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Bennich, Maria. "Kompetens och kompetensutveckling i omsorgsarbete : Synen på kompetens och lärande – i spänningsfältet mellan samhälleliga förutsättningar och organisatoriska villkor". Doctoral thesis, Linköpings universitet, Pedagogik och sociologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55893.
Pełny tekst źródłaThe dissertation is a compilation article thesis and the main purpose is to study how perceptions about competence are related to learning environments and competence development strategies. Parallel to this purpose, I have analysed and discuss competence development from a societal and inter-organisational perspective. Here the focus is on governing principles, user-influence and national development programmes. The dissertation consists of a local study based on 22 interviews and 74 questionnaires, a research review and a study based on evaluations of the national Steps for Skill Programme (Kompetensstegen). The results of the local study – two care homes and two home-help units – showed that prerequisites for learning environments differ depending on the type of activity being conducted. In the home-help context, the support and involvement of the management was more central for competence development than in the care homes. At the same time, the results showed that in those activities where there was a more developed learning environment and an integrated strategy for competence development, i.e. a combination of informal and formal learning activities, perceptions about the competence of care staff were more advanced. Here the focus was on developing competence and the work itself. What was common to all the activities was the perception that staff needed to be able to develop relations with users. The analysis of the Steps for Skill Programme – a major national initiative – revealed deficiencies in the interplay and equal relations between workplaces and educational institutions. This had implications for the success of the competence development programme. In those areas where the workplace- and educational system cooperated, the workplace learning was more flexible, efficient and serviceable for the participants. This example indicated that competence issues need to be analysed from a societal perspective. The societal analysis showed that competence issues are easily neglected if they are not integrated into governing principles, such as exposure to competition, procurement procedures and customer choice. Competence development in elder care is a complex, difficult to define and demanding process that needs to be synchronised at different levels. National ventures, where formal education dominates, have had very little impact. The perspective has often been shortsighted and individual-oriented. Also, one-off projects and occasional resource allocations do not lead to competence development being prioritised or to essential resources being allocated locally. Keywords: Care-staff, competence, competence development, elder care, interactive research, inter-organisational cooperation.
Marshall, Harriet. "The sociology of global education : power, pedagogy and practice". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435690.
Pełny tekst źródłaWahlgren, Olivia. "Tematisk analys av ett digitalt läromedel i tidig matematik för barn i åldrarna 4–6 år". Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176996.
Pełny tekst źródłaWiltshire, Gareth. "A sociology of physical activity and health for young people". Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17161.
Pełny tekst źródłaKnowles, F. E. "A critical sociology of the education of Native Americans : an application of Habermas to the pedagogy /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137721.
Pełny tekst źródłaDooley, Karen Teresa, i k. dooley@qut edu au. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Griffith University. School of Cognition, Language and Special Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030102.105906.
Pełny tekst źródłaDooley, Karen. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366070.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
Fager, LaLuna, i Emelie Andersson. "Risk- och skyddsfaktorer i arbetet med individer som är beroende av datorspel. : En socialpedagogisk analys av professionellas berättelser". Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102353.
Pełny tekst źródłaAtnarsson, Annie, i Emma Sandström. ""Relation går före metod" : En kvalitativ analys av professionella aktörers berättelser om substitutionsbehandling i relation till framgång och hinder vid det praktiska arbetet". Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-103526.
Pełny tekst źródłaRodrigues, Tanya. "Non-Formal Education and Street Youth Empowerment: Pedagogy and Practice of Two Brazilian Non-Governmental Organizations". Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28578.
Pełny tekst źródłaRudibaugh, Lindsey Mica. "Helping the Way We Are Needed| Ethnography of an Appalachian Work College". Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707735.
Pełny tekst źródłaThis doctoral research is an ethnographic study that describes the lived culture of Alice Lloyd College, a work college located in the Appalachian Mountains of Kentucky, and its efficacy in engaging Appalachian students in sustainability education in a college setting. Campus culture was found to be consistent with that of the broader Appalachian region, with three blue collar values emerging as core cultural indicators within the campus community. The three core values are work ethic, service, and self-reliance. Student participants reported low levels of cultural dissonance in transitioning from their family lives to life in college, with most claiming that their immediate families were supportive of their decision to attend college. This is uncommon in the higher education landscape as many Appalachian students on more traditional campuses are first-generation, struggle to persist to graduation, and experience clashing between their home culture and that which they experience at school. The institution was found to be a model of sustainability education in the areas of social and economic justice. Social justice is promoted through the enactment of the institution’s mission of cultivating leaders to serve and improve the Appalachian region. Economic justice is fostered through the College’s work program which makes higher education possible without debt for low-income Appalachian students by providing tuition waivers to those who work a minimum of 10 hours per week carrying out critical campus operations. While environmental justice was not found to be a current outcome, the institution’s practices have valuable implications for re-envisioning higher education as a tool for promoting—rather than impeding—holistic sustainability efforts by reinforcing and promulgating sustainable blue collar values through teaching subsistence skills and systems thinking in a work college setting. Data collection for this study was conducted via responsive qualitative interviews with multiple campus constituent groups, including students, faculty, and staff. Data analysis consisted of attributes coding, magnitude coding, and values coding, followed by code landscaping to identify patterns across each coding phase.
Will-Dubyak, Kathryn Deeanne. "Pre-service teacher efficacy development within clinically-based practice| Examining the structures and strategies in the collaborative cohort". Thesis, Montana State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112068.
Pełny tekst źródłaResearch indicates that teachers benefit from education coursework in their preparation that provides opportunities to develop and practice pedagogical understandings (Darling-Hammond, 2000, 2006). Research also indicates that opportunities to enact learning from coursework are beneficial in teacher efficacy development within teacher preparation (Tschannen-Moran, 2007). Therefore, teacher education programs need to examine their structures and practices in an effort to provide the opportunities to enact their coursework to develop teachers’ pedagogical understandings and teacher efficacy. What needs to be better understood are the actual structures and strategies within the communities of practice that provide and encourage opportunities for growth of teacher efficacy for pre-service teachers. A case study methodology was used to explore the structures and strategies that pre-service teachers identified as contributing to the development of teacher efficacy within the collaborative cohort during the fall 2015 semester in a teacher education preparation program located in the Rocky Mountain West.
The findings suggest that (a) school communities matter as a context for pre-service teacher efficacy development, (b) purposeful, aligned, situated learning experiences which bridge course and field work contribute to efficacy development, and (c) a mindset of continual professional growth within practice develops confidence.
Whalen, John Matthew. "The Hofstede model and national cultures of learning| A comparison of undergraduate survey data". Thesis, Colorado State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149811.
Pełny tekst źródłaResearchers in cross-cultural pedagogy often invoke the work of Hofstede (1980; 1986) and Hofstede, Hofstede, and Minkov (2010) to explain variation in classroom behavioral norms across countries (e.g. Cronjé, 2011; Li & Guo, 2012; Tananuraksakul, 2013). Although Hofstede' s model of culture was developed from IBM employee surveys to facilitate cross-cultural management, Hofstede explicitly suggests that his findings can be generalized to student and teacher behavior in the classroom. The present study tests this suggestion by administering an online survey to university students (n=625) in the following countries: USA (n=181), South Africa (n=103), China (n=64), Turkey, (n=60), Russia, (n=59), Finland (n=58), Vietnam (n=52), and France (n=48). Although the number of countries included in this study is too low to produce globally generalizable results, a statistical comparison of national means on each item fails to support Hofstede's predictions about how national culture manifests in the classroom for these particular countries. Instead, provisional support is found for the creation of a new set of cultural dimensions for the specific purpose of studying classroom culture, with three such dimensions emerging from a principal components analysis of the present data set. The examination of national differences on individual items in this survey can also be useful for traveling instructors of English-speaking university classrooms.
Jarmo, Rachel. "A critical discourse analysis of the construction of knowledge of gender in sociology at upper-secondary school". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40061.
Pełny tekst źródłaAndrade, Johnson Maria Dulce Silva. "Potential of One-to-One Technology Uses and Pedagogical Practices| Student Agency and Participation in an Economically Disadvantaged Eighth Grade". Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619370.
Pełny tekst źródłaThe accelerated growth of 1:1 educational computing initiatives has challenged digital equity with a three-tiered, socioeconomic digital divide: (a) access, (b) higher order uses, and (c) user empowerment and personalization. As the access gap has been closing, the exponential increase of 1:1 devices threatens to widen the second and third digital divides. Using critical theory, specifically, critical theory of technology and critical pedagogy, and a qualitative case study design, this research explored the experiences of a middle school categorized under California criteria as “socioeconomically disadvantaged”. This study contributes to critical theory on technology within an educational setting, as well as provides voice to the experiences of teachers and students with economic disadvantages experiencing the phenomena of 1:1 computing.
Using observational, interview, and school document data, this study asked the question: To what extent do 1:1 technology integration uses and associated pedagogical practices foster Margins of Maneuver in an eighth grade comprised of a student population that is predominantly economically disadvantaged? Probing two key markers of Margins of Maneuver, student agency and participation, the study found: (a) a technology-enhanced learning culture; (b) a teacher shift to facilitator roles; (c) instances of engaged, experiential, and inquiry learning and higher order technology uses; (d) in-progress efforts to strengthen student voice and self-identity. Accompanying the progress in narrowing economically based digital divides, the data also demonstrated some tension with the knowledge economy. Nevertheless, sufficient margins existed, associated with one-to-one uses and practices, to result in micro-resistances characterized by assertion of student agency and democratization potential.
Barr, Jean. "Women, adult education and really useful knowledge : an essay concerning feminist pedagogy, epistemology, research, etc". Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/2183.
Pełny tekst źródłaCalhoun, Deborah C. "Teaching Teamwork to College Students through Cooperative Learning| Faculty Attitudes and Instructional Best Practices". Thesis, Notre Dame of Maryland University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616091.
Pełny tekst źródłaEmployers highly value college graduates who have strong teamwork and interpersonal skills. In studies focused on employer priorities for college learning sponsored by the Association of American Colleges and Universities in 2008, 2010, and 2013, employers have stated that colleges should do more to prepare graduates to work effectively in a team-based work environment. Equally important is the empirical research which has demonstrated that cooperative learning has the ability to significantly enhance student learning. These benefits include higher academic achievement, better longterm retention of what is learned, enhanced ability to transfer learning from one situation to another and a more positive attitude toward the academic subject being studied. Lastly, the study of teamwork is important to the study of leadership, without a team of followers there is no leadership. Many college and university faculty have students work in cooperative groups and assign team projects in their courses. Unfortunately, most faculty do not realize that the development of effective teamwork knowledge, skills, and abilities takes time, education and training. Students need to be taught how to work cooperatively in teams; these skills do not naturally develop on their own.
The purpose of this descriptive study was to investigate the differences between what the research literature identifies as cooperative learning and teamwork instructional “best practices” and what postsecondary faculty in a variety of academic disciplines actually do when employing groups or teams in their courses. An additional research objective was to gain a better understanding of the factors that contribute to any differences discovered. In order to take a first step toward answering these questions a web-based survey of full-time faculty, both liberal arts and professional, employed at ten different Maryland colleges and universities was conducted.
An analysis of the data collected revealed that a preponderance of the faculty assigned cooperative work and team assignments for student centered reasons; they want their students to learn teamwork skills and course content. Yet the majority of the faculty implement very few of the cooperative learning and teamwork instructional “best practices” discussed in the academic literature. In other words, students were assigned to course teams with little forethought, preparation, or guidance from faculty and many of the assignments utilized were not properly designed for student group/team learning. The research suggests a majority of faculty harbor misconceptions about how students learn teamwork skills and do not realize that their own knowledge of cooperative learning and teamwork as well as of the best instructional practices was very limited. Lastly, the research uncovered several statistically significant relationships among the use of cooperative groups, team projects and instructional “best practices” and with faculty teamwork self-efficacy, collectivism values, motivation, attitude and to a lesser degree with faculty teamwork KSAs and demographics.
By gaining a better understanding of faculty confidence and competence to teach and coach effective cooperative learning and teamwork within their classrooms, colleges and universities will be able to develop meaningful instructional aids, mentoring programs and professional development opportunities which support faculty in the effective facilitation of meaningful group exercises and team projects in their courses. In so doing, the college student’s attitude toward future team opportunities will be more positive and the likelihood increased that effective teamwork skills will be developed and more likely transferred to future professional situations.
Bucek, Loren Elizabeth. "Children's Dance-Making: An Autoethnographic Path Towards Transformative Critical Pedagogy". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366147483.
Pełny tekst źródłaHill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools". Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.
Pełny tekst źródłaThis qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.
Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.
The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.
*pseudonyms.
Fontanella-Nothom, Oona. "Teacher perspectives on raising issues of race and racism when educating young children". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1582860.
Pełny tekst źródłaThis qualitative research study brings to light the need for a Critical Race Theory approach to early childhood education. Ten early childhood educators were interviewed and asked about how they teach about race and racism with their students. Four major findings are identified and described within the study, Devaluing Children's Ability; Ethnic Identity and Cultural Belonging; Critical Race Turning Points; and Challenges of Teaching About Race and Racism. Critical Race Turning Points is new, innovative conceptual tool and model that describes motivations of educators that work towards positive, social justice oriented change in their teaching. Conclusions recommended in this study include: the need to for a professional organization for early childhood educators working for racial and social justice, a mandate for more consistent education levels for early childhood educators, and inclusion of topics of race, racism, and social difference in early childhood education curriculum.
Sjöberg, Forssberg Karin. "Att skapa drivkrafter för lärande och förändring : En studie om jämställdhetsintegrering och dess förutsättningar i en kommun". Licentiate thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130605.
Pełny tekst źródłaKvietkauskaitė, Edita. "Socialinio darbo pagyvenusių žmonių globos įstaigose ypatumai". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_172452-84742.
Pełny tekst źródłaDue to the state development, the growth of democratic attitudes and traditions, the necessity to guarantee the human life quality and socialization has also increased. One of the work objectives is the improving of elderly people’s living quality in the state care centres. Research object is elderly people’s involvement into different activities which can improve their socialization. Research objective is to identify the best activity forms, which might be applied in a social worker’s work with care centre residents in order to make their life good. Research hypothesis is the fact that there are not enough social rehabilitation services in the care centres; the variety of services is insufficient as well. Research aims: 1. The analysis of foreign and Lithuanian scientific sources and laws, which focus on elderly people’s problems. 2. The description of social life content in the chosen care centres, trying to reveal employees’ sociality. 3. The estimation of social work drawbacks with residents in the chosen institutions. 4. The preparation of certain recommendations how to increase elderly people’s social integration and self-realization in the care centres. Research methods: • The analysis of literature sources and laws • Questionnaire • Observation • Conversation • The analysis of statistically obtained data Research stages: In the first part there is a scientific analysis, trying to base theoretically the hypothesis and assumptions of the scientists of psychology... [to full text]
Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16244/1/Kathy_Mills_Thesis.pdf.
Pełny tekst źródłaMills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16244/.
Pełny tekst źródłaKoebley, Sarah Cotton. "Dimensions of social capital among high school mathematics teachers". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618879.
Pełny tekst źródłaThis study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, situated in an urban setting, was able to define issues around trust and structure within their network. There was significantly less discussion or acknowledgement of the remaining dimensions of social capital: level of professional expertise within their group, and the depth or content of their professional interactions. Teachers had no vocabulary, interactional routines, norms or other tools to assist in the analysis of these key social capital resources.
The study found that there is a need for an additional dimension to be included in existing social capital models. Defined as “Group Self-Knowledge”, I describe this construct as a way for teacher networks to detect, define and assess their own capacity for change and innovation. The ability of a network to assess its social capital is described as necessary in determining specific needs for professional development resources, and in aligning those needs with the resources (physical, human or social capital) that are most likely to lead to conditions in which a network could learn, adapt, grow and change. Social capital models offer constructs which can assist in social capital analysis, and which could lead to significant impacts on educational organizations: a "systems" view that privileges the knowledge of the group and disrupts teachers' tendency towards individualism, presentism and conservatism (Lortie, 1975); an expectation of professionalism, creativity and problem-solving from the teachers within the system; a shift away from a deficit model of teaching towards a vision of educational systems as collections of assets; and an educational model that operates from a standpoint of reinvestment and re-cycling of vital resources back into itself.
MULLEN, KEARA ANITA. "COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196913269.
Pełny tekst źródłaRicci, Christiano Streb. "O futsal no ambiente escolar extracurricular: as perspectivas e objetivos de ensino de Instrutores/Treinadores atuantes em escolas particulares da cidade de Ribeirão Preto / SP". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-19042018-094029/.
Pełny tekst źródłaThe aim of this study was to analyse the meaning attributed to practice, described by Futsal Coaches involved in the extracurricular environment of private schools in the city of Ribeirão Preto - SP. It is estimated that in Brazil about 20 million people practice futsal on unofficial way and about 300 thousand athletes play futsal with some kind of formal link to sport institutions. The option of investigate coaches was due to their relevance, because they occupy a central role in the process of sports training. The Grounded Theory, which is a qualitative research methodology, was applied for the analysis of responses of semi-structured interviews with seven futsal coaches on private high schools extracurricular sport activities. The results indicated that coaches justify different goals when teaching futsal: to teach values, to stimulate the development of a students sports culture, to stimulate the pursuit of a sports career and the formation of competitive teams capable of winning formal games and scholar tournaments. The results also indicated that the coaches agency are influenced by the hegemonic model of high performance sports. The modus operandi described by them to select students for the formal competition games, the valorisation of the victory, and the behaviour in the bench, closely resemble the one observed in the environment of the high-performance sports. Therefore, it was observed a predominance of the use of the official meaning of sports practice reproduced in the school extracurricular environment. Such reproduction is causing unequal participation of students in formal school games and tournaments. It was concluded that this extracurricular school environment of sports practices needs to undergo a process of resignification, to favour a larger participation of all students who are interested in some sports
Bender-Slack, Delane Ann. "Teaching texts for social justice : English teachers as agents of change /". Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1183419335.
Pełny tekst źródłaAdvisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.
Oliveira-Torres, Fernanda de Assis. "Pedagogia musical online : um estudo de caso no ensino superior de música a distância". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61146.
Pełny tekst źródłaThis study discusses the online music pedagogy of a distance music course that uses Moodle, a software platform, as a virtual learning environment. It aims to understand how the online music pedagogy is created in the music virtual learning environment, assuming as a research locus, the Degree in Music at the UAB-UnB, as a distance learning mode. In this study, the online music pedagogy includes: Moodle methodologies, resources, and learning materials, and the application of such methodological-theoretical resources in the process of creating the music distance learning course from the relationship amongst its platform, tools, contents and social protagonists. Twenty three individuals , who were included in the moodle platform of the music distance learning course, participated in this study; two coordinators, one manager, one teacher author/supervisor, six distance learning tutors, and thirteen virtual students. The specific purposes of this study aim to contextualize the students’ choice for the music distance learning course; to investigate which musical-pedagogical mediations are created in this virtual environment; to analyze the discipline arrangement; to identify how these disciplines interact; to verify how the individuals manage time and space in this course; and to observe the music distance course viability. The theoretical foundation is based on the field of sociology of music education, sociology of communication, sociology of education and sociology of distance learning. From the branches of Sociology, the theoretical basis of this study is supported by authors who refined a look at everyday life with regard to the cyber culture context (LEMOS, 2008; FAINHOLC, 2007; HALABAN, 2010). This is a qualitative case study (POUPART et al., 2008; DESLAURIERS and KÉRISIT, 2008; GODOI et al., 2007; YIN, 2005; BOGDAN and BIKLEN, 1994). Data collection techniques used were non-participant and participant observations, as well as an online interview, which was an adaptation of a face-to-face interview (NICOLACI-DA-COSTA, 2007). The results showed that it is possible to learn music by taking online music courses. There is a growing demand for such alternative mode of learning as they provide greater flexibility in the organization of time and space. Data analysis and interpretation revealed that online music pedagogy should take into account its specific demands in each discipline, linked to the reality of each context inserted in the process of training, in addition to being adapted and transformed to meet these specific needs.
Lima, Jos? Gllauco Smith Avelino de. "Paulo Freire e a pedagogia do oprimido: afinidades p?s-coloniais". Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13633.
Pełny tekst źródłaCoordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The main objective of the present research is to reflect on the affinities between post-colonial theories - analytical perspectives directed toward the discussion of colonialism and its effects on the contemporary social fabric - and Brazilian educator, Paulo Freire‟s (1921-1997) Pedagogy of the Oppressed, written at the end of the 1960‟s. The study aims to make the argument that the present reflections on the featured work is an example of a post-colonial theoretical framework, delineating a critical modus operandi of colonialism, particularly in its cultural and epistemic dimensions, delineating a problematization of the processes of cognitive domination set, above all, by the European colonization of the Latin American continent, with the formation of the modern-world-system (WALLERSTEIN, 2007), dated from the 16TH Century forward. From this stand point, and especially supported by the contributions of Boaventura de Sousa Santos on the sociology of absence, the present work accentuates Pedagogy of the Oppressed as a set of reflections that bring the possibility of a pedagogy of absence (SANTOS, 1996), having in mind that, this book deals with, the presuppositions of an educational action, which considers the plurality of knowledge and social practices by way of the establishment of a pedagogical practice of collective construction, emancipator and dialogic that arises from the encounter to the indolent reason (SANTOS, 2009) in which the silencing of the voices of the oppressed, construct their conditions of invisibility, promoting also the absence of the social questions inherent to the processes of teaching and learning. It is with this perspective, however, that post colonialism is considered a theoretical site for the affirmation and the reinvention of the Pedagogy of the Oppressed, an obligatory reference in the construction of a prudent knowledge for a decent life (SANTOS, 2006)
A disserta??o em pauta possui como objetivo principal a reflex?o acerca das afinidades entre as teorias p?s-coloniais - perspectivas anal?ticas voltadas para a discuss?o em torno do colonialismo e de seus efeitos na tecitura social contempor?nea - e a Pedagogia do Oprimido - livro escrito pelo educador brasileiro Paulo Freire (1921-1997) durante os anos finais da d?cada de 1960. Argumentamos que as reflex?es presentes na obra em destaque, a exemplo do arcabou?o te?rico p?s-colonial, delineiam uma cr?tica ao modus operandi do colonialismo, particularmente em sua dimens?o cultural e epist?mica, delineando uma problematiza??o sobre os processos de domina??o cognitiva instaurados, sobretudo, a partir da coloniza??o europeia no continente latino-americano, quando da forma??o do sistema-mundo-moderno (WALLERSTEIN, 2007), datada do S?culo XVI em diante. Partindo-se deste princ?pio, e amparado especialmente nas contribui??es de Boaventura de Sousa Santos sobre a sociologia das aus?ncias, o presente estudo acentua a Pedagogia do Oprimido como um conjunto de reflex?es que trazem a possibilidade de uma pedagogia das aus?ncias (SANTOS, 1996), tendo em vista que, neste livro, evidenciam-se os pressupostos de uma a??o educacional que considera a pluralidade de saberes e de pr?ticas sociais por meio do estabelecimento de uma pr?tica pedag?gica de constru??o coletiva, emancipat?ria e dialogal que vai de encontro ? raz?o indolente (SANTOS, 2009). Esta raz?o, ao silenciar as vozes dos oprimidos, constr?i suas condi??es de invisibilidade, promovendo tamb?m a aus?ncia de quest?es sociais inerentes aos processos de ensino e de aprendizagem. ? no interior desta perspectiva, portanto, que se considera o p?s-colonialismo como um lugar te?rico para a afirma??o e a reinven??o da Pedagogia do Oprimido, referencial imprescind?vel ? constru??o de um conhecimento prudente para uma vida decente (SANTOS, 2006)
Sundback, Nick. "International Relations or International Sanitations? Exploring Student Perceptions of Intro to IR Course Content". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/pomona_theses/120.
Pełny tekst źródłaMartínez, Ángel Luis. "Young, Gifted, and Brown: Ricanstructing Through Autoethnopoetic Stories for Critical Diasporic Puerto Rican Pedagogy". Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1445429195.
Pełny tekst źródłaSummerville, Jennifer A. "Governmentality, pedagogy and membership categorization : a case of enrolling the citizen in sustainable regional planning". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/20508/1/Jennifer_Summerville_Thesis.pdf.
Pełny tekst źródłaSummerville, Jennifer A. "Governmentality, pedagogy and membership categorization : a case of enrolling the citizen in sustainable regional planning". Queensland University of Technology, 2007. http://eprints.qut.edu.au/20508/.
Pełny tekst źródłaBrändström, Sture, i Christer Wiklund. "Två musikpedagogiska fält : en studie om kommunal musikskola och musiklärarutbildning". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1995. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16584.
Pełny tekst źródładigitalisering@umu
Goudevenos, Rebecca. ""De är inte riktigt där ännu..." - Sex och samlevnad för barn i ett sexuellt dilemma : En studie om viktiga vuxnas narrativ gällande biologiämnets sex- och samlevnadsundervisning i grundskolans mellanår". Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44494.
Pełny tekst źródłaGillespie, LaVerne. "Trust in Leadership| Investigation of Andragogical Learning and Implications for Student Placement Outcomes". Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619163.
Pełny tekst źródłaPurpose. The investigation sought to determine the significance and or the effects of an ex post facto staffing intervention involving the addition of a Regional (mid-tier) team of instructional leaders as a viable and sustainable solution for increased operational effectiveness year over year, and, if there could be implications on employment outcomes. Furthermore, to determine whether this staffing intervention of adding a Regional (mid-tier) team of instructional leaders affected the primary Andragogical factors used for instructional effectiveness and did the change create a conducive condition for learning for Career Services Leaders from the perspective of Andragogy.
Design/Methodology/Approach. Mixed-method research utilizing the Modified Instructional Perspectives Inventory (MIPI) originally designed by Henschke (1989), modified appropriately. This study will compare the gap between the Regional Director (RD) and the Director (D) scores on the MIPI to measure possible contributions to employment placement outcomes and determine primary Andragogical factors used for instructional effectiveness for Career Services Leaders.
Findings. Regarding the influence of Andragogy on placement outcomes for 2011 compared to 2012, the conclusions were as follows: There was no significant relationship of note, however, observably, the wider the gap, the lower the placement rate for 2011. However, the 2012 Employment Rate (ER) indicated that there was a moderate, negative relationship between the gap in Andragogical instructional perspectives and employment rates. The leader learners were operationally effective as a result of the instruction they received from the instructional leaders. The research results support this point, since 2012 employment rates related to the Andragogical gap indicating trust, and both 2011 and 2012 employment rates were dependent upon the region from which they were generated.
Practical Implications. In higher education for-profit environments involving leadership development, instructional leadership staffing paradigms form the rationale for increased performance and operational effectiveness.
Originality/Value. The results of this study provided empirical validation for the decision to restructure the Career Services leadership model for continued implementation and sustainability in higher education leadership settings.
Keywords. Andragogy, Leadership, Career Services, Instructional Leadership, Adult Learning, Trust in Leadership, Regional Directors, Middle Management.
HOFF, PAMELA TWYMAN. "LEARNING TO RESIST: RETURNING AFRICAN AMERICAN STUDENTS TO THE HUSH HARBORS IN SEARCH OF EDUCATION'S PROMISES - SKILL DEVELOPMENT FOR CRITICAL CONSCIOUSNESS". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179268105.
Pełny tekst źródłaOcampo, Atheneus C. "Towards a Community College Pin y Praxis| Creating an Inclusive Cultural Space". Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139326.
Pełny tekst źródłaDarder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards establishing and sustaining cultural democracy in the classroom.
This study responded to the call to work with a Pilipino/a student organization in creating an inclusive space in the schooling experience. The learning process for many Pilipino/a students has historically been steeped in a colonialist mentality and directed toward assimilating these students into the practices of mainstream culture in order to survive. This qualitative research intended to address the unjust issues rooted in the dominant structure of schooling and the persistence of a form of colonizing education that fails to incorporate Pilipino/a sociohistorical knowledge and practices of knowing. More specifically, it addresses issues and tensions related to the process of biculturalism, which Pilipino/a students are required to manage in order to utilize their voice and lived experiences as a basis for action. The methodology of this study was influenced by Pagtatanung-tanong—a Pilipino/a equivalent to participatory action research. In utilizing this approach, the study was formulated through the voices of Pilipino/a students at a community college engaged in community building actions toward cultural affirmation.
Turini, Mateus Henrique. "Ensino de Sociologia e Pedagogia Histórico-Crítica : uma análise dos fundamentos teórico-metodológicos /". Bauru, 2019. http://hdl.handle.net/11449/181734.
Pełny tekst źródłaBanca: Maria Valeria Barbosa
Banca: Vitor Machado
Resumo: A presente dissertação apresenta uma análise qualitativa sobre os fundamentos teórico-metodológicos do ensino de Sociologia na Educação Básica e da Pedagogia Histórico-crítica (PHC). Para tanto, realiza uma pesquisa científica, com fundamentação teórica ao materialismo histórico-dialético, em uma escola técnica (Etec), localizada em um município do interior do estado de São Paulo. A partir do estado da arte sobre o ensino de Sociologia, de um breve histórico como componente curricular na educação escolar brasileira, da análise dialética do discurso de documentos normativos e da revisão teórica sobre a PHC, foi possível elaborar uma proposta de um ensino histórico-crítico de Sociologia para o Ensino Médio. Essa contribuição se expressa por meio de um método didático e um jogo educacional, chamado FilosoBol. Após repetidas aplicações, é possível afirmar que o jogo conseguiu cumprir com o papel esperado para essa pesquisa: o de ser uma atividade pedagógica que possibilita a vivência do momento catártico dentro dos tempos e espaços escolares.
Abstract: The present dissertation presents a qualitative analysis on the theoretical-methodological foundations of the teaching of Sociology in Basic Education and Historical-critical Pedagogy (HCP). In order to do so, it carries out a scientific research, with theoretical foundation to historical-dialectical materialism, in a technical school (Etec), located in a municipality of the interior of the state of São Paulo. From the state of the art on the teaching of Sociology, from a brief history as a curricular component in Brazilian school education, from the dialectical analysis of the discourse of normative documents and the theoretical review on the HCP, it was possible to elaborate a proposal of a historical-critical teaching of Sociology for High School . This contribution is expressed through a didactic method and an educational game called FilosoBol. After repeated applications, it is possible to affirm that the game was able to fulfill the expected role of this research: that of being a pedagogical activity that allows the experience cathartic moment to within the times and school spaces
Mestre
Robert, Rémi. "Par l’entremise d’une pratique réflexive, de quelle manière le professeur et l’étudiant inscrit en TREMPLIN DEC peuvent-ils utiliser les TIC de façon éthiquement responsable pour renouveler et améliorer l’enseignement de la philosophie au collégial?" Thèse, Université de Sherbrooke, 2018. http://hdl.handle.net/11143/11845.
Pełny tekst źródłaAbstract : The turn of the century brought with it an emergence of information and communications technologies (ICT) and web 2.0 to the Quebec junior college network. In the wake of this technological progress, the presence of ICT changed (transformed) the way students learned about discipline-related content while allowing the teachers to redefine their pedagogical methods that would make courses more interactive. At the outset, the miniaturisation of these tools was a source of emulation for the developers as well as a cause of concern for the tenants of traditional teaching methods. Even today, this duality has led to diverging professional convictions with regards to how we should teach philosophy. The goal of this thesis is to show that in developing a feeling of mutual competency, students and teachers of the Springboard to a DCS pathway must engage in an ethically responsible usage of information and communications technologies. This will improve teaching methods of philosophy, which will lead to renewed discipline-related learning. Over time, the validation of electronic pedagogy (e-pedagogy) will allow students to cultivate a sense of responsibility with regards to their learning and make them more autonomous. In addition to increasing the passing rate, as shown by our data, e-pedagogy permits the teacher to develop a more targeted approach to accompany the particular needs of students in the Springboard to a DCS pathway. Our thesis is broken into four parts and is based on an interdisciplinary approach. The first part deals with the sociology of communication. We will explain how ICT have changed the nature of socialization and the dynamics of user interactions. For some, technological tools allow for a more efficient communication, whereas others feel that these tools encourage a breakdown of human relationships because in prioritizing communication efficiency, we risk harming the quality and longevity of interpersonal relationships. The second part focuses on education and the importance for students and teachers to develop a shared reflective practice with regards to learning and transmitting discipline-related content. Despite the difficulties faced by students in the Springboard to DSC pathway and their instructor, all of the actors must acquire a series of common competencies, without which the use of ICT would be futile. That means that the nature of the pedagogical relationship must be re-evaluated to allow to increased e-pedagogy innovation. The third part deals with ethically responsible usage of ICT in learning situations. Indeed, in using ICT, instructors and students must assure a shared responsibility and consider common values of solidarity and complementarity. These two values are necessary for teachers to be able to adapt academic supervision in order to answer specific student needs. Furthermore, a professional learning community would optimize teacher commitment thereby increasing a student’s efforts in his or her academic success. Finally, we will propose a series of recommendations to improve the teaching of philosophy. The purpose is to bring about a culture of change which, in our opinion, would be beneficial for the entire college network and constructive for the development of e-pedagogical strategies in philosophy.
Houel, Nicolas. "Pédagogie de la sobriété lumineuse : étude des enjeux et méthodes de la requalification du parc d'éclairage public de la métropole nantaise au travers de la récolte d'indicateurs qualitatifs et quantitatifs des ambiances nocturnes en ville". Thesis, Ecole centrale de Nantes, 2020. http://www.theses.fr/2020ECDN0032.
Pełny tekst źródłaAs part of a CIFRE contract associated with the definition of the Lighting Development Coherence Scheme (SCAL) of the city of Nantes, Nicolas Houel’s thesis contributes to identifying the stakes of better energy and light sobriety in the management of its public lighting park. The research deals with the development methodology of the SCAL and focuses on the identification of current controversies in the artificial lighting practice, to raise awareness and involve the users of public spaces in the evaluation and production of nocturnal urban ambiances. It includes a series of field surveys dedicated to the evaluation and iteration of a method for the collection of sensitive indicators. Beyond its analytical part, the thesis proposes an unprecedented digital mapping tool to monitor the installations and to in real time the collection of physical and sensitive indicators identified by the users. The research addresses the concept of expertise of use, potentially complementary of political, artistic and technical ones that currently govern public lighting. They highlight the prominent place of artificial lighting in collective culture and the very low representativity of the concept of darkness. The pedagogy of light sobriety, regarding the challenge of energy and light sobriety originally pursued through an approach of awareness to public lighting for users, is ultimately oriented towards a form of pedagogy of darkness, in which light sobriety could settle lastingly
Tartt-Walker, Sheba Hollywood. "Influence of Normative Commitment on English as a Second Language Teachers' Implementation of Learner-Centered Practices for Diverse Learners". Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615795.
Pełny tekst źródłaIn light of the paradigm shift from teacher-centered to learner-centered instruction occurring globally, the need for committed teachers is critical. Due to the influx of foreign nationals securing positions in the U.S. educational system, the teacher workforce has become more diverse. This diversity manifests a broad range of beliefs and values in regard to the teaching and learning process that are culturally inherited by an individual. Hence, "cultural incongruence" between the teacher and school organization is more likely to occur. A lack of understanding of how the cultural and educational aspects of normative commitment influences teachers' implementation of learner-centered instructional practices can lead to school systems experiencing organizational conflict.
Six multicultural English-as-a-second language teachers, three males and three females, representing six countries were purposely selected to participate in the study. The normative commitment survey from Meyer and Allen (2009) Three Component Model of Organizational Commitment, professional performance documents and a semi structured interview served as the data collection methods. The interview data was analyzed using Laughlin et al. (2006) to the start coding process. The information gathered from the surveys and professional review documents was triangulated with the interview data to evaluate consistencies or inconsistencies amongst the sources. The data yielded six reoccurring themes throughout the study. (1) Cultural Congruence, (2) Cultural Incongruence, (3) Paradigm Shifts in Teacher Training, (4) Pedagogical Identity Manifestation, and (5) Societal Obligation. Further, the findings of this study can contribute to the development of cultural educational training with a focus on instructional methodology for school districts with high English-as-a-second language populations. These findings can also be used in the hiring process in order to evaluate potential organizational congruence.
Lidegran, Ida. "Utbildningskapital : Om hur det alstras, fördelas och förmedlas". Doctoral thesis, Uppsala universitet, Institutionen för utbildning, kultur och medier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-100328.
Pełny tekst źródłaGreensmith, Glynn. "An examination of media ethics and journalism pedagogy for news communicators: Theory and practice implications of a framing analysis of The Mercury (Tasmania)’s coverage of the Dunblane (March 1996) and Port Arthur (April 1996) mass shootings". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2444.
Pełny tekst źródłaWarner, Robert P. "Understanding Outward Bound Instructors’ Inclusive Praxis: Practices and Influential Factors". Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152434502743163.
Pełny tekst źródłaMcDonald, Cassandra. "An Exploration of Exposure to Music in High School Males in Appalachian Ohio". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2413.
Pełny tekst źródłaOntong, Krystle. "'n Ondersoek na 'n sin van plek en 'n pedagogie van plek in 'n Wes-Kaapse skool". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85593.
Pełny tekst źródłaENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the sense of place of learners and the extent to which teachers practice a pedagogy of place. In the study, the researcher investigated the sense of place of twelve Grade 6 and 8 learners at a school, situated in an eco-village in the Stellenbosch vicinity. The assumption is being made that the eco-village is a more conducive context for cultivating a sense of place amongst learners. The group consisted of six learners that did not live in the eco-village and six learners that did live there. Furthermore, an attempt was made to determine what the two Social Sciences teachers' understanding of the concept "place" was, the extent to which they practiced a pedagogy of place and the influence that the eco-village had on their teaching approach. The research report comprises two components, namely (a) a theoretical-philosophical component, and (b) an empirical component. The aim of the theoretical component was to explore the idea of a "sense of place" critically. This was done firstly, by emphasising the nexus between place and space, secondly, to present more clarity on the concept "place" by discussing the multiple meanings underpinning the concept, and lastly, to investigate a sense of place as a multi-dimensional concept. Against the background of a sense of place and pedagogy of place, I critically analysed the South African curriculum statements of the Social Sciences learning area for Grades R to nine, in order to determine how these policy statements address the concept place. Teachers are confronted with these statements on a regular basis and the assumption is that the emphasis being placed on this concept in the statements might have an impact on their pedagogy. This assumption was further explored in the interviews that were conducted with teachers, in an attempt not only to determine their understanding of the concept "place" but also to determine the extent to which they practice a pedagogy of place. Before interviews were conducted with teachers, it firstly determined what learners' sense of place is regarding where they live and attend school. The aim was to establish the differences, similarities, overlappings (if any) between these two groups. This study serves as a confirmation of the complexity regarding educational discourses and practices that explicitly examine the place-specific nexus between the environment, culture and education. It challenges teachers and educators in environmental education to expand the scope of their theory, investigation and practice in order to include the social and ecological contexts of our own inhabitation and those of others. In other words the challenge for teachers and educators lies in reflecting on the relationship between the type of education that they strive for and the type of place that we inhabit and leave behind for future generations.
AFRIKAANSE OPSOMMING: Hierdie studie het dit ten doel gehad om 'n genuanseerde perspektief te bied op leerders se sin van plek asook die mate waartoe onderwysers 'n pedagogie van plek toepas. Tydens die studie is die sin van plek onder twaalf graad 6- en 8-leerders aan 'n skool, geleë in 'n eko-dorpie in die Stellenbosch-omgewing ondersoek. Die aanname is gemaak dat die eko-dorpie meer bevorderlik is vir die kweek van 'n sin van plek by leerders. Die groep het bestaan uit ses leerders wat nie in die eko-dorpie woon nie en ses leerders wat wel daar woon. Verder is daar gepoog om te bepaal wat die twee Sosiale Wetenskappe-onderwysers se opvatting van die konsep "plek" is, tot watter mate hulle 'n pedagogie van plek toepas en die invloed wat die eko-dorpie op hulle onderrigbenadering het. Die navorsingsverslag bestaan dus uit twee komponente, naamlik (a) 'n teoreties-filosofiese komponent en (b) 'n empiriese komponent. Met betrekking tot die teoretiese komponent is daar beoog om die gedagte van 'n sin van plek te verken deur dit krities te ondersoek. Dit is gedoen deur eerstens die verband tussen plek en ruimte te bespreek, tweedens meer duidelikheid omtrent die konsep "plek" te verkry deur die veelvuldige betekenisse aan die lig te bring en laastens om "sin van plek" as 'n multidimensionele begrip te ondersoek. Wat betref sin van plek en 'n pedagogie van plek, is daar verder beoog om die Suid-Afrikaanse kurrikulumverklarings ten opsigte van die leerarea Sosiale Wetenskappe vir grade R tot nege krities te analiseer om te bepaal tot watter mate die beleidsdokumente die konsep "plek" behandel. Onderwysers word op 'n daaglikse basis met hierdie verklarings gekonfronteer en die aanname is dat die klem wat op die konsep "plek" gelê word, 'n invloed op hulle pedagogie as sodanig sal hê. Hierdie aanname is verder verken in die onderhoude wat met onderwysers gevoer is waar daar nie net gepoog is om hulle opvatting van die konsep "plek" te bepaal nie, maar ook om vas te stel tot watter mate hulle 'n pedagogie van plek beoefen. Alvorens daar met onderwysers onderhoude gevoer is, is daar eerstens bepaal wat leerders se sin van plek is met betrekking tot waar hulle woon en skoolgaan. Daar is beoog om die verskille, ooreenkomste en oorvleuelings (indien enige) tussen die twee groepe leerders se sin van plek vas te stel. Die studie dien as 'n bevestiging van die kompleksiteit aangaande opvoedkundige diskoerse en praktyke wat eksplisiet die plek-spesifieke neksus tussen die omgewing, kultuur en onderwys bestudeer. Dit stel onderwysers en opvoedkundiges in omgewingsopvoeding voor die uitdaging om die omvang van hulle teorie, ondersoek en praktyk uit te brei om sodoende die sosiale en ekologiese agtergrond van ons eie en ander se bewoning in te sluit. Met ander woorde, die uitdaging vir onderwysers en opvoedkundiges lê dus daarin om te reflekteer oor die verhouding tussen die tipe opvoeding wat hulle nastreef en die tipe plekke wat ons bewoon en nalaat vir toekomstige generasies.
Andrew Mellon Foundation
Teeple, Jamie Eric. "A Philosophical Analysis of STEM Education". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543280674680388.
Pełny tekst źródłaMachado, de Oliveira Ana Cristina. "Pedagogía del conflicto: Brasil, un país de conflictos velados". Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/89768.
Pełny tekst źródłaThe present conflict since always in human relations is, usually, confused with violence or aggression. Contrary to this sense, the present article intends to analyze the positive character of the conflict, in order to consider it an act which will come to educate individuals, create on them the capacity to construct, build actions, attitudes and positive thoughts. Actively participate of those questions that occur in society in an ethical manner, clear, critical and reflective. Thus, it includes as core of the democratic life, the educative act as its development. For this end, analyzes three pedagogical pillars about the human: autonomy, freedom and alterity. In consequence, sees that the individual, on the achievement of these pillars, assumes the conscious process e dialogical that precede about the questions that surround him in a certain conflictive state, starting from a progressive biological process. It is a bibliographic and qualitative research, phenomenalogic-hermeneutic imprint that searches to analyze, interpret and comprehend the texts decode in it. The investigation is guided in a critic and reflexive conscious about the actions and attitudes of being in the present society, with emphasis in the Brazilian society. This study is not about empirical findings, it travels the world of words an in it, takes form and presents specific and reflexive verifications to the object of study. The study assesses Brazil, as a country of veiled conflicts drafting an historical, political, pedagogical and educational frame of the country. It notes that the Pedagogic of Conflict enables the individual the value of realize the movements that occur on the society, in order to insert into them consciously by a path of a frequent dialogue; autonomous, free, change to him and to the other. It notes that Brazil presents a social system managed by a hierarchy that leads, said rules and statements from their basis of formation.