged in the social struggle of the Landless Rural Workers Movement (MST)? Thus, the research aimed to verify the political organization of the Landless Children Movement and Specific aims at detecting areas, local and agents involved in the preparation and organization of children in the process of policy formation and participation in the social struggle; investigate, in the media built by the Movement to children and youth, training of evidence and political participation of the Landless Children; check for in the school of influence of the Movement, contribution to the formation and political participation of the Landless Children in the social struggle. The methodological procedures for the research consisted of consulting and document analysis of periodicals and site related to the theme, literature study and the authors of texts devoted to children in the MST and political training of Landless Children; empirical research in the City Peasant School Chico Mendes in Querencia North-Paraná, Movement camp school, where there were observations and consultation to school Pedagogical Policy Project; written statements of children who participated in the Meeting of the Landless Children; semi-structured interviews with educators, coordination and direction. We conclude that the Landless Children identify themselves and are identified by name from the meetings of mobilizations of Landless Children, created by the Movement for children and adolescents to express themselves in the struggle for agrarian reform and social rights as school and education. Thus the name Landless Children identifies a subject (Complete abstract click electronic access below) ...
Mestre
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Gillett, Rodney A. "Steering in the same direction? : an examination of the mission and structure of the governance of providers of pathway programs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/543.
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The purpose of the study was to examine the mission and structure of governance of three providers of pre-university pathway programs based in Australia and operating on a global basis. The aim of the research was to investigate changes, if any, to the purpose and form of governance in this sector for which virtually no research has been undertaken. The literature review of governance in the higher education sector on a global scale in relation to universities revealed an increasing trend toward a corporate style of management. The literature also revealed that the distributors of pathway programs are operating in a highly competitive international environment. It became apparent that models of governance are undergoing re-adjustment to meet the needs of the market and to ensure commercial viability for the content provider. As a result, new models are emerging and changing the approach to the manner in which governance is undertaken.
The method of investigation for this study was a cross-case study of three major education providers engaged in the delivery of pathway education programs on a global basis. Each of the cases selected had a different ownership structure; - a public university; a not-for-profit education organisation; and a publically-listed corporation. By looking closely at the two main parts of the framework of institutional governance, firstly, at the structure (organisational form); and secondly, on the mission (purpose of the organisation) it was possible to determine the salient features of governance and draw a conclusion as to the governance model adopted. The use of Burton Clark’s (1983) Triangle of Co-ordination provided a theoretical framework to evaluate the models of governance and to place them in the relevant context; that is, dominated by one of the elements in the triangle: the government, the academy, or the market. In addition to the two central parts of governance, the elements of quality assurance and accountability that are fundamental to good governance were examined to provide additional evidence of the model adopted.
The small-scale investigation revealed a convergence between public and private providers in their governance structures but not necessarily in their missions. The findings were that all three education organisations have adopted governance models that are based on corporate principles. However, while each of the entities had adopted a corporate structural mechanism this does not fully align with their stated missions. The examination of the mission and structure of the respective governance frameworks of each of the case studies showed a convergence to the market spectrum of Clark’s model.
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Jackson, Michelle. "Meritocracy, education and occupational attainment : what do employers really see as merit?" Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275747.
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Jenkins, III Charles Cordell. "A QUALITY AGRICULTURAL EDUCATION PROGRAM: A NATIONAL DELPHI STUDY." UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_theses/516.
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The current body of knowledge concerning Agricultural Education quality in regards to its three components is not consistent and total program quality has not been defined scientifically. The purpose of this study was to determine quality indicators for instruction, SAE, and FFA according to experts (agricultural education teacher educators, state instructional staff, and high school teachers) across the United States. The conceptual framework for this study was the three circle model consisting of the three integral, intra-curricular components of Instruction, FFA, and SAE. This national study was descriptive in nature and utilized the Delphi technique to gather responses from an expert panel and combine the responses into one useful statement (Stitt-Gohdes andamp; Crews, 2004). The initial questionnaire consisted of three open-ended questions and was developed by the researcher while subsequent questionnaires were developed from the experts responses. The expert panel agreed upon 37 quality indicators for Instruction, 19 quality indicators for FFA, and 6 quality indicators for SAE.
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Diaz, Christina. "Nevertheless, She Persisted| The Educational Journeys of Latina Principals." Thesis, The University of Texas at San Antonio, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10794047.
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Latina principals play an important role in addressing the challenge of Latinx educational attainment (completing high school, college and graduate school). This study utilizes the theory of community cultural wealth (Yosso 2005, 2006) to explore the student and career experiences of Latina principals of Title I schools in a large southwestern city. The study addresses three key research questions: (1) How did Latina principals experience community cultural wealth as students during their K-16 educational journey? (2) Based on these experiences, how do Latina principals recognize and use community cultural wealth in their current professional practices? (3) Does the analysis of their experiences identify any new forms of capital to enrich the extant scholarly understandings of community cultural wealth? Data were drawn from qualitative semi-structured interviews with Latina principals in nineteen Title I schools. The study demonstrated that the Latinx community possesses unrecognized reservoirs of strength that played a significant role in the academic and professional achievements of the Latina principals who were interviewed. The study also revealed that the various forms of community cultural wealth are closely intertwined, thereby contributing to the success of these principals. Two additional forms of cultural wealth were also identified – ganas capital and raza capital.
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Andreasson, Lisa, and Zara Zakrisson. "same same but different : En studie om samhällsorienterande läroböcker baserad på intervjuer,läroboksgranskning och textanalys." Thesis, Mid Sweden University, Mid Sweden University, Mid Sweden University, Faculty of Educational Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-10756.
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Detta examensarbete handlar om hur läroböcker för de samhällsorienterande
ämnena historia, religion, geografi och samhällskunskap för grundskolans
senare år 7-9 framställer en av Sveriges minoritetskulturer, samerna. Syftet med
studien var att undersöka hur samernas kultur beskrivs i de samhällsorienterade
läroböckerna i fyra utvalda skolor. Vidare att få en förståelse för hur lärare
valde ut läroböcker i de samhällsorienterande ämnena för grundskolans senare
år 7-9. Metoder som användes i studien var intervjuer, läroboksgranskning och
textanalys. Intervjuerna var halvstrukturerade och genomfördes med fyra lärare,
två kvinnor och två män. Läroboksgranskning och textanalys gjordes utifrån de
läroböcker som användes av de intervjuade lärarna vid respektive skola. I
examensarbetets inledande del behandlas tidigare forskning om samerna i
läroböckerna. Studien utgick från styrdokumenten för undervisningen, läroplanen
Lpo-94 och kursplanerna för de samhällorienterande ämnena. Av intervjuerna
framgick att dagens läroplaner uppfattas som luddiga och svaga på vissa
delar, som exempelvis nationella minoriteter. Läroboksgranskningen visade att
de flesta läroböcker som användes i skolorna inte ger lärare/elever möjlighet att
nå kurplansmålen för de samhällsorienterande ämnena. De textanalyser som
gjordes av textstycken ur läroböckerna visade på att den anda av schablonisering
som tidigare forskning visat på, till viss del fortfarande finns kvar. En ny
läroplan är på gång, kanske det kommer ske förändringar i och med den?
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Nugent, R. J. "Civic, social and political education : innovative and progressive or more of the same?" Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412561.
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Buzzella, Brian. "The initial evaluation of a relationship education program for male same-sex couples." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31518.
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Thesis (Ph.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Same- and other-sex relationships involve similar patterns of development and are subject to similar predictors of relationship distress and dissolution; however, same-sex couples are subject to more varied and intense versions of these predictors (e.g., lack of support for the relationship). Negative relationship outcomes are associated with poorer mental and physical health highlighting the importance of couple-focused interventions to prevent relationship distress. Unfortunately, most programs were explicitly designed for other-sex couples. This project involved the initial evaluation of the acceptability and utility of a relationship education program specifically designed for same-sex couples. The intervention utilizes evidence-based techniques (e.g., communication training) as well as material thought to be especially relevant for same-sex couples (e.g., coping with discrimination). Twelve married or engaged male same-sex couples were randomized to either an immediate intervention ( N = 7) or waitlist (N = 5) condition. Those completing the intervention participated in a three month, post intervention, follow-up (N = 11). Although participants rated all intervention components as highly useful for enhancing their marriages, several recommendations for program refinement were suggested during an exit interview (e.g., increasing focus on sexual connection). Effect size estimates comparing change across the waitlist, reveal that involvement in the waitlist was associated with improvements in communication and problem solving, relationship outcomes (i.e., satisfaction, confidence, and quality), perceived support for the relationship, social support, perceived stress, and physical well-being. This may be a consequence of study assessment methodologies (e.g., engagement in a problem solving discussion) and/or the couple's decision to participate in a relationship education program. To examine the specific impact of the intervention, a series of effect sizes were calculated, each comparing data at post-waitlist and post-intervention (for the immediate treatment group only) time points. These results suggest that involvement in the intervention was associated with improvements in communication, relationship outcomes (i.e., satisfaction, confidence, and quality), perceived support for the relationship, social support, perceived stress, and mental well-being. Intervention effects were generally maintained three months later, suggesting that this program may result in lasting improvements in individual and relational outcomes. Future research will evaluate the intervention among a larger sample of couples.
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Dubose, Nadie. "College freshmen's perception of racism at the University of Missouri-Columbia do you see what I see? /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4856.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 6, 2009) Includes bibliographical references.
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Kosobud, Adam L. "Are They on the Same Path| Classroom Reward Systems from the Teacher and Parent Perspectives." Thesis, Trinity Christian College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10682255.
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Finding a way to motivate students to complete their work is a problem that has been a topic with plentiful research. The use of reward systems is one way in which educators have tried to motivate their students. The research discusses the impact that reward systems have on intrinsic and extrinsic motivation. The impact of the rewards on intrinsic and extrinsic motivation will be examined through the literature review. New programs have emerged trying to impact student motivation. One of these newer programs will be examined (PBIS- Positive Behavior Interventions and Supports) through the literature review.
There is limited research on classroom rewards systems from the parent’s perspective. This study uses a mixed methods approach with parent surveys of the classroom reward systems in four elementary school classrooms. This data will be analyzed against the four classroom teacher interviews. This will expand on the limited research analysis of the parent’s viewpoint on their child’s classroom reward system.
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Edington, Joy Lynn. "Investigating the Stability of Bootstrapped Confirmatory Factor Analysis Estimates for Multiple Dimensions of the 2010 National Youth Nutrition and Physical Activity Study using Linear Structural Relations (LISREL)." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343847941.
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Pavani, Ana M. B. "Comparing Accesses to ETDs and Journals in Education and Languages Available from the Same Repository." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/622573.
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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).PUC-Rio – Pontifícia Universidade Católica do Rio de Janeiro has a repository named the Maxwelll System (http://www.maxwell.lambda.ele.puc-rio.br/). ETDs and journals are stored and made available from this repository, as well as senior projects, learning objects, articles, etc. ETDs became mandatory as of August 1, 2002 and the first journal was published in June 2003. Two areas of the Center for Humanities and Theology – Education and Languages – have traditional and well known graduate programs; they are also the ones that publish the highest numbers of online journals (3 each). The Maxwell System is an OAI-PMH data provider and PUC-Rio’s ETDs have their metadata harvested by BDTD, the Brazilian National Consortium, NDLTD, Biblioteca Universia, etc. All journals are indexed on DOAJ. Both their ETDs and journals have significant numbers of accesses from Brazil and from abroad. This work addresses a comparison between the patterns of accesses between ETDs and journals in those areas. It focuses patterns for ETDs and journals in the same area, ETDs in the two areas, and journals in the two areas. All analysis takes into account accesses from: (1) Brazil; (2) Portuguese speaking countries; (3) Spanish speaking countries; and (4) all other countries. The numbers to be compared are either computed in percentages or are normalized since the sizes of the collections are quite different. Since the newest journal in the two areas began being published in March 2010, this paper focuses accesses from this month/year on. This means that data are available for over two years. Accesses to ETDs have already been examined and presented and published at previous ETD symposia.
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丁, 相順, and Xiangshun DING. "The Same Model, Different Approaches: A Comparative Study on Legal Education Reforms in East Asia." 名古屋大学大学院法学研究科, 2013. http://hdl.handle.net/2237/18583.
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Allen, A. "What are the barriers to imparting sustainable development education to SMEs in the East Midlands?" Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/27745/.
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This thesis looks at the Barriers to Small and Medium-sized Enterprises (SME) based in the East Midlands accepting free environmental training and advice. The literature consistently maintains that SMEs are a substantial part of any economy with the capacity to have a negative environmental impact disproportionate to their size. Earlier research had established six Barriers that a Service Provider of free environmental training and advice needs to minimise or overcome if SMEs are to improve their environmental awareness and impact. This thesis uses regression analysis to establish if any of the six barriers can act as predictors to the behaviour of the SME Owner Managers (OM) with regards to an invitation to undertake environmental training. The research establishes that the strongest predictor is whether or not the SME OM accepts any advice at all from any source. The perceived lack of awareness of their environmental impact within the SME is a secondary predictor.
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Robinson, Kerry Kathleen. "The career path of the female superintendent| Why she leaves." Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560514.
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This qualitative study used a phenomenological approach to determine the reasons why women leave the superintendency. This study not only illustrated the different ways a woman can leave the position of superintendent but also the reasons she would choose to leave. These reasons can be either positive or negative, but they rarely are the sole cause for why a woman leaves the position.
This interview study of 20 female participants who served as superintendent in the Commonwealth of Virginia identified four main themes as to why a woman chose to leave the superintendency. These included: (a) it wasn't the job I thought it would be; (b) the struggles with family; (c) taking care of herself; and (d) I'm not the right fit for the community. The study also identified the routes women take to leave the superintendency which include retirement, leaving for another superintendency, movement into another position within PK-12, opportunity in higher education, working as an educational consultant, or moving into a position outside of education.
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Haustein, Rocco. "Die Exportabhängigkeit südwestsächsischer Industrie-KMU und internationale Mitarbeiterqualifikationen." Doctoral thesis, Universitätsbibliothek Chemnitz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-137159.
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Die Region Südwestsachsen wird von kleinen und mittleren Industrieunternehmen (Industrie-KMU) geprägt. In der vorliegenden Arbeit wird gezeigt, dass der wirtschaftliche Erfolg dieser Unternehmen maßgeblich von deren Exportgeschäft abhängt. Eine solche große Bedeutung des Außenhandelsgeschäfts verlangt von den Beschäftigten der Unternehmen spezielle Qualifikationen ab. Diese Dissertationsschrift versucht, diese sog. „internationalen Qualifikationen“ durch die Untersuchung ausgewählter Unternehmen und industrienaher Dachorganisationen und Verbände sowohl zu charakterisieren als auch qualifikatorische Defizite in den Unternehmen aufzuzeigen und mögliche Lösungsstrategien anzuregen.
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Oliveira, Ana da Conceição. "A prática pedagógica no ensino fundamental: estudo em escola de assentamento do movimento sem terra." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11827.
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O presente estudo trata das práticas pedagógicas desenvolvida pelo Movimento dos Trabalhadores Rurais Sem Terra (MST) na Escola de Ensino Fundamental Roberto Remigi, situada no Assentamento João Batista II, no município de Castanhal. O objetivo do estudo é verificar como a prática pedagógica é aplicada em escola de assentamento pelo Movimento Sem Terra no Ensino Fundamental, Séries Iniciais; conhecer o Projeto Político Pedagógico e identificar os fatores que interferem nas práticas pedagógicas dos professores de ensino fundamental. A pesquisa está baseada em revisão bibliográfica e de documentos de campo, numa abordagem fundamentalmente descritiva e interpretativa com base em entrevistas e questionário. Este trabalho se propõe a analisar as práticas pedagógicas aplicadas em escola de Assentamento do MST, por se julgar fundamental o conhecimento desse processo educativo que está acontecendo no interior dos assentamentos rurais, mas que ao mesmo tempo está passando despercebido pela maioria daqueles que de alguma forma estão comprometidos com a melhoria da qualidade de ensino. Este estudo por fim, apresenta como resultado aspectos interessantes da organização educacional do MST no assentamento João Batista II como, por exemplo, os princípios pedagógicos trabalhados que são entendidos como convicções que nascem da prática pedagógica da escola, da convivência no assentamento, que tornaram-se referências para muitos trabalhos científicos; ### ABSTRACT: The present study concerns the pedagogic practices developed by the Movement of the Rural Workers Without Earth (MST) in the School of Fundamental Teaching Roberto Remigi, located in the Establishment John the Baptist II, in the municipal district of Castanhal. The objective of the study is to verify how the pedagogic practice is conceived at the establishment school by the Movement Without Earth in the Fundamental Teaching, Initial Series; it aims to understand of the Pedagogic Political Project and to identify the factors that interfere in the teachers' of fundamental teaching pedagogic practices. The research includes a review of the literature and an analysis of the school documents as well as a descriptive an interpretative analysis of the participant’s understandings of the pedagogical practice in the school based on interviews. This work intends to analyze the applied pedagogic practices in school of establishment of MST, order to reveal of the educational process that it is happening inside the rural establishments, which is passing unperceived for most of those that are committed with the improvement of the teaching quality in some way. This study finally, presents as resulted interesting aspects of the educational organization of MST in the establishment John the Baptist II as, for instance, the pedagogic principles that are understood as convictions that are born of the pedagogic practice of the school, of the experience in the establishment, which became references for many scientific works.
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Tucci, Carlos Henrique da Costa. "Importância das habilidades sociais educativas na perspectiva de professores de alunos sem ou com necessidades educacionais especiais." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/3080.
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Previous issue date: 2011-02-25Educative Social Skills (ESS) is an integral concept of the field of Social Skills. The ESS are defined as those intentionally aimed at promoting development and learning of the interlocutor in the formal or informal situations. A repertoire drawn from ESS allows the teacher to use teaching strategies that facilitate interaction between learners, and it carries out activities that identify the expression of emotions and appropriate models of social behaviors, besides having the opportunity to build more adaptive behaviors of students as take initiative, cooperate with colleagues, giving feedback, fight for your rights, express feelings, to deny requests, empathize and others. The objective of this research was to determine which importance is given by teachers for social skills for working with students without or with special educational needs. The study gathered 60 teachers of Primary I and II of private schools in the state of Sao Paulo who answered a protocol for characterization and a questionnaire on Educative Social Skills in which to assess your grade on a scale of one to ten, assessing the importance they attach to each of the subclasses of ESS for their performance at work with students with or without special needs. All teachers considered the Class Monitor Positively as the most important of all. When teachers were divided into two groups: one that has or has had students with special educational needs and one that did not, those students with special needs consider Classes Set boundaries and Discipline more important than those without special educational needs pupils. And in this class, the subclasses Describe/justify undesirable behaviors and Behavior changes were considered more important for these teachers. For teachers who have students with special needs, the subclasses were evaluated as less important: Arrange the physical environment, Paraphrasing, Summarizing conduct issued; Stop behavior, Request information and express agreement. Since the subclasses that these teachers were considered more important: Arrange materials; Mediate interactions; Present goals, Establish relationships between antecedent and consequent behavior; Call to preestablished norms; Commend and encourage. This research has allowed the identification of key special educational needs reported that teachers reported are the most important for working with students without or with special educational needs. The high degree of importance that teachers attributed to the special educational needs suggests that the group participating in this research is sensitive to uncertainties in educational falling pupils with special needs and importance of the ESS for their performance in everyday situations at school. The identification of this information will enable future studies broaden this analysis to correlate teacher reports with the observations of their performance in the classroom.
Habilidades Sociais Educativas (HSE) é um conceito integrante do campo das Habilidades Sociais. As HSE são definidas como aquelas intencionalmente voltadas para a promoção do desenvolvimento e da aprendizagem do interlocutor, em situação formal ou informal. Um repertório elaborado de HSE permite que o professor utilize estratégias pedagógicas que facilitem a interação entre os educandos, e ele realize atividades que identifiquem a expressão de emoções e modelos adequados de comportamentos sociais, além de ter a oportunidade de valorizar comportamentos mais adaptativos dos alunos como, tomar iniciativa, cooperar com colegas, dar feedback, lutar pelos próprios direitos, expressar sentimentos, negar pedidos, ter empatia entre outros. O objetivo desta pesquisa foi verificar qual é a importância atribuída pelos professores às Habilidades Sociais Educativas para o trabalho com alunos sem ou com Necessidades Educacionais Especiais. Participaram desta pesquisa 60 professores do Ensino Fundamental I e II de escolas particulares do interior do estado de São Paulo que responderam um protocolo de caracterização e um questionário sobre Habilidades Sociais Educativas no qual aferiam sua nota, numa escala de um a dez, avaliando a importância que atribuem a cada uma das Subclasses de HSE para o seu desempenho na atuação junto a alunos sem ou com Necessidades Educacionais Especiais. Todos os professores consideraram a Classe Monitorar Positivamente como sendo a mais importante dentre todas. Quando os professores foram subdivididos em dois grupos: um que tem ou já teve alunos com Necessidades Educacionais Especiais e outro que não teve, os que têm alunos com NEE consideraram a Classes Estabelecer limites e disciplina mais importante do que os sem alunos com NEE. E nesta Classe, as Subclasses Descrever/justiticar comportamentos indesejáveis e Pedir mudança de comportamento foram consideradas mais importantes para estes professores. Para os professores que possuem alunos com NEE, as Subclasses avaliadas como menos importantes foram: Arranjar ambiente físico; Parafrasear; Resumir comportamentos emitidos; Interromper comportamento; Solicitar informações e Expressar concordância. Já as Subclasses que estes professores consideraram mais importantes foram: Organizar materiais; Mediar interações; Apresentar objetivos; Estabelecer relações entre antecedente, comportamento e consequente; Chamar a atenção para normas préestabelecidas; Elogiar e incentivar. Esta pesquisa permitiu que fossem identificadas as principais HSE que os professores relataram serem as mais importantes para o trabalho com alunos sem ou com NEE. O alto grau de importância que os professores atribuíram às HSE sugere que o grupo participante desta pesquisa se mostra sensível às contingências educacionais em que se inserem alunos com NEE e à importância das HSE para seu desempenho em situações do cotidiano escolar. A identificação destas informações permite que futuros estudos aprofundem esta análise no sentido de correlacionar os relatos de professores com observações de seu desempenho em sala de aula.
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Bani-Hani, Anoud. "ERP system implementation in UK Joinery SMEs." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14500.
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The capabilities of an Enterprise Resource Planning (ERP) system to integrate all necessary business functions into a single system with a shared database efficiently and effectively has persuaded organisations to adopt them. Research shows that ERP implementation in both large and small to medium enterprises has been a difficult challenge for organisations throughout the years. Despite the many advantages of ERP systems, there isn't a clear and easy way of implementing them in Small to Medium Enterprises (SMEs). The motivation for the research is to investigate the barriers to ERP software system implementation in an SME using a case study approach, and to identify the steps to overcome these barriers and investigate the claim of ERP vendors that their ERP solutions improve the performance of their customers, the profitability and efficiency of work processes. This research identifies the barriers to ERP implementation in an SME, provides an overview of the traditional and current approaches of ERP implementation and discusses the effects of adopting an ERP system on the company's overall performance. The research uses a mix of methods including case study research and action research. Un-structured interviews and semi structured interviews approaches with negotiation and change management techniques were also used in order to generate knowledge concerning the problems at the case study. The case study has determined reasons for failed implementations, unlike previous research which suggests education level impact upon the implementation of the ERP system, the study demonstrates that an insufficient education level is not a necessary condition for resistance to change. It has also been shown in this research that high level management can have a direct influence on the ERP implementation in SMEs. This research suggests that SMEs need to standardize processes into business routines which will influence the introduction of a different knowledge store that helps the development of the new system; however employee s resistance to change, lack of trust of the new system and lack of knowledge has limited the implementation process by increasing mistakes and duplication of data. The ERP system has been evaluated by the end users at the case study organisation, and the results suggests that the implementation of an ERP system has improved the overall business and has increased the performance, the profitability and the efficiency of work processes. This research adds to the overall knowledge of ERP implementation in SMEs by deriving a better understanding of the problem in the body of knowledge and identifying the barriers to ERP implementation in SMEs. It provides recommendations that have been tested in the case study organisation for overcoming ERP implementation barriers in SMEs, and a financial model of the implementation costs and benefits. Finally, the recommendations presented in this thesis and suggested areas for further research set out the potential way forward to advance knowledge in this area.