Dissertations / Theses on the topic 'Sociocultural theory'
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Lovell, Jennifer Lynn. "Parents' Experiences with Sociocultural Messages: Qualitative Theory Informing Prevention of Childhood Weight-Related Problems." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/636.
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The U.S. toxic food environment has impacted the increased rates of childhood obesity and disordered eating patterns (Battle & Brownell, 1996), and prevention efforts are beginning to take an ecological approach to addressing these weight-based problems. Researchers have begun to discuss the importance of starting prevention efforts during infancy and early childhood (Flynn et al., 2006; Olstad & McCargar, 2008). Caregivers and parents have the most impact on child eating and activity levels during early development, but there is scarce research on ways to engage parents in programming. The present study used a qualitative design to investigate parents' experiences receiving, making meaning of, and applying sociocultural messages about children's health and nutrition. Individual interviews were conducted with parents from 16 very low-income Early Head Start families. Interview transcripts, field notes, documentary evidence, and follow-up participant checks were used during grounded theory analysis of the data (Corbin & Strauss, 2008). A theoretical model of parental movement toward action was developed that included (a) the culture and context influencing parents, (b) parents' sources of social and cultural messages, (c) parental attitude and engagement, (d) parental motivation for action, (e) intervening conditions impacting motivation and application, and (f) parent action taken on the individual and social levels. The categories and subcategories of the model are illustrated by narrative data. Implications for research, parent engagement, and prevention programming for weight-related problems in young children are discussed.
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Pietsch, James Roderick. "Collaborative learning in mathematics." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1088.
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This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
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Pietsch, James Roderick. "Collaborative learning in mathematics." University of Sydney, 2005. http://hdl.handle.net/2123/1088.
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Doctor of Philosophy (PhD)This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
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Félix, Sandoval Claudia Margarita. "Leadership and entrepreneurship from a sociocultural perspective: an international study." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/405256.
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El liderazgo y el emprendimiento son reconocidos cada vez más por desempeñar un papel esencial en el desarrollo social y económico. En consecuencia, académicos, gestores de políticas públicas, directivos y emprendedores, han mostrado un interés particular en la comprensión de este fenómeno. La investigación en torno al liderazgo y el emprendimiento ha abarcado factores como la personalidad, los atributos, conocimientos, habilidades y comportamientos. Dichos elementos son básicamente determinados por el entorno sociocultural. A pesar de que se ha avanzado en la identificación de estos factores, menor atención se ha mostrado en el análisis y la integración de estudios empíricos destinados a incrementar la capacidad y el desarrollo del liderazgo y el emprendimiento en el ámbito mundial.
El objetivo de esta investigación es analizar la relación entre el liderazgo y el emprendimiento desde una perspectiva sociocultural. Así, los objetivos específicos son: 1) explorar el contenido y evolución de la investigación sobre los factores socioculturales (instituciones informales) que influyen en el liderazgo y el emprendimiento; 2) analizar las instituciones informales que influyen en el liderazgo emprendedor; 3) estudiar las instituciones informales que afectan el liderazgo (considerando tanto el contexto internacional como el contexto de países en desarrollo); y 4) analizar las dimensiones del liderazgo que influyen en el emprendimiento.
Este estudio se basa en dos marcos teóricos. La teoría económica institucional (North, 1990) se utilizará para sustentar el estudio sobre emprendimiento y la teoría de la organización social y económica (Weber, 1947), para el estudio del liderazgo. Los principales hallazgos de la investigación revelan que las instituciones informales, tales como las creencias, los valores y actitudes de una sociedad (independencia, toma de riesgos, religión, tolerancia, creatividad, poder, responsabilidad, resiliencia, red social y capital social) determinan el comportamiento de los miembros de la sociedad y en consecuencia, la decisión de convertirse en líderes. Además, la presente investigación señala que el liderazgo tiene un fuerte efecto sobre el emprendimiento, especialmente el liderazgo carismático y transformacional.
La metodología desarrollada es cuantitativa y se basa fundamentalmente en datos internacionales obtenidos de la encuesta mundial sobre valores (World Values Survey), el proyecto GLOBE (Global Leadership and Organizational Behavior Effectiveness) y el proyecto GEM (Global Entrepreneurship Monitor), así como información a nivel nacional del Instituto Nacional de Estadística y Geografía (INEGI) en México. Otras fuentes como el Fondo Monetario Internacional (FMI), el Banco Mundial (BM) y los indicadores de gobernabilidad en el mundo (The Worldwide Governance Indicators) complementan las fuentes de información. Asimismo, esta tesis combina varias técnicas estadísticas: análisis de correspondencias, análisis factorial, modelos de regresión y análisis de datos de panel.
Por último, el presente estudio sugiere tanto implicaciones académicas como prácticas. Por un lado, la investigación posiciona la economía institucional como un marco conceptual adecuado para integrar el análisis de los factores socioculturales que contribuyen a la promoción del liderazgo y del emprendimiento. Por otro lado, desde el punto de vista práctico, este estudio puede ayudar a los responsables educativos a generar programas de capacitación que promuevan y desarrollen liderazgo y emprendimiento para la creación de una mejor sociedad. Asimismo, los resultados podrían ser útiles para desarrollar una política gubernamental destinada a cimentar iniciativas emprendedoras. En definitiva, la investigación sobre liderazgo y emprendimiento tiene el potencial para descubrir nuevas formas que mejoren la práctica empresarial, la educación y las políticas públicas en el siglo XXI.It is increasingly recognized that leadership and entrepreneurship play an essential role in economic and social development. Consequently, researchers, educators, policy makers, and practitioners have shown particular interest in understanding these phenomena. Leadership and entrepreneurship research has encompassed factors such as personality, traits, knowledge, skills, and behaviors. These elements are shaped by the sociocultural environment. While both disciplines leadership and entrepreneurship, have shown progress in identifying these factors, there has been far less focus on proposing their joint analysis and on integrating empirical research to increase the capacity and performance of leaders and entrepreneurs all over the world. The main objective of this investigation is to analyze the relationship between leadership and entrepreneurial activity from a sociocultural perspective. Thus, the specific objectives are: 1) to explore the content and evolution of the research on the sociocultural factors (informal institutions) that influence entrepreneurship and leadership; 2) to analyze the informal institutions that influence entrepreneurial leadership; 3) to study the informal institutions that affect leadership behavior (considering the international context and also focusing on developing countries); and 4) to analyze the leadership dimensions that influence entrepreneurship. This research is grounded in two theoretical frameworks. Institutional economics (North, 1990) will be used as the theoretical framework for the study of entrepreneurship. The theory of social and economic organization (Weber, 1947) will be introduced as the theoretical framework for the study of leadership. The main findings of the research reveal that the informal institutions, such as the beliefs, values, and attitudes of a society (independence, risk taking, religion, tolerance, creativity, power, responsibility, resilience, networking, and social capital) determine the behavior of that society’s members, thereby affecting the decision to become a leader. It also shows that leadership has a strong effect on entrepreneurship, especially charismatic/transformational leadership behaviors. The methodology used is quantitative and is fundamentally based on international data from the World Values Survey (WVS), Global Leadership and Organizational Behavior Effectiveness (GLOBE), and Global Entrepreneurship Monitor (GEM), along with national data from the National Institute of Statistic and Geography (INEGI), Mexico. This data is complemented by other data sources of information such as the International Monetary Fund (IMF), the World Bank, and The Worldwide Governance Indicators (WGI) project. This thesis combines several research techniques: correspondence analysis, factor analysis, regression models, and data panel analysis. Finally, this investigation suggests a series of implications at the academic level, as it positions institutional economics as an appropriate conceptual framework for integrating the analysis of the sociocultural factors that contribute to the promotion of leadership and entrepreneurship. From the practical perspective, this study may help managers and educators to generate training programs that promote and develop leadership and entrepreneurship that contribute to a better society. Equally, the results could be helpful to government policy that is meant to support entrepreneurial initiatives. Research on leadership and entrepreneurship has the potential to reveal many new ways to improve business practice, education, and public policy in the twenty-first century.
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Cochrane, Krysta Leeanne. "An articulation of Indigenous and sociocultural approaches : theory, methodology, and application to Indigenous school engagement." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/10177.
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This thesis is a philosophical inquiry that advances an articulation of Indigenous theories of learning and methodology with Vygotsky's sociocultural theory and methodology. An Indigenized sociocultural approach may provide a culturally appropriate theoretical and methodological framework that enables researchers to overcome the prevailing ideological assumptions in the conduct of research with Indigenous communities, including eurocentrism, objectivism, and psychological individualism. More specifically, by Indigenizing a sociocultural approach, and approaching research with this new framework, researchers may be better equipped to conduct research with communities and educators in ways that lead to the production of culturally sensitive recommendations for communities, schools, and classrooms to help engage Indigenous youths. Research that is culturally appropriate is urgently needed given the significantly higher early school leaving rates of Indigenous students compared to non-Indigenous students, due in part to historical, social, and cultural factors. The Indigenized sociocultural approach generated through this philosophical inquiry is applied to Indigenous early school leaving and disengagement in order to highlight how such an approach may contribute to the literature. In addition, recommendations based on the extant literature that explore the possibility of increasing school engagement with Indigenous youths are used as guidelines for future empirical research. Finally, limitations of the theory, methodology, and the thesis itself are discussed.
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Goulding, James Charles. "Historical Thinking Online." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19625.
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This thesis explored the impact of digital learning settings, and their associated social practices, on an individual’s historical thinking (Wineburg, 1991). The rationale was underpinned by the assumption that information transfer between print and digital mediums is not a neutral process, and that digital learning tools serve as carriers of patterns of knowledge known as Digital Epistemologies (Lankshear & Knoble, 2006), which stand in marked contrast to the critical understandings associated with historical thinking, providing theoretical warrant for an investigation into its potential impact. Data was generated via qualitative interviews where novice (student) and expert (historian) participants were asked to evaluate historical content embedded within different types of websites. A discursive analysis was undertaken using a neo-Vygotskian conceptual framework (Wertsch, 1991) focussing on social languages, the mediational tool kit, and privileging practices. Using a Wertschian framework, it was theorised that participants would have at least two sets of evaluative criteria available to them (formal and informal), and that these would exist in a state of epistemic tension during participant evaluation. It was found that when evaluating historical content online, participants appeared to be using a hybridised adaptation of the historical thinking heuristics identified by Wineburg (1991) and the informal digital heuristics identified by Metzger, Flanagin and Medders (2010), and that these two ‘evaluative discourses’ existed in tension, producing multiple, conflicting notions of website credibility. This tension appeared to impede participants’ critical historical thinking, and an association was identified between discursive tension and school-based understandings of website credibility and evaluation. A second aim was to identify key features of expert practices, and it was found that the historians engaged in a process termed ‘formalisation’, where informal web-based heuristics were adapted for critical disciplinary purposes. The paper will conclude by proposing models of expert practice and historical thinking online, and outlining a framework by which student evaluation might be formalised to better reflect the critical practices of experts.
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Chan, Chun Chuen. "A Sociocultural Mediation Approach in Developing International ESL/EFL Students’ Argumentation using Infographics." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27381.
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Critical thinking and argumentation are essential skills and graduate attributes for university students (Andrews, 2015; Laurillard, 2012; Perkins, 2013). The lack of evidence-based pedagogy for argumentation teaching, however, has been a key finding of many studies (Hirvela, 2017; Wingate, 2012). The main criticism of present approaches is that they are mechanistic and heavily text- but not thinking-/reasoning-focused. The situation is compounded for international students with English as a second/foreign language (ESL/EFL) because of additional challenges: learning in English as an additional language and dealing with cultural differences in argumentation between their own and the target culture.
The present study draws on a Vygotskian sociocultural perspective of mediated learning to explore how using infographics can mediate the argumentation development of a group of ESL/EFL students undertaking a tertiary preparation course in the Australian context. Wertsch's (1998) mediated action is adopted as the theoretical tool for investigating the student development of argumentation because it places both speech and gesture in the middle of three mediators involved in the argumentation teaching and learning processes.
The thesis takes a case study approach (Merriam, 1988), collecting qualitative data involving observations, field notes, artefacts and interviews. This data was analysed with both deductive and inductive coding methods, guided by reflexive thematic analysis (Braun & Clarke, 2006, 2012) and the qualitative content analysis (Hsieh & Shannon, 2015). The study involved the design and implementation of an infographic-based program within an existing ten-week preparatory academic English course at an English college in Sydney in 2018. The use of infographic-based pedagogy was designed to address issues of language load. Toulmin’s basic model (Data-Warrant-Claim) formed the basis of the teaching because of its focus on raising the meta-language and meta-awareness of argumentation.
The main finding is that purposeful scaffolding of both instruction and teaching materials are central to developing the students’ argumentation skill. Consistent application of extended questioning in a dialogical manner was found to be key to creating and placing the opportunities for argumentation learning in the hands of the students. On the other hand, teaching and learning materials were also found to require tailor-made infographics and examples that scaffold learning.
The significance of the study is threefold. Theoretically, it offers a new approach to investigate Toulmin’s model by applying Vygotsky’s (1978) concept grounded on mediated action (Wertsch, 1998), and emphasises the importance of investigating the teaching/learning of the relevant skills from a process-oriented (i.e. argumentation) instead of the traditional product-oriented (i.e. argument) approach. Methodologically, it extends traditional research from instructional-, linguistic- and genre-based practices to a mediation-driven methodology that incorporates a bi-domain analysis of gestural language and speech together for understanding the relevant actions and processes involved in argumentation development. Pedagogically, the present study confirms findings of the potential for integrating infographics with argumentation teaching and learning, with the proviso that embedding explicit instructions of image and graphic reading skills in an infographic-pedagogy are also incorporated. The study highlights the need for existing pre- service English language teacher education to include classroom teaching knowledge and strategies for argumentation teaching.
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Jackson, Isaac Llewellyn. "Science literacy in theory and practice : a sociocultural analysis of teacher cognition in a multicultural setting." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/67410.
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Stroder, Miriam Elizabeth. "PRECURSORS OF TEACHERS’ SENSE OF EFFICACY TO ADDRESS THE LITERACY LEARNING OF DIVERSE STUDENTS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1392.
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The purpose of this qualitative case study was to explore through the lens of culturally responsive instruction (CRI) the development of teachers’ sense of efficacy, as defined by Bandura (1995), to address the literacy learning of diverse first, second, or third grade (i.e., primary grade level) students. In this process, I purposively selected the location and the participants because answering my research questions required that I conduct the investigation within learning settings where culturally and linguistically diverse students in the primary grade levels (i.e., first, second, or third grade) receive literacy instruction. My time in the field and my comprehensive focus on the participants and their teaching practices allowed me to gather rich descriptive data concerning the participants’ perspectives, experiences, and teaching practices through multiple traditional case study data collection means. Four overarching themes emerged from within, between, and across case analysis as significant in the development of teachers’ sense of efficacy to address the literacy learning of their pluralistic student populations in a culturally responsive manner. The themes include: (1) Perspectives shaping literacy instruction provision, (2) Understanding what constitutes CRI, (3) The impact of establishing a collaborative teaching community on the development of teachers’ sense of efficacy, and (4) Foundations of culturally responsive teachers’ sense of efficacy. I base my recommendations for the development of inservice teachers’ sense of efficacy to address the literacy learning of their students using CRI and my recommendations for future research on my study findings.
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Tarifa, Marcelo Resquetti. "Gestão cooperativa, ambiente institucional e sociocultural: o caso Brasil-Paraguai." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/2170.
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Previous issue date: 2014-12-15The purpose of this thesis was to analyze the influence of institutional and socio-cultural environment in the cooperative management of the C.VALE Agroindustrial Cooperative, compared to the most representative units located in Parana, Brazil, and the ones located in Paraguay. Therefore, the following research problem was established: the institutional and socio-cultural environments influence the cooperative management of C.VALE, in comparison to the Paraná and Paraguay units? As possible solutions to the problem, two hypotheses were related: H1 The cooperative units located in Paraná, Brazil, have a heterogeneous management influenced by the formal and informal rules, an internal culture focused on grouping and practices that attend the generation of social capital in the environment where they operate; H2 The cooperative units located in Paraguay have a homogeneous management influenced only by the formal rules, an internal culture focused on the hierarchy of the entity itself, and practices that attend to the social capital generation in the environment that they operate. In relation to the methodology of this study, it was classified, regarding its objectives, as exploratory and explanatory; in relation to its procedures, as bibliographic and as a case study; and to its problem approach, as qualitative. Each analyzed environment has been theoretically based to make the comparison between the cooperative units situated in Paraná and the others, in Paraguay. The analyses of the institutional environment were based on the New Institutional Economics, with emphasis on the Douglass North's theory (1990) about the institutions and occurred with in loco interviews in each cooperative unit that was covered by the sample. The analyzes of the cultural environment were based on the characterization of the organizational culture of each cooperative unit, according to the Competing Value Model, developed by Cameron and Quinn (1998), that typifies it in group culture, innovative, market and hierarchical, applied to the same managers, through online electronic questionnaire . The analyses of the social environment were based on the theoretical concept of social capital and the respective characteristics identified in the units by adapting the model proposed by the World Bank study group (BM), prepared by Grootaert et al. (2003), through the content analyses of the interviews. As a result to the established problem it was concluded that, even C.VALE being a single cooperative, there are influences of the institutional and the socio-cultural environment in the process of management of the cooperative units in Paraná and Paraguay. However, in relation to the established hypotheses, both were rejected. In the former, the identified characteristics clearly distinguish the Brazilian units, and, in the second one, it´s not possible to affirm that the management of the Paraguayan units are homogeneous in consideration of the proximity of features with the ones situated in Paraná. Finally, according to the grouping proposal of the coperative units based on the collected data and in the use of the NVIVO® software of qualitative analyzes, four specific clusters were identified: Cluster 1 - Campina da Lagoa and Forest Units; Cluster 2 - Campo Mourão and Guarapuava Units; Cluster 3 - Maripá, São Jorge do Ivaí, Central Administration and Palotina Units; Cluster 4 - Mamborê, São João do Ivaí, Paraguay and Terra Roxa Units. The four groups generated through qualitative analysis by data approach corroborated whith the respective analyzes developed for each environment explored in the research, with emphasis on the cross-borderism of some features present in Brazilian and Paraguayan units.
O objetivo desta tese foi analisar as influências do ambiente institucional e sociocultural na gestão cooperativista da C. VALE Cooperativa Agroindustrial comparativamente às unidades brasileiras paranaenses mais representativas e as unidades sediadas no Paraguai. Para tanto, o seguinte problema de pesquisa foi estabelecido: os ambientes institucionais e socioculturais influenciam a gestão cooperativa da C. VALE comparativamente às unidades paranaenses e paraguaias? Como possíveis respostas ao problema foram relacionadas duas hipóteses: H1 - As unidades cooperativas inseridas no Estado do Paraná, Brasil, possuem uma gestão heterogênea influenciada pelas regras formais e informais, bem como uma cultura interna voltada para o agrupamento e práticas que atendam à geração de capital social no ambiente em que estão inseridas; H2 - As unidades cooperativas inseridas no Paraguai possuem uma gestão homogênea influenciada apenas pelas regras formais, bem como uma cultura interna voltada para a hierarquia da própria entidade e práticas que atendam à geração de capital social no ambiente no qual estão inseridas. Como metodologia, o estudo foi classificado quanto aos objetivos como exploratório e explicativo; quanto aos procedimentos como bibliográfico e estudo de caso e, quanto à abordagem do problema, como qualitativo. Cada ambiente analisado foi embasado teoricamente para fins de comparação entre as unidades cooperativas paranaenses e paraguaias. As análises do ambiente institucional tomaram como base a Nova Economia Institucional com ênfase na teoria de Douglass North (1990) sobre as instituições e ocorreram com entrevistas in loco a cada unidade cooperativa contemplada pela amostra. As análises do ambiente cultural pautaram-se na caracterização da cultura organizacional de cada unidade cooperativa, conforme o Competing Value Model desenvolvido por Cameron e Quinn (1998). Tal categorização tipifica em cultura grupal, inovativa, mercado e hierárquica aplicada aos mesmos gestores por meio de questionário eletrônico online. As análises do ambiente social se embasaram no conceito teórico de capital social e as respectivas características identificadas nas unidades, por meio da adaptação do modelo proposto pelo grupo de estudos do Banco Mundial (BM), elaborado por Grootaert et al. (2003), por meio das análises de conteúdo e das entrevistas realizadas. Como resultado à problemática estabelecida, concluiu-se que, mesmo a C. VALE sendo uma única cooperativa, há influências do ambiente institucional e sociocultural no processo de gestão nas unidades cooperativas paranaenses e paraguaias. Porém, quanto às hipóteses estabelecidas, ambas foram rejeitadas, sendo que, na primeira, as características identificadas diferenciam notoriamente as unidades brasileiras e, na segunda, não se pode afirmar que a gestão das unidades paraguaias é homogênea, tendo em vista a proximidade de características com as paranaenses. Por fim, conforme a proposta de agrupamento das unidades cooperativas com base nos dados coletados e utilização do software NVIVO® de análises qualitativas, foram identificados quatro clusters específicos: Agrupamento 1 Unidades Campina da Lagoa e Floresta; Agrupamento 2 Unidades Campo Mourão e Guarapuava; Agrupamento 3 Unidades Maripá, São Jorge do Ivaí, Administração Central e Palotina; Agrupamento 4 Unidades Mamborê, São João do Ivaí, Paraguai e Terra Roxa. Os quatro agrupamentos gerados, via análise qualitativa por aproximação de dados, corroboraram as respectivas análises desenvolvidas para cada ambiente explorado na pesquisa, com ênfase no transfronteirismo de algumas características presentes em unidades brasileiras e paraguaias.
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Hallam, Teresa Alberte. "Sociocultural Influences on Computer Anxiety Among Preservice Teachers: An Exploratory Study." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207847227.
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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30136/.
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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research study of two analogy-writing activities in a chemistry class. The study began with a theoretical model, Third Space, which informed analyses and interpretation of data. Third Space was operationalized into two sub-constructs called Dialogical Interactions and Hybrid Discourses. The aims of this study were to investigate sociocultural aspects of learning chemistry with analogies in order to identify classroom activities where students generate Dialogical Interactions and Hybrid Discourses, and to refine the operationalization of Third Space.
These aims were addressed through three research questions. The research questions were studied through an instrumental case study design. The study was conducted in my Year 11 chemistry class at City State High School for the duration of one Semester. Data were generated through a range of data collection methods and analysed through discourse analysis using the Dialogical Interactions and Hybrid Discourse sub-constructs as coding categories. Results indicated that student interactions differed between analogical activities and mathematical problem-solving activities. Specifically, students drew on discourses other than school chemical discourse to construct analogies and their growing participation in chemical discourse was tracked using the Third Space model as an interpretive lens.
Results of this study led to modification of the theoretical model adopted at the beginning of the study to a new model called Merged Discourse. Merged Discourse represents the mutual relationship that formed during analogical activities between the Analog Discourse and the Target Discourse. This model can be used for interpreting and analysing classroom discourse centred on analogical activities from sociocultural perspectives. That is, it can be used to code classroom discourse to reveal students’ growing participation with chemical (or scientific) discourse consistent with sociocultural perspectives on learning.
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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30136/1/Alberto_Bellocchi_Thesis.pdf.
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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research study of two analogy-writing activities in a chemistry class. The study began with a theoretical model, Third Space, which informed analyses and interpretation of data. Third Space was operationalized into two sub-constructs called Dialogical Interactions and Hybrid Discourses. The aims of this study were to investigate sociocultural aspects of learning chemistry with analogies in order to identify classroom activities where students generate Dialogical Interactions and Hybrid Discourses, and to refine the operationalization of Third Space.
These aims were addressed through three research questions. The research questions were studied through an instrumental case study design. The study was conducted in my Year 11 chemistry class at City State High School for the duration of one Semester. Data were generated through a range of data collection methods and analysed through discourse analysis using the Dialogical Interactions and Hybrid Discourse sub-constructs as coding categories. Results indicated that student interactions differed between analogical activities and mathematical problem-solving activities. Specifically, students drew on discourses other than school chemical discourse to construct analogies and their growing participation in chemical discourse was tracked using the Third Space model as an interpretive lens.
Results of this study led to modification of the theoretical model adopted at the beginning of the study to a new model called Merged Discourse. Merged Discourse represents the mutual relationship that formed during analogical activities between the Analog Discourse and the Target Discourse. This model can be used for interpreting and analysing classroom discourse centred on analogical activities from sociocultural perspectives. That is, it can be used to code classroom discourse to reveal students’ growing participation with chemical (or scientific) discourse consistent with sociocultural perspectives on learning.
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Harvey, Jane. "A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3727.
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The post-observation conference offers a potentially fecund context for promoting language teacher learning, but very little research has been conducted into how this actually happens. Taking Vygotskian sociocultural theory as its theoretical framework, this study examined the mediational discourse of a series of post-observation conferences between a mentor and two practicing English language teachers to investigate the nature of the discourse and the relationship between the mediational discourse and the language teachers` learning. Features of mediational discourse identified a priori (such as intersubjectivity, graduated and contingent help, and externalization of reasoning) were present in the data, but were found to be inadequate to lead to insights into the relationship between the language of the mediation and the development of the teachers` ability to think conceptually about language teaching. What emerged from closer analysis of the language was how the mentor`s discourse prompted the teachers to think conceptually about language teaching and modeled conceptual thinking by encapsulating the lived experience of the classroom through different types of verbal, and therefore conceptual, abstraction. Constructed dialogue was also found to be a salient feature of the discourse, and to have a cognitive function within the mediation. In terms of the relationship of the dialogue to the language teachers` learning, a micro-level analysis of single post-observation conferences revealed the dynamic flow of the mediation and instances of uptake of conceptual thinking by the teachers. A more macro-level analysis which followed mediation on a single topic for each teacher found evidence for the development of conceptual thinking in one teacher`s data but less so in the second teacher`s, and reasons for this are suggested. The results of the study also constitute a revealing account of the nature of the mediational discourse, suggesting a possible cognitive function for the different types of conceptualizations in the discourse, which has the potential to increase understanding of how verbal mediation interacts with learning, and to inform how post-observation conferences are conducted with a view to maximizing the development of conceptual thinking. The taxonomy of conceptualization identified within the mediation discourse points towards an understanding of how the idealization of lived experience and subsequent re-concretization reflect the role that language plays in the development of conceptual thinking.
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Bradley, Gail. "The 'maid phenomenon' : home/school differences in pedagogy and their implications for children in two international schools in the Middle East." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528112.
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A ‘new’ phenomenon in the form of employing foreign domestic workers (FDW), or maids, whose jobs often include caring for children, appears to be an increasing global trend. Consequently, migrant women from developing countries provide an inexpensive and accessible child care alternative, which could be regarded as widespread in certain regions. Growth in the movement of population and mounting global interdependence, has also contributed to an increase in educational institutions labelled international schools. As an educator in five of these diverse institutions, I became aware that the trend of hiring maids, who because of their social position often do many basic tasks for children in their care, has entered the world of international schools in particular geographical areas. This has often concerned professionals. This small-scale study, therefore, explores the perceived social and educational implications of home/school differences in pedagogic orientation in children who have maids, bringing to light a matter of consequence, to certain international schools in particular, in more academic terms. Two very different schools in the Arabian Gulf, both regarded as operating in an international context, were the focus for this study. Drawing on Vygotskian and post-Vygotskian theories, I used sociocultural theory and Engeström’s model of activity theory as a theoretical framework from which to design the inquiry, and carry out the analysis. Using the two sample schools to access key-stakeholders, this inquiry involved multi-methods of mainly qualitative data collection, which explored a situation where maids are often heavily involved in children’s upbringing. A range of nationalities were included. Important messages emerged, including the notion of maids appearing to be culturally embedded amongst a number of affluent host country nationals and expatriates in my context. Additionally, significant differences appear to exist between children with maids at home and those without, with implications for learning amongst ‘maid children’, which might be perceived as a result of maid intervention. The thesis concludes with recommendations for educationalists and parents. Views of most key stakeholders underpin a model which could guide new practice and go some way towards alleviating the consequences of such a situation.
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Morton, James T. "Future Issues in the Economic, Legal, and Sociocultural Sectors of the NCAA Division I FBS Intercollegiate Athletics Environment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494507017342823.
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Haro, Zelda. "Narratives of Successful Navigation: A Sociocultural Study of Self-identified Latin@ Undergraduate Students." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20699.
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Narratives of successful navigation are the personal stories of 13 Latin@ undergraduate students who navigated the public school system and completed high school in the United States. Their words recount their individual journeys resulting in their enrollment at a 4-year research university in the Pacific Northwest as opposed to a 2-year community college. More than half of the study respondents begun their postsecondary studies at a community college. The navigation of these particular individuals were experienced differently than those respondents whose trajectory led them straight into the university. Three categories corresponding to the study’s three research questions were analyzed. First, common challenges produced two themes, low social economics status (SES) and ethnic identity. Second, the category on persistence characteristics formulated only one construct, academic self-efficacy. Third, three interlocking themes of supportive factors fostering academic success were identified, the support of parents/ family members/peers, non-familial agents in the form of teachers, and lastly college readiness including AP or honors coursework. The thematic analysis of the respondents’ stories was influenced by the literature that documents challenges historically impeding Latin@ academic achievement and by the research on both persistence and supportive factors. The analyses of the individual navigational experience of the study participants found similarities within their experiences, but it also revealed the complexity of their own singular stories. The study centered more on the aspirations of Latin@ students rather than the damaging effects of their schooling experiences. While some of the respondents’ stories contain examples of challenges, the premise was in representing examples of successful navigation of the Chican@/Latin@ education pipeline (Solórzano, 1998).
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Ribeiro, Lacy Ramos Jubé. "PENSAMENTO E LINGUAGEM NAS TEORIAS HISTÓRICOCULTURAL E SOCIOCULTURAL: CONTRIBUIÇÕES PARA O ENSINO DA LÍNGUA MATERNA." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/721.
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Previous issue date: 2011-02-01The main aim of this study is to examine the development processes of thought and language in Vygotsky s thinking, in an effort to appreciate its contributions towards understanding the teaching and learning of the mother tongue. This choice of theme arose out of two concerns: the first has to do with the precariousness of the mastery of reading and writing skills among Brazilian students, which imposes limits on abilities and skill building in language use as well as learning subject content at all levels of teaching; the second has to do with the fact that there are supposed theoretical and practical differences in the theoretical interpretations of the Vygotsky School in relation to the role of thought and language in the development of cognitive processes and their consequences for teaching the language. Consequently, this study first sought to elucidate Lev Vygotsky s theoretical presuppositions on the interrelations between thought and language and then went on to identify theoretical elements in two different theoretical interpretations of those presuppositions, the historical-cultural theory and sociocultural theory, which can offer theoretical and practical contributions to the teaching of the language. To do so, a bibliographical research was carried out on the original works of L. S. Vygotsky, A. R. Luria, A. N. Leontiev, V. V. Davidov and the followers or interpreters of these works, such as J. V. Wertsch, M. Cole, B. Rogoff, S. Chaiklin and M. Hedegaard. Other secondary sources were also used in order to clarify concepts such as thought and language, social interaction, mediation, internalization and the zone of proximal development. The literature review led to the conclusion that, despite the fact that there are different understandings of the central concepts of Vygotsky s thinking, both tendencies make significant contributions towards improving the teaching-learning process of Portuguese in the school, provided that the vygotskian idea of language as organizer and planner of the thought processes through the formal learning of the standard language is maintained.
O presente estudo tem como objetivo principal o exame dos processos de desenvolvimento do pensamento e da linguagem no pensamento de Vygotsky, buscando apreender contribuições para a compreensão dos processos de ensino e aprendizagem da língua materna. A escolha do tema surgiu de duas preocupações: a primeira, ligada à precariedade do domínio da leitura e da escrita entre estudantes brasileiros, impondo limites tanto à formação de capacidades e habilidades no uso da língua quanto ao cumprimento dos conteúdos das disciplinas em todos os níveis de ensino; a segunda, a presumíveis diferenças teóricas e práticas em interpretações teóricas da Escola de Vygotsky, em relação ao papel do pensamento e da linguagem no desenvolvimento dos processos cognitivos e suas consequências no ensino da língua. Desse modo, este estudo buscou elucidar, primeiramente, os pressupostos teóricos de Lev Vygotsky sobre as inter-relações entre pensamento e linguagem para, em seguida, identificar elementos teóricos de duas diferentes interpretações daqueles pressupostos, a teoria histórico-cultural e a teoria sociocultural, capazes de oferecer contribuições teóricas e práticas ao ensino da língua. Para tanto, foi realizada pesquisa bibliográfica em obras originais de L. S. Vygotsky, A. R. Luria, A. N. Leontiev e V. V. Davydov, e de seguidores ou intérpretes dessas obras como J. V. Wertsch, M. Cole, B. Rogoff, S. Chaiklin e M. Hedegaard e outras fontes secundárias, a fim de explicitar conceitos como pensamento e linguagem, interação social, mediação, internalização, zona de desenvolvimento proximal. A pesquisa bibliográfica levou à conclusão que, a despeito de haver distintos entendimentos de conceitos centrais do pensamento de Vygotsky, as duas correntes trazem relevantes contribuições ao aprimoramento do processo ensinoaprendizagem da língua portuguesa na escola, desde que mantida a ideia vygotskiana da linguagem como organizadora e planejadora dos processos do pensamento científico mediante aprendizado formal da língua padrão.
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Zhao, Juanjuan. "Understanding Chinese Language Teachers’ Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460730421.
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Leadbetter, Jane. "A sociocultural and activity theoretical investigation of the changing patterns of professional practice in educational psychology services." Thesis, University of Birmingham, 2002. http://etheses.bham.ac.uk//id/eprint/242/.
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This thesis describes an investigation into the changing professional practice of educational psychology services in England and Wales with particular reference to the consultation meetings held between educational psychologists and teachers in the schools they visit. The study uses sociocultural and activity theory models and research to structure and guide the analysis and in particular utilises a developmental work research methodology. As part of the investigation a historical-genetic account of evolving EP services describes their progress, the contradictions and underlying psychological paradigms governing practice since the beginnings of the twentieth century. A second phase of the research describes and analyses some of the working practices of EP services based on a national survey conducted in 1998 in England and Wales utilising data from 92 Local Education Authority Educational Psychology Services. The final phase of research considers the mediating artefacts, activity levels and contradictions that form important elements of the meetings between EPs and teachers. The study concludes that role of educational psychologists historically and currently is heavily restricted by their employment basis and the resulting enforced focus upon children with special needs. The use of sociocultural and activity theoretical approaches is highly recommended as a theoretically rich and creative paradigm. Developmental work research methodology, although in its infancy, provides a flexible but robust framework for structuring the recursive research process.
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Morgan, Tannis. "The negotiation of teaching presence in international online contexts." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1416.
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A particular interest of distance education researchers is the community of inquiry framework, which was developed for the purpose of taking a closer look at computer mediated communication in educational contexts (Garrison, Anderson, Archer, 2000). However, it is somewhat surprising that although the community of inquiry framework has been developed based on distance education contexts, it does not consider the complexities of the community’s global and local contexts, the potential linguistic demands of the teaching and learning contexts, and how power, agency, and identities are negotiated in these contexts.
Through six cases of online instructors teaching in international contexts at the tertiary level, I explored the negotiation of teaching presence as viewed through the lens of cultural historical activity theory (Engeström, 1999, 2001). In this view, instructors are engaged in a dynamic process in which teaching presence is shaped through the mediating components of the activity system. This multi-case study employed cross case analysis drawing on data from interviews with students, program coordinators, and instructors, in addition to analyses of discussion forum transcripts, course documents, formative evaluations, student and instructor reflections, and researcher-participant observations. The linguistic challenges faced by both instructor and students for whom the language of instruction was a second or third language and instructors’ sociocultural identities, positioning, and conceptualization of the online interaction spaces were found to be important mediators in the negotiation of teaching presence.
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Chan, Suk-ching Clarice, and 陳淑貞. "A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45554444.
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Johnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.
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The purpose of this action research study is to challenge accepted practice in ESL writing with the implementation of an experimental syllabus informed by a sociocultural approach, specifically Vygotsky's (1987) assertion of the key role that awareness and control of theoretical concepts plays in cognitive development. Following Gal'perin and Davydov, the classroom approach implemented here is essentially concerned with L2 development as the internalization, appropriation and control of conceptual meaning in the context of the goal-oriented activities of teaching and learning. This research and pedagogy calls attention to the importance of the quality and sequence of instruction, in which full and explicit attention is given to an abstract conceptual framework before learners proceed to explore concrete instantiations of the abstract concepts in question.Halliday's (1978) social semiotic understanding of language, text and context was the central concept presented to a mixed ESL and native-speaking composition class, and various activities and exercises were designed in keeping with the principles guiding this 16-week research project. Learners made use of didactic models and verbalization activities, including extensive collaborative writing, as they worked with the concepts and explored the ways in which the target academic discourse reflects Halliday's theory of language in use. These concepts were then applied in the writing of research, re-writing for a new audience, and reflection papers. Writing development was tracked using T-Unit analysis, lexical density measures, rhetorical move analysis and the ratings from three expert raters, who graded the resulting papers for language use, analysis and organization. In analysis, this proficiency development is related to evidence of re-mediated thought as the students collaborate to complete the assigned writing tasks.The findings of three case studies provide general support for the implementation of concept-based instruction and a theoretical and explicit attention to requisite aspects of the target discourse in ESL writing pedagogy. There is clear evidence that the concept-based approach fosters awareness and control over relevant features of the target language necessary for successful participation in academic discourse communities.
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Pujol, Ozonas Cristina. "Cinefilia y crítica de cine en España (1990-2000). Una aproximación sociocultural." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9215.
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Al llarg d'aquest treball, he intentat defensar la idea de que els judicis de valor que elabora la crítica de cinema espanyola estàn inscrits en tradicions culturals que deriven, la major part d'elles, de categories històrica i socialment construïdes. En aquest cas, la cinefília, en qualsevol de les seves accepcions, seria l'origen sociocultural de les tradicions cinematogràfiques de gran part de la crítica. D'ella sorgirien les idees i conceptes que fa servir la crítica sobre el que és art, cultura i cinema. D'altra banda, he desenvolupat la idea de que aquestes tradicions cinèfiles, per molt diverses que puguin ser des d'un punt de vista històric, cultural i social, es converteixen en una pràctica institucionalitzada des del moment en què es formulen a través de la crítica de cinema. Pel que fa institució, per tant, la crítica treballa per mantenir la seva posició social privilegiada com estament regulador dels discursos cinematogràfics que circulen en la societat en un moment històric determinat. La proposta d'analitzar la crítica de cinema en els anys 90 és perquè en aquesta dècada es formalitza un canvi generacional llargament incubat durant els 80. En aquest aspecte, es produeix un xoc generacional en el qual cada formació crítica, més enllà de les seves tradicions culturals i cinèfiles, treballarà per legitimar uns gustos cinematogràfics i consolidar-los com a part de la institució. En el procés, els mateixos crítics s'erigeixen en representants d'aquests gustos emetent discursos públics sobre el cinema i la cultura, jerarquitzant, fent judicis de valor i discriminant models estètics cinematogràfics i culturals. En aquest sentit, la crítica de cinema funciona com un espai de confrontació dels gustos culturals de les diferents tradicions cinèfiles, gustos que es van institucionalitzant a mesura que els discursos es legitimen social i culturalment. Aquests discursos cinematogràfics i aquests processos d'institucionalització estan sotmesos a múltiples variables socials, culturals, històriques, econòmiques, nacionals, generacionals i de gènere que els situa més enllà del camp cinematogràfic. Al llarg d'aquest treball, he intentat aprofundir en cadascun d'aquests paràmetres per a establir els orígens i significats dels discursos i pràctiques culturals que circulen al voltant del cinema. El mètode d'anàlisi que m'ha permès un acostament interdisciplinari a la cinefília i la crítica de cinema és la branca dels estudis culturals que ve de la teoria cultural i la sociologia de la cultura.A lo largo de este trabajo, he intentado defender la idea de que los juicios de valor que elabora la crítica de cine española están inscritos en tradiciones culturales que derivan, la mayor parte de las veces, de categorías histórica y socialmente construidas. En este caso, la cinefilia, en cualquiera de sus acepciones, sería el origen sociocultural de las tradiciones cinematográficas de gran parte de la crítica. De ella surgirían las ideas y conceptos que maneja la crítica acerca de lo que es arte, cultura y cine. Por otro lado, he desarrollado la idea de que estas tradiciones cinéfilas, por muy diversas que puedan ser desde un punto de vista histórico, cultural y social, se convierten en una práctica institucionalizada desde el momento en que se formulan a través de la crítica de cine. En cuanto institución, por tanto, la crítica trabaja para mantener su posición social privilegiada como estamento regulador de los discursos cinematográficos que circulan en la sociedad en un momento histórico determinado. La propuesta de analizar la crítica de cine en los años 90 es porque en esa década se formaliza un cambio generacional largamente incubado durante los 80. En este aspecto, se produce un choque generacional en el que cada formación crítica, más allá de sus tradiciones culturales y cinéfilas, trabajará para legitimar unos gustos cinematográficos y consolidarlos como parte de la institución. En el proceso, los mismos críticos se erigen en representantes de esos gustos emitiendo discursos públicos acerca del cine y la cultura, jerarquizando, haciendo juicios de valor y discriminando modelos estéticos cinematográficos y culturales. En este sentido, la crítica de cine funciona como un espacio de confrontación de los gustos culturales de las diferentes tradiciones cinéfilas, gustos que se van institucionalizando a medida que los discursos se legitiman social y culturalmente. Estos discursos cinematográficos y estos procesos de institucionalización están sometidos a múltiples variables sociales, culturales, históricas, económicas, nacionales, generacionales y de género que los sitúa más allá del campo cinematográfico. A lo largo de este trabajo, he intentado profundizar en cada uno de estos parámetros para establecer los orígenes y significados de los discursos y prácticas culturales que circulan en torno al cine. El método de análisis que me ha permitido un acercamiento interdisciplinar a la cinefilia y la crítica de cine es la rama de los estudios culturales que viene de la teoría cultural y la sociología de la cultura.
Throughout this work I have attempted to defend the idea that value judgments produced by the Spanish film criticism are enrolled in cultural traditions that derive, most of the times, from historically and socially constructed categories. In this case, cinephilia, in any of its forms, would be the sociocultural background of the cinematic traditions of much of contemporary Spanish film critics. From it arises the ideas and concepts to handle criticism about what art, culture and film should be. Furthermore, I developed the idea that these cinéphiles traditions, however different that may be from an historical, cultural and social perspective, become an institutionalized practice from the time they are made through film criticism. As an institution, therefore, film criticism works to maintain its privileged status as a regulator estate of those cinematic discourses circulating in a society at a particular historical moment. The proposal to analyze Spanish film criticism in the 90s, is because in that decade formalizes a long-incubated generational change since 80s. In this aspect, there is a generational clash in which each critical training, beyond cultural and cinéphiles traditions, will work to legitimize and consolidate some cinematic tastes as part of the institution. In this process, critics are put forward as representatives of those tastes by issuing public statements about cinema and culture, a hierarchy, making discriminating judgments, and aesthetic models and cultural films. In this sense, film criticism works as a confrontation of cultural tastes of the different cinéphile traditions, and tastes are becoming institutionalized as legitimate social and cultural statements. These cinematographic discourses and institutionalizing processes are subject to multiple social, cultural, historical, economic, national, generational and gender variables, which puts them beyond the cinematographic field. Throughout this work I have attempted to delve into each one of these parameters in order to establish the origins and meanings of discourses and cultural practices that circulate around the cinema. The method of analysis that has allowed me to an interdisciplinary approach to cinephilia and film criticism is the branch of cultural studies that comes from cultural theory and sociology of culture.
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McDowell, Lila. "How incarcerated undergraduates use higher education to make sense of their lives." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:33deafb7-e665-4d57-88ba-20866b7ad317.
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With over 1.5 million adults incarcerated each day in the United States, the development of successful criminal rehabilitation has now become imperative (Public Safety Performance Project, 2010). Higher education has emerged as a potential ‘solution’, with many undergraduate programmes for prisoners boasting lower rates of recidivism than any other rehabilitative programming available. This doctoral research is a mixed methods investigation of Hudson Link for Higher Education in Prison, an undergraduate degree programme operating at a maximum-security correctional facility in the New York State. While most work in the field of prison education asks whether or not participation reduces recidivism, my research set out to discover how students engage with the processes of education – how they use the tools offered by membership in the social world of the prison college to reframe their understanding of their own experiences, what it means for their identities to be college students in the larger context of the prison, and how education changes their day-to-day lives and their plans for the future. My understanding is informed primarily by student writing data, generated through the facilitation of autobiographical writing workshops with two groups of men from the programme. Over the course of two ten-week sessions, students in these workshops constructed narratives describing their experiences in education both before and during their prison terms. These narratives define education as experiences of learning – allowing for inclusion of those lessons taught by the family unit and/or “in the street” – rather than just those activities involving school. The workshop process allowed me to build and maintain a significant degree of participant trust, as well as to ask for more clarification and detail as necessary in order to build a rich and thorough understanding of their stories and experiences. This understanding was also supported by six months’ worth of ethnographic and participant observation data, and a quantitative profile of every student Hudson Link has served during its twelve years in operation. Data analysis using a cultural-historical framework reveals that these students make sense of their lives using tools offered to them by the figured world of the prison college. Reinterpreting past experiences allows them to come to terms with their lives before prison. Identity reconstruction is achieved through guided authoring of personal change narratives, incorporation of education into the sense of self, and discoursal practices of academic English. These constructions of identity are used to reclaim the sense of agency that prison is designed to take away, which in turn influences student and graduate behaviour.
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Côrtes, Letícia Martins. "Correção de erros em língua inglesa: do colaborativo ao individual." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3718.
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This study aims at investigating how the ways the students from the Ensino Fundamental review their text productions, when engaged in collaborative tasks, can influence the individual text revision in the English language. Our goal was to understand the revision strategies used by the learners during the collaborative task, analyze the text changes after the peer interactions considering affective factors, as well as examine the students’ perceptions about the collaborative and individual revision activities. Six students from the ninth year of the Ensino Fundamental of a public state school participated in this study case from August to December 2012. In order to collect the data, we made use of qualitative research principles and, at some moments, quantitative resources. For a better understanding of the learning, interaction and collaboration process, this study is based on the sociocultural theory, on theories about collaborative learning and on the affective factors in correction. The results show that the collaborative revision does not only promote a student’s text production improvement, through the positive atmosphere in which it is possible to learn from and teach his/her peer, but also the gradual development of the perception of the possibility of selfcorrection. The individual and collaborative reviews fostered a growing improvement in the level of preoccupation with lexical items, in terms of grammar, text organization and semantic content. Furthermore, these students have changed their awareness about the English language and the rewriting approach by understanding the necessity of revising and the importance of collaboration in the learning process.
Este estudo de caso tem por objetivo investigar de que forma as revisões que os alunos do ensino fundamental efetuam em seus textos escritos ao se engajarem em atividades colaborativas podem influenciar a revisão individual do texto na língua estrangeira inglês. Nosso objetivo foi compreender as estratégias de revisão utilizadas pelos aprendizes durante o processo colaborativo, analisar as modificações textuais após as interações com os pares observando os fatores afetivos, bem como observar as percepções dos alunos sobre as atividades de revisão colaborativa e revisão individual. Seis alunos do nono ano do ensino fundamental de uma escola da rede pública estadual participaram deste estudo de caso de agosto a dezembro de 2012. Para a coleta de dados, utilizamos os princípios da pesquisa qualitativa e, em alguns momentos, recursos quantitativos. Para melhor compreensão do processo de aprendizagem, interação e colaboração, este estudo fundamenta-se na teoria sociocultural, nas teorias sobre a aprendizagem colaborativa e nos fatores afetivos na correção. Os resultados demonstram que a revisão colaborativa promove não somente a melhoria na produção textual do aluno mediante o ambiente positivo no qual é possível aprender e ensinar o outro, mas também promove o desenvolvimento gradativo da percepção de possibilidade da autocorreção. As revisões individuais e colaborativas propiciaram uma crescente melhora no nível de preocupação com itens lexicais, de gramática, de organização textual e de conteúdo semântico. Ademais, os alunos mudaram a sua percepção sobre a língua inglesa e a proposta de reescrita, compreendendo a necessidade de revisão e a importância da colaboração no processo de aprendizagem.
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Terantino, Joseph M. "Transformational Processes and Learner Outcomes for Online Learning: An Activity Theory Case Study of Spanish Students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002822.
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Blomander, Karin, Sofia Hansson, and Bodil Påhlsson. "The mobile phone - a resource in schoolwork?" Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9987.
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The aim of this thesis was to investigate how students, teachers and special teachers use, or may want to use, mobile phones as a resource in everyday schoolwork. An analysis of the result was made base on two main theories. One i Säljös theory about the sociocultural perspective, where artefacts play an important part in the devolopment of human society. The other is Laurillardss thougts of social learning and the use of technology in teaching. The methods used were inquiries and semi-structured interwiews with individuals and groups. The result shows that students in compulsory school use the mobile phone as a calculator and för listening to music as a means to concentrate. Senior high school students use the mobile phone as a calculator, to seek information on the internet, and to communicate aboute schoolwork. The older the students, the more they appreciated the use of the mobile phones calendar and its reminder function. Both students, teachers and special teachers could see benefits in using the mobile phone in schoolwork, for example using apps, making recordings and reading e-books. Older students, and some teachers, wanted to use the mobile phone as a means for accessing shared knowledge.
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Nordlund, Christina. "Språkstörning i förskoleåldern : En etnografisk studie om hur en kommun organiserar det specialpedagogiska stödet för barn med tal- och språksvårigheter inom förskolan." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105757.
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The purpose of this study was to investigate how the special education, for children with language impairment in preschool, was organised in a municipality in Sweden. The study was based on interviews and field studies as the primary research tools in qualitative and ethnographic method. The result showed that special education teachers were localised in different geographic areas of school and that there were preschools that lacked special educational expertise in language impairment. Literature and the importance of playing for language development were emphasised as well as the use of signs and visual aids as augmentative and alternative communication. In the preschool for children with language impairment, the teachers carried their knowledge into practical and pedagogical work. Different professions were involved in the work with the children with language impairment. Analysis based on the special educational perspectives showed that there was an emphasis on the compensatory perspective. There was also a strong main focus in sociocultural theory that highlighted that children acquire and develop language in social interaction with the environment.
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Quinlan, Jennifer Karen. "Exploring Language Learning Through the Lens of Online Speaking Labs." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7573.
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With the growth of technology-enhanced language learning comes increased use of online applications and interventions in language education. The articles in this dissertation consider the role of technology in online language courses taught at Brigham Young University. Three perspectives on the use of online speaking labs are considered. The first article considers the Conversation Café, an online speaking lab intervention, from an evaluative perspective. Usage, user perceptions regarding effectiveness, and financial viability of the café are evaluated. Findings reveal student usage is not as high as required in coursework, students have a more favorable perception of the intervention than faculty and teaching assistants, and that the café is not offered and staffed appropriately to meet financial viability thresholds set by stakeholders. The second article addresses the common perception that online courses lack elements of sociocultural theory. It reports on the approach the university took to the course development, sociocultural aspects of implemented interventions, and preliminary evaluative findings regarding the effectiveness of the interventions. The final article is a case study examining student experiences in online and face-to-face French speaking labs. This article considers student satisfaction with online and face-to-face labs as well as preference for one type or the other. Findings reveal student preference toward and higher satisfaction of the face-to-face. Negative student comments regarding the online setting in particular tended to focus on elements of convenience rather than aspects essential for learning. Implications for further research are discussed.
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Nilsson, Hanna, and Emely Malmberg. "Strategies to promote interaction." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27565.
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The aim of this study is to investigate how teachers use strategies to promote interaction. It is our ambition to find out how teachers perceive interaction and how they think their students may benefit from their use of strategies. The sociocultural theory on learning is used as a theoretical framework for this study. This framework aligns with our research questions as well as the prior research that we present. Prior research suggeststhat in order for the students to develop a foreign language they need to be provided with an authentic context and a variety of opportunities to interact. We conducted three semi-structured interviews with qualified teachers teaching at primary school level. Our gathered results are presented under four different themes connected to our research questions. The results show that these teachers reported using strategies mostly as scaffolding and were somewhat unaware of how to define a strategy. Also, the teachers’ perception of interaction did not always align with prior research. Moreover, research suggests that students need to be taught communicative strategies explicitly in order to implement these when solving problems. Our results show that in order for this to happen the teachers need to use strategies more frequently during lessons. The major conclusions of this study are that the educators we interviewed, did not focus on using strategies as much as researchers suggest theyshould. Also, there was a misconception of what defines as interaction and we got the idea that the educators thought that planning lessons with a focus on interaction and strategies were more time consuming than using the English textbook.
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Lima, Fernando Silvério de. "Signs of Change in Adolescents Beliefs about learning English in Public School: a Sociocultural Perspective." Universidade Federal de Viçosa, 2012. http://locus.ufv.br/handle/123456789/4851.
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Previous issue date: 2012-03-16Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa teve por objetivo a investigação das crenças de alunos adolescentes de uma escola pública sobre a impossibilidade de aprendizagem da língua inglesa nesse contexto. O estudo de natureza interventiva foi realizado em uma turma de 32 alunos adolescentes com idade entre 13 e 15 anos em uma escola pública do estado de Minas Gerais (Brasil). O referencial teórico foi baseado em estudos da teoria sociocultural (Gallimore & Tharp, 1996; Johnson, 2006; John-Steiner & Mahn, 1996; Kinginger, 2002; Kozulin, 2003, 2004; Kozulin et al, 2003; Lantolf, 1994, 2007; Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Moll, 1996; van der Veer & Valsiner, 1993, 1994, Vygotsky, 1978, 1986), crenças e mudança de crenças (Alanen, 2003; Barcelos, 2000, 2001, 2003, 2006; Barcelos & Kalaja, 2011; Basso, 2006; Conley et al, 2004; Johnson, 1999; Negueruela-Azarola, 2011; Pajares, 1992; Pintrich, Marx & Boyle, 1993; Richards & Lockhart, 1996; Richards, 1998; Tanaka & Ellis, 2003; Taylor, 2009; Tobin et al, 1994; Vieira-Abrahão, 2006; Wilkins & Ma, 2003; Yang & Kim, 2011), assim como características da adolescência (Arnett, 1999, 2006; Bandura, 2006; Basso, 2008; Buchanan, 1990, 1992; Macowski, 1993; Schunk & Meece, 2006; Pajares, 2006; Tiba, 1985; Vygotsky, 1994a, 1994b, 1998a, 1998b, 1998c). Para a metodologia, foram utilizados dois questionários semi-estruturados, uma narrativa da professora, feedback cards dos alunos, gravações de aulas em áudio, notas de campo e um grupo focal. Os resultados apontaram uma descrença dos alunos por cinco razões: indisciplina dos colegas, poucas aulas, material insuficiente, excesso de alunos por turma e a falta de um conhecimento básico na língua inglesa. Após a intervenção com o grupo, com a implementação de diferentes atividades para envolver os alunos na aprendizagem em sala de aula, suas crenças foram comparadas em termos de mudança. Os sinais de mudança nas crenças dos alunos sobre aprender inglês na escola pública foram observados como resultado de experiências positivas de aprendizagem na intervenção. Embora alguns fatores contextuais ainda influenciaram o grupo, o estudo mostrou que a mudança de crenças, apesar de difícil, é um processo que envolve prontidão, tempo e novas experiências de aprendizagem, que neste caso, foram oferecidas nas novas atividades propostas e as contínuas interpretações positivas dos alunos sobre elas.
This study aimed at investigating the beliefs of adolescent learners in a public school about the impossibility of learning English in that context. This was an intervention study carried out with 32 adolescent language learners aged between 13 and 15 years old in a public school in the state of Minas Gerais (Brazil). The theoretical framework was based on studies from sociocultural theory (Gallimore & Tharp, 1996; Johnson, 2006; John-Steiner & Mahn, 1996; Kinginger, 2002; Kozulin, 2003, 2004; Kozulin et al, 2003; Lantolf, 1994, 2007; Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Moll, 1996; van der Veer & Valsiner, 1993, 1994, Vygotsky, 1978, 1986) on belief and belief change (Alanen, 2003; Barcelos, 2000, 2001, 2003, 2006; Barcelos & Kalaja, 2011; Basso, 2006; Conley et al, 2004; Johnson, 1999; Negueruela-Azarola, 2011; Pajares, 1992; Pintrich, Marx & Boyle, 1993; Richards & Lockhart, 1996; Richards, 1998; Tanaka & Ellis, 2003; Taylor, 2009; Tobin et al, 1994; Wilkins & Ma, 2003; Yang & Kim, 2011) as well as adolescence and its characteristics (Arnett, 1999, 2006; Bandura, 2006; Basso, 2008; Buchanan et al, 1990, 1992; Macowski, 1993; Schunk & Meece, 2006; Pajares, 2006; Tiba, 1985; Vygotsky, 1994a, 1994b, 1998a, 1998b, 1998c). The methodology comprised two semi-structured questionnaires, a teacher narrative, students feedback cards, audio-recorded classes, field notes and a focus group. The results suggested that students did not believe in learning English in public schools for five reasons: students disruptive talk and behavior, too few classes, insufficient materials, crowded classroom and lack of a basic knowledge in the English language. After an intervention with the group, with the implementation of different activities to engage students in classroom learning, their beliefs were compared in terms of change. Signs of change were observed in students beliefs about learning English in public school as a result of positive learning experiences in the intervention. Though contextual factors still had influence upon them, the study revealed that belief change, despite difficult, is a process that involves readiness, time and new learning experiences, which in this case, were provided in the new activities proposed and students ongoing positive interpretations of them.
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Axelsson, Karin. "Interpreting and discussing literary texts : A study on literary group discussions." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1934.
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Reading and understanding literature does not necessarily have to be an individual act. The aim of this essay is to investigate what happens when six students read a text by Kazuo Ishiguro A Family Supper and then discuss it in a communicative situation. The essay bases its ideas on the sociocultural theory and the reader-response theory. The sociocultural perspective argues that people develop and progress during social interaction, moreover by communicating with other people and by being inspired and subsequently educated through taking part in different social contexts. My idea with this essay is to observe a literary discussion in a group. The observation emphasizes both the individual contribution to the literary discussion and the function of the group. By analyzing the participation of the individual students, I reached the conclusion that the students deal with literature in many different ways. Some focus only on the text and the plot, others discuss social issues in connection to the text and some only respond to the others’ arguments. When studying the group, I looked at the balance in the group, the turn taking between the members and the level of participation. The reader-response theory bases its idea on the reader and the text and the fact that they are connected in a mutual transaction. Every reader brings his or her experiences to the understanding of the text and thereby a text can have multiple alternative interpretations considering the amount of readers. The analysis section in this essay consists of several parts, such as an individual reflection, a group discussion and an individual evaluation.
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Stacey, Gabrielle. "'A professional decision you have to make' : a sociocultural exploration of practice and impact within educational psychologists' use of dynamic assessment." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7412/.
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Evidence suggests that despite convincing arguments as to why Educational Psychologists (EPs) should use Dynamic Assessment, use of the approach amongst professionals may be low. There is also little evidence to show the impact of Dynamic Assessment other than a handful of case studies. This research aimed to better understand EPs’ use of Dynamic Assessment in two Local Authorities by exploring specific practices and influences on practitioners using semi-structured interviews based on Engeström’s Activity Theory Framework. This framework was complemented by a Personal Construct Psychology technique known as the Repertory Grid Method to ensure due weight was given to the beliefs experiences and choices of EPs interviewed. A case study was also carried out to look at the impact of Dynamic Assessment on a Special Needs Coordinator working with an EP in one of the Local Authorities. The research found that Dynamic Assessment provides information about a child’s strengths, difficulties and approach to learning, along with insight into what helps the child to learn more effectively. When used within a consultative approach where the adult working with the child is an integral part of the assessment process, this increased understanding can result in changes to the way the member of staff thinks about and works with the child, and potentially how they work with other children too. Despite these benefits the research showed that there are many constraints to EPs using the approach that require personal commitment and effort to overcome, sometimes in spite of the prevailing culture.
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Edwards, Angela Yvette. "The professional identity of child care practitioners : self-authorship as a theoretical framework." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69036/1/Angela_Edwards_Thesis.pdf.
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This research contributes new understandings about the development of the professional identity of child care practitioners and how professional identity changes during the transition from student to practitioner. Self-authorship theory was used as the framework to investigate the development of professional identity through exploration of beliefs about practice, sense of self, and capabilities for collaborative engagement. Students recruited for this research were completing their qualifications to work with young children in child care settings. Data from initial and follow-up interviews were analysed to understand change over time in professional identity. Findings indicated a need for training institutions and workplaces to move beyond competency-based training approaches to include more critically reflective learning opportunities. Such a focus on critical reflection has implications for improving the skills, status, and recognition of child care practitioners as educators.
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Jawing, Esther. "Understanding academic reading experiences and shifts in reading strategies within a sociocultural context : a case study of Malaysian undergraduates in a British University." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81379/.
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Research into L2 reading is well developed. Most of this research, however, views reading within a cognitive and linguistic theoretical framework. It may be argued, however, that an understanding of the reading process can no longer be achieved if restricted to linguistic and cognitive activities. This thesis attempts to draw on sociocultural perspectives to describe ESL academic reading development. A longitudinal approach is adopted to explore the perceptions and experiences of academic reading of a group of Malaysian undergraduates studying in a British university over a period of two academic years. Using multiple case study design and phenomenography as guiding principles, data collection methods include individual interviews and reading diaries. This research has been conducted in a university in the United Kingdom with five male and six female Malaysian undergraduates. All the participants were fluent English as a Second Language (ESL) speakers. Data were analysed based on phenomenographic and thematic analysis principles, using qualitative data processing software, Nvivo10. The findings suggest that these participants’ perceptions of academic reading are influenced by their perceptions of the role of English in the UK, by the complexity of the texts they read and by their lack of academic language proficiency. Their reading strategies consist of support, cognitive and metacognitive strategies. The dynamic nature of their reading strategies is characterised by their reading strategy reinvention and reading strategy adjustments, influenced by a range of text and reader factors. Text factors include the linguistic features in discipline-specific texts and the text medium. Reader factors include motivation and background knowledge. This research has made a contribution to the understanding of the sociocultural elements that influence ESL academic reading development in the UK.
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Eich, Milena Schneid. "A construção colaborativa de textos em ferramenta digital: O foco na edição." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4111.
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Partindo dos pressupostos da teoria sociocultural de L. Vygotsky (1986,1998) e de diversos estudos sobre escrita colaborativa em ambiente digital e erro, esta pesquisa tem como propósito discutir e refletir sobre a escrita colaborativa em língua inglesa quando esta se dá em uma ferramenta digital. Também investiga-se como acontece o processo de edição textual entre os alunos durante a escrita. Considerou-se, ainda, como o feedback negociado do professor pode contribuir para o aprimoramento da produção. Tendo como ponto de partida duas tarefas colaborativas, quatro alunos de um curso livre de língua inglesa, divididos em duplas e frequentando o nível intermediário I, realizaram, em meio virtual, a co-construção de textos. A partir de uma pesquisa qualitativa de estudo de caso, foram considerados para fins de análise as interações no fórum, as alterações armazenadas no histórico, o feedback do professor sobre as produções dos alunos, bem como a visão dos participantes sobre o trabalho desenvolvido. Os dados sugerem que a escrita colaborativa em ferramenta digital fomenta a participação do aluno, gerando oportunidades de construção conjunta de conhecimento através da interação social e do uso da língua antes e durante o processo de escrita. Quanto ao processo de feedback, encontramos evidências de que este, quando negociado entre professor e aluno, contribui para que ele chegue à forma correta com maior consciência sobre o erro, o que poderá possibilitar a utilização adequada da forma em produções futuras.
Based on the assumptions of L. Vygotsky’s sociocultural theory (1986, 1998) and several studies on collaborative writing in digital environment and error, this research aims to discuss and think over collaborative writing in English when this process is developed by using a digital tool. It also investigates how the process of editing text among students takes place during the development of the written assignments. The present study also considered how teacher's negotiated feedback may contribute to the improvement of students’ production. The research starts by evaluating two collaborative tasks, performed by four students from a free course in English, divided into pairs and attending the intermediate I level. The tasks were carried out in a virtual environment, where students had to construct texts collaboratively. This research is a case study which uses a qualitative method analysis. The interactions in the forum among students, the changes stored in the history tool, the teacher’s feedback on students' productions, as well as the views of the participants about their work were considered for this investigation. The data suggest that collaborative writing using a digital tool fosters student participation, creating opportunities for collaborative construction of knowledge through social interaction and also promotes the use of the target language more effectively before and during the writing process. As for the teacher’s feedback, this research finds that, when it is negotiated between the teacher and the student, it brings higher level of recognition to the learner to reach the correct form with greater awareness about the error, which may allow the use of a proper form in future productions.
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Ferrari, Crissiane Rosa. "Aprendizagem de língua inglesa por alunos com dificuldades de aprendizagem: evidências de conhecimento e apropriação da língua alvo." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4140.
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As dificuldades de aprendizagem (DAs) estão presentes no contexto regular de ensino, abrangendo um número considerável de estudantes em uma ou mais disciplinas. Na maioria das vezes, são empecilho para o desenvolvimento da aprendizagem escolar, considerados a faixa etária e o nível de escolaridade dos alunos, causando rendimento aquém do esperado e, muitas vezes, levando a criança a repetir o ano letivo. Diante disso, fazem-se necessários estudos que reflitam tanto sobre as dificuldades de aprendizagem em virtude de o aluno apresentar o que se denomina como pessoa com deficiência, quanto sobre as dificuldades de aprendizagem consideradas inespecíficas, que advêm como consequências ao ambiente escolar e/ou familiar da criança, ao tipo de instrução recebida, às suas condições sociais e econômicas, às variáveis pessoais, entre outras. Esta pesquisa, imersa nessa reflexão, constitui-se como uma pesquisa-ação, na qual a geração de dados ocorreu por meio de entrevistas, coleta de atividades e gravação em vídeo durante a realização de uma proposta de ensino em língua inglesa. Deste modo, em um primeiro momento, centra-se na aprendizagem de Língua Estrangeira por alunos com DAs no contexto regular de ensino, implementando-se uma proposta de trabalho, com base na teoria sociocultural de Vygotsky, que, juntamente com as concepções de letramento, evidencia as aprendizagens destes alunos em relação ao domínio do idioma. O foco incide no papel da língua inglesa em tais contextos, pois esta pesquisadora tem verificado um envolvimento bastante positivo dos alunos rumo à aprendizagem deste idioma. Os resultados deste estudo indicam que o que se assume na escola como dificuldades de aprendizagem, de fato, não corresponde ao aprendizado na língua alvo revelado por alunos envoltos em um ambiente propicio para aprendizagem, que respeite suas especificidades e considere os conhecimentos prévios que possuem acerca do que será trabalhado, fornecendo suporte para a construção do conhecimento por meio da interação. Diante de tais constatações, ressaltamos que a concepção de DAs deve ser repensada no cotidiano escolar, pois, se não houver práticas pedagógicas que visem à promoção da aprendizagem, ao invés de esta ser valorizada, serão ressaltadas as dificuldades. Entendemos, portanto, que o foco nas dificuldades não deve ser assumido pela comunidade escolar, pois, como revela esta pesquisa, a aprendizagem da língua inglesa é desvelada ao longo de todo o processo investigado.
The learning disabilities (LDs) are present in the regular teaching context embracing a significant number of students in one or more subjects. Most of the times, they are an obstacle to the development of the educational learning, once considered the age group and the level of education of the students, resulting on a performance below the expectations and, in many cases, having the child to repeat the grade. Given those facts, studies that reflect both on learning disabilities by virtue of the student to present what is called disabled person, as well as on learning disabilities considered nonspecific, that emerge as consequences to the school and/or family environment of the child, to the kind of instruction received, to their economical and social conditions, to the personal variables, among others. This research, immerse in this reflection, is constituted as an action research, in which data were generated through interviews, collection of activities and video recordings during the implementation of a teaching proposal with the English language. Thus, in a first moment, it is centered on the learning of Foreign Language by students with LDs in a regular school context, implementing a proposal of work, based on the sociocultural theory by Vygotsky, which, together with concepts of literacy, evinces the learning of these students regarding their domain of the language. The focus is on the role of the English language in such contexts, once this researcher has verified a positive involvement of those students towards the learning of this language. The results of this study indicate that what the school defines as learning disabilities, in fact, does not correspond to the learning of the target language showed by students surrounded by a proper environment for learning, which respects their specificities and considers their previous knowledge about the subject that will be approached, giving support to the construction of knowledge through interaction. Given such findings, we highlight that the concept of LDs must be rethought in schools’ routine, for, if there are not pedagogical practices that aim the promotion of learning, instead of the latter being valued, the difficulties will stand out. We understand, therefore, that the focus on the difficulties does not have to be assumed by the school community, because, as this study shows, the learning of the English language is unveiled all along the investigated process.
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Severo, Suzan Severo de. "O uso do Whatsapp como ferramenta para o desenvolvimento da habilidade comunicativa em inglês como língua estrangeira em um contexto de Blended Learning." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6088.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares
Este estudo parte de um contexto de aprendizado misto ou b-learning, em que se experimentou o uso do WhatsApp, uma ferramenta comunicacional largamente utilizada na sociedade, para a promoção de diálogos espontâneos entre aprendizes de Inglês como LE, incentivando a prática da LE. Dentro de uma perspectiva sociocultural e considerando-se que a aprendizagem se dá através da mediação de artefatos socioculturais e na interação com outros sujeitos (VYGOTSKY, 1978), este trabalho objetiva compreender como se dá a mediação da aprendizagem através da ferramenta WhatsApp. Mais especificamente, pretendeu-se analisar a produção dos aprendizes de inglês como LE durante a interação na língua que aprendem através de grupos formados no WhatsApp, buscando compreender como se organizam as interações através do aplicativo e como elas poderiam contribuir para o aprendizado da LE. O resultado demonstrou que os aprendizes, na medida em que trocavam mensagens com seus colegas e com a professora, testavam hipóteses, percebiam lacunas em seu conhecimento e engajavam-se em análises metalinguísticas (SWAIN,1985,1995,2005). Além disso, através da interação, foi possível perceber que os aprendizes apoiavam uns aos outros e buscavam formas de expandir o conhecimento e manter-se no diálogo, seja através da pesquisa de palavras em dicionários, seja apoiando-se na primeira língua (L1) ou, ainda, fazendo uso de táticas conversacionais para a negociação de sentido (LONG, 1983, 1996), o que permitiu aos estudantes manterem-se engajados nas conversas e tanto pedir apoio quanto oferecer apoio no processo de produção e aprendizagem da LE.
This study was developed in a blended learning context in which there was an experiment on using WhatsApp, a largely used and well known tool for communication, as a means for fostering spontaneous dialogues among learners of English as a foreign language. Based on a sociocultural perspective and considering that learning happens through interaction mediated by sociocultural artifacts (Vygotsky, 1978), this work aims at understanding how the process of learning is mediated as students chat on WhatsApp. More specifically, it aims at analyzing students’ production of the foreign language as they interact using the language they learn through the group on WhatsApp and how it could, in some way, contribute with their learning process. Based on the data and the students’ opinions, it was found that WhatsApp can be an effective resource to engage students in producing the language they learn so that they have more opportunities for hypothesis testing, noticing gaps in their knowledge of the foreign language as well as engage them in metatalk (SWAIN,1985,1995,2005). Moreover, through their chatting, it was possible to notice that learners scaffolded each other and searched for means of maintaining themselves engaged in the dialogue by searching words in online dictionaries, using the first language as a support or using conversational tactics for negotiating meaning (LONG, 1983, 1996), what allowed students to get engaged in conversations and ile maintaining themselves engaged in conversations and both ask for and give support on the process of producing and learning the foreign language.
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Leske, Gabriele. "Percepção de cientistas e da história da ciência em livros didáticos de química." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3341.
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The images of scientists and the History of Science (HC) presented in textbooks (LDs) of chemistry are also part of the school knowledge about Science, we believe that these can influence students realize the story of scientists as a result of work influenced by social, cultural and political contexts consistent with the era in which they lived. In this sense, the problem of this research is to analyze the perceptions of students on the images of a scientist and the history of science in textbooks of chemistry, indicated by the Textbook Guide National Textbooks Program (PNLD – Programa Nacional de Livros Didáticos) (2014) 2015. We Select all pictures of scientists and historical approaches of 4 (four) textbooks intended for the 1st (first) grade of high school. For analysis of perceptions, we use the Vygotsky's Sociocultural Theory and, in a first step, we conduct an individual activity and writing, in which the same image and text that accompanies that image was observed for 3 students. In a second step, we use the methodology of Focus Group (FG) with audio and video recording. The lines of the GF and individual writings were transcribed and your content has been parsed according to assumptions of the analysis of Bardin’s (2011) content. As results point that students realized general characteristics of the image and textual elements on HC, including: gender, age, clothing, actions of the scientist, environment in which he finds himself, scientific theories and social recognition. In addition, they realized aspects relating to the exposure of the scientist in LD, among them, the shape of image display in LD and the relation between image and text. The data refer to the suggestions about configuration mode of the image of the scientist and the history of science texts accompanying the invited person; the contextualization scientific production; the characteristics of internal and outside approaches of science.
As imagens de cientistas e a história da ciência (HC) apresentadas em Livros didáticos (LDs) de química também fazem parte do conhecimento escolar sobre ciência. E consideramos que estas imagens podem influenciar estudantes em perceber a história dos cientistas como resultado do trabalho influenciado por contextos sociais, culturais e políticos coerentes com a época em que estes viveram. Neste sentido, o problema dessa investigação consiste em analisar as percepções de estudantes sobre as imagens de cientista e história da ciência em livros didáticos de química, indicados pelo Guia de livros didáticos do Programa Nacional de Livros Didáticos (PNLD) (2014) 2015. Selecionamos todas as imagens de cientistas e abordagens históricas de 4 livros didáticos destinados a 1ª série do Ensino Médio. Para análise das percepções, utilizamos a Teoria Sociocultural de Vigotski e, em uma primeira etapa, realizamos uma atividade individual e escrita, na qual uma mesma imagem e texto que acompanha essa imagem foi observada por 3 estudantes. Em uma segunda etapa, utilizamos a metodologia de grupo focal (GF) com gravação de áudio e vídeo. As falas do GF e escritas individuais foram transcritas e seu conteúdo analisado de acordo com pressupostos da análise do conteúdo de Bardin (2011). Como resultados apontamos que os estudantes perceberam características gerais da imagem e dos elementos textuais sobre HC, dentre elas: gênero, vestimenta, idade, ações do cientista, ambiente em que ele se encontra, teorias científicas e reconhecimento social. Além disso, perceberam aspectos referentes à exposição do cientista no LD, dentre elas, a forma de exposição da imagem no LD e as relações que há entre imagem e texto. Os dados obtidos remetem à sugestões sobre: o modo de configuração da imagem do cientista e dos textos de história da ciência que a acompanham; as contextualizações das produções científicas; as características das abordagens internalista e externalista da ciência.
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Valdivias, Adriana. "Robbing the Cradle: Gender, Sociosexuality, and Age Gap Direction’s Effects on Mate Acceptance and Likelihood of Entering an Age Gap Relationship." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/424.
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Using evolutionary and sociocultural theories, the current study examined what people consider important when entering an age gap relationship, willingness to accept a potential age discrepant partner, likelihood of entering an age gap relationship, and the importance of sex in relationships. Differences were predicted for older and younger potential partners as well as for short term or long term relationships in participants 30-50 years old. However, it seems that only men are willing to break dating norms for casual relationships, while women chose the traditional older male-younger woman relationship. For marriage, the pattern showed that participants preferred the traditional older male-younger female relationship, as well.
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Howell, Elizabeth. "Struggling to write : identity and agency in a pre-university 'English for Academic Purposes' program." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/80834.
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This small-scale ethnographic research study investigated student perceptions of social identity and agency and the usefulness of the construct of the Community of Practice for struggling writers in the context of a pre-university EAP program. The appropriateness of socio-cultural theories in language teaching and learning today stems from social constructivist and social interactionist theories of the role of language in the discursive construction of society, knowledge and power. This study problematised these constructs in the development of writing for learners in a pre-university Higher Education context. Comparing data from focal students who were struggling with writing and from students who were more successful, the biographies of struggling students and their awareness of their futures, or imagined selves and communities, revealed not only learning histories in which they had radically different identities as learners and writers, but also a lack of clarity about their learning trajectory in the writing program. There was no apparent lack of investment in learning among the focal students, who identified themselves as weak writers, although there was frustration and anger at their predicament. The data suggest that they did not identify with the learning community at the start of the project, probably because they resisted belonging to a community which labeled them as failures. During the study a variety of means were used to elicit participants’ perceptions of their status as novice writers and to support their learning trajectory on an individual basis by elucidating the reasons for and requirements of academic writing. By the end of the study the focal students had developed more awareness of the subject positions the writing trajectory afforded them and had chosen ways in which to continue along their learning path. The Community of Practice appears to have potential as a means of supporting the roles of EAP students and teachers as members of the academic community of practice.
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Nicholas, Allan Leslie John. "A dynamic assessment of interactional competence in Japanese learners of EFL : the act of requesting." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27315.
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This thesis aims to bring together the area of pragmatics in second language learning (SLL), and dynamic assessment (DA), and in doing so offer an alternative way of both assessing pragmatics and providing its instruction. DA aims to provide a detailed analysis of not only a learner’s current stage of development, but also their still developing abilities. Unifying instruction and assessment, the learner and a mediator co-construct a task, with the mediator providing assistance when necessary. By examining both the types of mediation practices and their frequency, insights can be gained as to the learner’s still maturing abilities, and future potential. DA also aims to uncover sources of learner difficulty, offering a diagnostic function as part of assessment. Drawing on conversation analysis research, the work of Gal’Perin and DA methodology, this study carried out a DA of the speech act of requesting in spoken interaction, assessing the effectiveness with which the DA promoted development in the learners. Further, the ability of the DA to uncover specific locations of learner difficulty was examined, as well as the ways in which the interlocutors successfully negotiated the opening and closing of mediation sequences. Six Japanese EFL learners in a university context co-constructed a number of role-play type language tasks with the researcher. In the first stage of the study, the researcher did not offer support to the learners, while in the following stage, mediation was provided when appropriate. The findings were used to inform the enrichment programme (EP) portion of the study, in which the learners met with the researcher for a period of four weeks, receiving tutoring. This was followed by further non-dynamic and dynamic assessments, to allow analysis of learner development. The study’s findings indicate that DA methodology, when applied to the speech act of requesting, can be an effective way to both promote learner development and assess learners’ abilities. Compared with the pre-EP assessments, participants produced more complex interactions that frequently showed evidence of taking the social context of the role-plays into account, as well as assuming greater responsibility for successfully completing the tasks. Participants were also more frequently able to verbally explain their language choices with reference to the target concepts of the assessments and EP. Further, overall, the opening and closing of mediation sequences were accomplished with more implicit negotiation practices, indicating increased interactive competence. The DA was also successful in locating specific locations of learner difficulty.
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Li, Mimi. "Small Group Interactions in Wiki-Based Collaborative Writing in the EAP Context." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5254.
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Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EAP) course at a southeastern public research university in the U.S. A total of twenty-nine English as a Second Language graduate students collaboratively worked on two writing tasks within small groups in Wikispaces sites. By adopting a multiple-case study approach, I closely examined four small groups that had diverse L1 background composites and presented a comprehensive picture of students' wiki-based collaborative writing.
Informed by sociocultural theory, particularly the notions of scaffolding and zone of proximal development, I explored small group interactions to derive how they negotiated writing tasks, co-constructed writing, and mutually scaffolded wiki writing processes. I also examined what factors mediated the dynamic interactions, and in what ways the interactions influenced wiki writing products and connected with students' reflections about wiki collaborative writing. The triangulated data sources included archived wiki "Discussion," "Comments," "History," and "Page" records, pre-task and post-task questionnaire surveys, post-task and follow-up interviews, students' reflection papers, instructors' assessment of students' wiki group writing, and my research logs. In terms of the data analysis, I mainly conducted qualitative procedures using constant comparative method and content analysis, supplemented with descriptive analysis.
The results revealed that the four small groups demonstrated four characteristic patterns of interaction. The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.
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Leichsenring, Andrew R. "The development of preservice teachers' professional practice and identity through immersion in a school community." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109489/1/Andrew_Leichsenring_Thesis.pdf.
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This case study research explored the professional teacher identity development of six fourth-year preservice teachers who participated in a year-long immersion pathway in schools. An interpretivist epistemology was utilised in order to understand the meanings of the preservice teachers' actions, and their experiences and histories. Data were collected throughout the year via interviews, an online discussion board, and the collection of professional artefacts Data revealed that participation in a year-long immersion pathway provided unexpected, challenging but rewarding experiences in relation to building a professional teacher identity beyond the usual preservice program.
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Ney, Valéria Zanetti. "A consciência linguística lexical sob o viés da teoria sociocultural: a possibilidade da percepção de construção do conhecimento por aprendizes adultos em língua inglesa." Universidade do Vale do Rio dos Sinos, 2019. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7691.
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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2019-03-21T11:39:30Z
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Estudar o ambiente da sala de aula do professor em formação é desempenhar o importante papel de crescer, de se desenvolver e de possibilitar a troca diária de conhecimentos que levam ao universo da língua estrangeira. Esta tese, a partir dos pressupostos da teoria sociocultural, dos conceitos de consciência linguística e, ainda, das noções de tarefas colaborativas e os impactos da análise e correção de erros procura evidências de percepção de construção de conhecimento por aprendizes adultos em língua inglesa referente à consciência lexical, partindo do ensino lexical implícito. Para isso, este estudo, é uma pesquisa-ação de cunho quali-quanti, que busca ampliar a discussão na área de ensino-aprendizagem de línguas, ao investigar o processo da aprendizagem de inglês como língua estrangeira no ambiente de formação de professores de uma universidade comunitária do Rio Grande do Sul. Para a análise dos dados foram aplicadas entrevistas semiestruturadas, testes tendo como padrão o Vocabulary Knowledge Scale (VKS) de Paribakht e Wesche e sessões de visionamento com os professores em formação. A relevância da pesquisa se dá a partir do momento em que não há um número expressivo de trabalhos na área e pode contribuir para a comunidade acadêmica em geral, uma vez que produziu conhecimentos para uma área ainda carente de estudos, considerando-se a proposta de desenvolver a pesquisa estabelecendo uma inter-relação entre princípios da teoria sociocultural e a consciência linguística lexical. Por meio da pesquisa, evidencia-se que o ensino lexical implícito promove a consciência linguística lexical.
Studying the classroom environment of teachers in training is to play the important role of growing, developing and enabling the daily exchange of knowledge that lead to the universe of foreign languages. This thesis, based on the assumptions of sociocultural theory, concepts of language awareness, and also on the notions of collaborative tasks and the impacts of analysis and correction of errors, seeks for evidences on the knowledge development perceptions by English adult learners in lexical awareness, starting from implicit lexical teaching. For this, this study is a quali-quanti action research that seeks to broaden the discussion in the area of languages teaching-learning by investigating the process of learning English as a foreign language in the teacher training course of a university in Rio Grande do Sul. For the data analysis, semi-structured interviews, tests based on Paribakht and Wesche's Vocabulary Knowledge Scale (VKS) and viewing sessions with the teachers in formation were provided. The relevance of this thesis assumes that there is not a significant number of studies in the area and it contributes to the academic community in general, since it will produce knowledge establishing an interrelationship between the principals of sociocultural theory and lexical linguistic awareness. Through this thesis it is possible to assure that the implicit lexical teaching leads to lexical linguistic awareness.
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Johnson, Martin Joseph. "Examiner feedback and learning : what are the characteristics of effective remote feedback in a hierarchic, professional context?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/274870.
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My study explores the characteristics of remote performance feedback that professional examiners working in the Oxford, Cambridge & RSA (OCR) awarding body communicate to each other. Drawing on sociocultural theories, I argue that this interaction possesses learning potential because between-professional communication supports the development of participants’ reasoning through the alignment of culturally appropriate collective thinking. My data consists of 991 feedback messages that were captured during two examination sessions (between May and July 2014, and between May and July 2015). These remote interactions (either email or telephone) involved three senior examiners and 27 examiners. These feedback interactions have an important quality assurance function as they help to ensure that the examiners carry out marking practices to an agreed standard. My research explores two interlinked research questions: ‘What are the characteristics of examiner feedback?’ and ‘What are the characteristics of effective examiner feedback?’ For the first research question I develop a methodology that extends the Sociocultural Discourse Analysis (SCDA) approach developed by Neil Mercer; I call this approach Augmented Sociocultural Discourse Analysis (ASCDA). My methodology allows me to investigate the features of interaction at both a particular and a general level, and clusters my analysis into four specific feedback discourse themes: feedback content, the development of discourse over time, evidence of joint intellectual action within feedback, and the impact of feedback. In order to address the second question I hypothesise that effectiveness relates to how feedback features support or undermine examiners’ common ground building. I synthesise the findings from these analyses to consider the lessons for examiner practice in particular, and for other professional feedback practices more generally. Taken together, these analyses suggest that feedback-giving is an intellectually challenging process. My analyses also suggest that this complexity involves the participants establishing and maintaining an Intermental Development Zone through their feedback communication, and that this entails them manipulating discourse features whilst simultaneously attending to a variety of contextual features of the professional environment.
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Battistella, Tarsila Rubin. "Um olhar sociocultural sobre o feedback corretivo oral na sala de aula de língua estrangeira." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3672.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares
Esta tese discute o processo de ensino-aprendizagem de inglês como LE em um contexto universitário de formação de professores, a partir da interação em torno do feedback corretivo oral e dos desdobramentos da teoria sociocultural. Como aporte teórico para esta investigação, foram utilizados os princípios da teoria sociocultural (mediação, zona de desenvolvimento proximal e dynamic assessment), juntamente com outras perspectivas, tais como o feedback corretivo e os fatores afetivos no ensino-aprendizagem de LE. Verificamos os tipos de correção oral fornecidas aos aprendizes em sala de aula e o desenvolvimento potencial dos mesmos, assim como obtivemos informações quanto às percepções e aos sentimentos dos participantes no que diz respeito a esse fenômeno. Partindo das pesquisas desenvolvidas por Aljaafreh e Lantolf (1994) e Nassaji e Swain (2000) sobre o feedback corretivo, a teoria sociocultural e a mediação negociada entre os aprendizes, é tecida uma análise de como a teoria sociocultural pode contribuir para o processo de interação em torno do feedback corretivo oral. A pesquisa foi realizada com estudantes de nível pré-intermediário a intermediário de inglês, em uma instituição privada do interior do estado do Rio Grande do Sul, durante o primeiro semestre de 2013. Além dos aprendizes, futuros professores de inglês, a professora titular da turma também participou do estudo. A pesquisa foi orientada por princípios qualitativos, de perspectiva interpretativista na escolha dos critérios para elaboração e nos procedimentos para a coleta e análise dos dados. Alguns recursos quantitativos foram incluídos à pesquisa qualitativa para auxiliar na exposição e interpretação dos dados. Os alunos e a professora participaram de quatro etapas da pesquisa: gravação em áudio e vídeo das aulas; narrativas escritas; entrevista semiestruturada oral e sessão de visionamento. A análise dos dados focou na interação em torno do feedback corretivo oral, no ponto de vista êmico e na triangulação dos dados. Durante a análise e discussão dos resultados, foi possível perceber que os erros e a correção são parte do processo de qualquer aprendizagem, no sentido de promover o ensino-aprendizagem e o crescimento dos aprendizes, por meio da interação dialógica. Além disso, os resultados revelam que a correção é significativa no sentido de promover o ensino-aprendizagem de uma LE ao ser realizada levando-se em consideração os fatores linguísticos, cognitivos e afetivos dos aprendizes. Assim, a principal contribuição do trabalho foi oportunizar uma reflexão acerca do feedback corretivo oral por parte dos participantes, corroborando que ele pode ser beneficiado pela mediação na zona de desenvolvimento proximal do aprendiz e pelo dynamic assessment, tomando por base os desdobramentos da teoria sociocultural.
This dissertation aims at discussing the foreign language (FL) learning process in a pre-service teacher education, through the interaction around the corrective feedback and the sociocultural theory concepts. The theoretical basis for this research included the sociocultural theory concepts (mediation, zone of proximal development and dynamic assessment), together with other perspectives, such as the corrective feedback and the emotions in the FL learning. The oral corrective feedback which is provided to learners in the classroom and their potential development were examined. Thus, learners’ perceptions and feelings regarding this phenomenon were observed. Grounded on studies by Aljaafreh and Lantolf (1994) and Nassaji and Swain (2000) about the corrective feedback, sociocultural theory and negotiated meditation with learners, this dissertation analyzes how the sociocultural theory can enhance the interaction around the corrective feedback. The study was conducted with pre-intermediate and intermediate level students at a private institution in the state of Rio Grande do Sul, over the course of the first semester of 2013. Besides the learners - pre-service teachers - the classroom teacher also participated in this study. The research was guided by qualitative principles, from an interpretativist view in the choice of principles and criteria for the preparation and procedures for collecting and analyzing data. Some features of quantitative research were included in the qualitative research in order to help with the exposure and data analysis. The learners and the teacher participated in four research stages: audio and video recording of classroom interaction; written narratives; oral semistructured interviews and viewing sessions. Data analysis focused on the interaction around the corrective feedback, the emic perspective and the data triangulation. During the analysis and the discussion of the results, it was possible to realize that the mistakes and the feedback are part of any learning situation, in the sense of promoting learning and also learners’ development through dialogic interaction. Besides, the results show that feedback is important in promoting FL learning, taking into account learners’ linguistic, cognitive and affective factors. Thus, the main contribution of this dissertation was to shed light on the reflection about the oral corrective feedback by the research participants, corroborating that it can be benefited for the mediation around the zone of proximal development and the dynamic assessment, in the light of sociocultural principles.
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Adie, Lenore Ellen. "Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43355/1/Lenore_Adie_Thesis.pdf.
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This thesis investigates the place of online moderation in supporting teachers to work in a system of standards-based assessment. The participants of the study were fifty middle school teachers who met online with the aim of developing consistency in their judgement decisions. Data were gathered through observation of the online meetings, interviews, surveys and the collection of artefacts. The data were viewed and analysed through sociocultural theories of learning and sociocultural theories of technology, and demonstrates how utilising these theories can add depth to understanding the added complexity of developing shared meaning of standards in an online context. The findings contribute to current understanding of standards-based assessment by examining the social moderation process as it acts to increase the reliability of judgements that are made within a standards framework. Specifically, the study investigates the opportunities afforded by conducting social moderation practices in a synchronous online context. The study explicates how the technology affects the negotiation of judgements and the development of shared meanings of assessment standards, while demonstrating how involvement in online moderation discussions can support teachers to become and belong within a practice of standards-based assessment. This research responds to a growing international interest in standards-based assessment and the use of social moderation to develop consistency in judgement decisions. Online moderation is a new practice to address these concerns on a systemic basis.
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Arruda, Juliana Silva. "Tecnologias digitais e emergÃncia de zonas de desenvolvimento proximal na sala de aula." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17730.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorO Brasil vivencia um perÃodo de imersÃo tecnolÃgica em todas as Ãreas da sociedade, e a cada dia sÃo criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanÃas advindas dos avanÃos tecnolÃgicos e ficar atenta Ãs novas possibilidades educacionais para desenvolver prÃticas contemporÃneas, a partir da inserÃÃo de computadores em atividades curriculares. Estes recursos possibilitam a interaÃÃo nas atividades em grupo, na troca de ideias e opiniÃes; ou para a pesquisa de outras realidades. Dessa forma, este estudo tem por objetivo analisar como o computador, por meio de recursos digitais, utilizados em atividades realizadas colaborativamente, pode fazer emergir Zonas de Desenvolvimento Proximal (ZDP). Esta pesquisa foi desenvolvida em uma escola pÃblica municipal de Aquiraz/CE, em grupos de dois ou mais aprendentes. Foi utilizada a metodologia qualitativa, com carÃter interpretativo. A tÃcnica de pesquisa envolveu a observaÃÃo participante, com anÃlise microgenÃtica, e, como instrumentos de coleta de dados, vÃdeos e diÃrios de campo. As atividades planejadas envolveram as disciplinas curriculares, o uso do computador e alguns recursos da Internet. Os procedimentos metodolÃgicos foram considerados a partir de uma abordagem microgenÃtica, e definidos com a fundamentaÃÃo de pesquisadores contemporÃneos, como ColaÃo et al. (2007) e Meira e Lerman (2009), que ampliaram e interpretaram novos conceitos da ZDP de Vygotsky (1994). Os resultados foram analisados de acordo com categorias, no momento da anÃlise dos dados. A primeira categoria â InteraÃÃo entre pares â foi detalhada como as atividades em grupo, e a participaÃÃo dos pares contribuiu no desenvolvimento de ZDP. A segunda categoria â InteraÃÃo com alguÃm mais experiente â envolveu contribuiÃÃes e assistÃncia de alguÃm mais experiente, contribuindo para facilitaÃÃo da aprendizagem. Na categoria seguinte â Suporte da tecnologia â foram detalhados o uso da tecnologia pelos alunos e as contribuiÃÃes desse recurso para os processos de ensino e aprendizagem. Na Ãltima categoria â Protagonismo estudantil â foi discutida a maneira como os alunos conseguiram ultrapassar seu nÃvel de desenvolvimento, podendo atuar como autores do prÃprio conhecimento, sendo observadas duas caracterÃsticas: Ativismo e Autonomia. Os resultados destacaram momentos em que os recursos, aliados à interaÃÃo entre pares, promovem e facilitam a emergÃncia de ZDP, acarretando aprendizagem e promovendo atuaÃÃes e posturas de autoria desses aprendentes em seu processo.
Brazil is experiencing a period of technological immersion in all areas of society and every day, technologies are created that power the various human activities. The school should monitor the resulting changes of technological resources and be open to new educational possibilities to develop contemporary practices, from the inclusion of computers in school activities. Computers are features that enable interaction in group activities, the exchange of ideas and opinions; or the research of other realities. Thus, this study aims to analyze how the computer through digital resources used in activities collaboratively, can emerge Proximal Development Zone (ZDP). This research was developed in a municipal school in Aquiraz / CE, in groups of two or more learners. Qualitative methodology with interpretative character was used. The research technique involved participant observation, with micro genetic analysis and as tools for collecting videos and daily data field. Planned activities included the curriculum subjects, the use of computer and some Internet resources. The methodological procedures were considered from a micro genetic approach, and defined with the statement of contemporary researchers, as Meira and Lerman (2009) and Colaco et al. (2007) which expanded and interpreted new concepts of the ZDP Vygotsky (1994). The results were analyzed according to categories at the time of data analysis. In the first category, interaction among peers, was detailed as group activities, and peer contribution contributed to the development of the zone. In the second category, interaction with someone more experienced, involved contributions and assistance from someone more experienced, contributing to facilitating learning. The next third, technology support, has detailed the use of technology by students and contributions of this resource for teaching and learning processes. In the last category, student Protagonism discussed how students managed to overcome their level of development and can act as author of knowledge itself, and observed two characteristics: Activism and autonomy. The results highlighted times when resources combined with peer interaction promote and facilitate the emergence of ZPD, resulting in learning, promoting performances and authoring postures of these learners in the process.