Дисертації з теми "School of Languages and Cultures"
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Dalquist, Rasmus. "English Speaking Cultures in Middle School Reading Material." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34602.
Повний текст джерелаCumming-Potvin, Wendy M. "A socio-cultural analysis of language learning and identity transformation during a teaching experiment with primary school students /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16168.pdf.
Повний текст джерелаLee, Meredith J. "Writing as cultural action : student writing at a bicultural school /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9313.
Повний текст джерелаKenyon, Tracy Karen. "An investigation into school learners' perceptions of linguistic politeness norms within and across cultures." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1004715.
Повний текст джерелаKMBT_363
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Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.
Повний текст джерелаGieser, Julianna Hawkins. "Academic stress and the transition from a national school to an English-speaking school." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Повний текст джерелаIsmail, Reedwaan. "An approach to implementing meaningful Communicative language activity material in Arabic for use at Primary School Level. A case study at Cravenby Secondary School." University of the Western Cape, 1995. http://hdl.handle.net/11394/8203.
Повний текст джерелаThe Arabic language is a means by which the culture, beliefs and myths of Arabic speaking communities in the world can be understood. The ability to communicate, read and write in the Arabic language, can be used to research, read and write about the customs, traditions, folklore, habits, poetry, music, history and literature of the people where Arabic is considered the mother tongue The Constitution of the Republic of South Africa (act 200 of 1993) states that 11 every person shall have the right to use the language and to participate in the cultural life of his or her choice" (p 16 (31)). The Constitution further states that " no person shall be unfairly discriminated against, directly or indirectly, and, without derogating from the The existence, respect and promotion of the Arabic language has been enshrined in the South African Constitution. Arabic is recognised as a language used by communities in South Africa even though it is mainly used for religious and ceremonial functions at this point in time. In 1993 I started teaching at Cravenby Secondary School, (Sub. A to Std. 10). During that year I did not teach the Arabic language. I, however, enquired from teachers regarding their teaching approach of the Arabic language. I also questioned the pupils about their opinion towards the language and the approach used by teachers. The overwhelming response by the pupils was that they had to learn the meaning of words in isolation and out of context.
Eriksson, Jolanta Maria. "L2 – C2? Teaching Culture within the Subject of English in Swedish Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1193.
Повний текст джерелаThe essay has been written in order to give a picture of culture teaching within the subject of English in upper secondary schools in Sweden. Although earlier research within this field is still not very extensive, a theoretical framework has been based on the results available and the syllabuses for the subject of English in the upper secondary school. A questionnaire with open question has been used as a tool for collecting data. The main focus is put on analyzing the contents of and ways in which teachers deal with cultural studies, considering the goals in the syllabuses. The results support the results of previous scientific investigations concerning culture studies in Swedish schools and show that culture teaching is often dealt with in the traditional ways where culture is viewed mainly as customs, traditions and history of the target language country, and where teachers mainly choose cultural elements from the UK and the US and seldom from other English speaking countries.
Various factors that influence teachers choices in their cultural studies are examined and alternative changes considering the teaching methods, for example ethnographic training, are proposed. The uncertainty about how to approach and what to include in cultural studies is reflected in the testing of students on cultural issues. The survey shows that half the respondents do not test their pupils on culture at all. The conclusion, based on the results of this survey and the previous research, is that no great changes have taken place within this field over the last decade and that further continuous study of culture teaching is recommended.
Marichal, Margarita. "Language of Instruction and Puerto Rican First Graders' Ethnic Categorizations." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4802.
Повний текст джерелаMoloney, Robyn Anne. "Intercultural competence in young language learners: a case study." Faculty of Education and Social Work, 2008. http://hdl.handle.net/2123/2440.
Повний текст джерелаWith the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.
Zerbinati, Josi Thomé. "Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23102013-112126/.
Повний текст джерелаThe foreign language (FL) is an important vehicle of communication and its learning contributes to the integral formation of citizens, preparing them to act in the modern world. Although there is a trajectory of achievements in the sphere of public education, there are, on the other hand, studies that have obtained results that indicate an unsatisfactory process of teaching and learning FL in this kind of school, in addition to verifying a displacement of the teaching of FL school for the language courses. The environment of this research refers to public school because this is the place that all subjects have the right to access and to learn satisfactory. Public schools are places where the most serious problems are identified in relation to the process of teaching and learning FL. Therefore, this research cares about the educational process and investigates the cultures of teaching of two teachers of FL of a school located in the hinterland of the State of São Paulo and the implications of the choices for certain teaching practices. Our study aimed to raise, initially, a panorama of the beliefs of these two teachers in order to understand how these beliefs are conducting their pedagogical actions and to see also the consequences of such actions taking into account students in a quite peculiar context. The theoretical framework that guided the analysis comes from the positions of Almeida Filho (2007, 2008), Barcelos (2006, 2007), among other authors. The data were collected through interviews with teachers of FL, observation of some of their classes and interviews with students and their parents. The analysis found that one of the teachers believes her students are not able to learn FL. The professional practice of the other one is governed by the idea about the ineffective teaching of FL in public schools. Both teachers believe that most of their students are not able to execute most tasks without guidance. Also, it was found that the poor training of language teachers corroborates the already traditional belief that it is not possible to learn FL in public school is influencing the cultures of teaching and learning FL of a society. Therefore, teachers and students are part of this situation. This research aims to offer a modest contribution to teachers or future teachers, and researchers.
Lanagan, Geoffrey. "Multiple third spaces and spirals of organizational dysfunction : an analysis of the interaction of cultures and micropolitics in a military English language school in the Middle East." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30905.
Повний текст джерелаHarris, Roxy Wynford. "'New ethnicities' and language use : cultures of hybridity in a group of adolescents of mainly South Asian descent in a London school in the late 1990s /l." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407970.
Повний текст джерелаSegida, Larisa. "I-Migrations in cultures and languages." CD Baby, 2012. http://hdl.handle.net/1993/23224.
Повний текст джерелаLin, Wen-Chuan. "Culture, ethnicity and English language learning : a socio-cultural study of secondary schools in Taiwan." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/55670/.
Повний текст джерелаKaye, Matthew D. "A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.
Повний текст джерелаBrun, Eric. "Sur l'évolution altéritaire-ethnocentriste en classe de cycle 2 dans le cadre d’un projet d'Éveil aux langues-cultures du monde : une analyse comparative longitudinale à travers l’expression orale." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3037/document.
Повний текст джерелаThis dissertation aims to understand the evolution of attitudes regarding the concept of difference among Cycle 2 children and their teachers - through their oral expression - before and throughout the learning process of a foreign language at school. The longitudinal study started in 2012-13 in three kindergarten schools located in the region of Provence-Alpes-Côte d'Azur comprehending a total of 155 students and 6 teachers. The study continued the following years (2013-14 and 2014-15) with the same groups in the 1st and 2nd grades of Elementary school with a total of 112 students. The attitudes and the oral expression of the students and of their teachers were observed in the beginning of each school year through a project here named "Éveil aux Langues-Cultures du Monde" (EALCM) inspired by the FREPA A Framework of Reference for Pluralistic Approaches to Languages and Cultures (Michel Candelier et al., 2012). The research analyses the evolution of the attitudinal disposition of the children and their teachers during a triennial period essentially considering their verbal interactions in the classroom
Roux, Sparreskog Christa. "”Välkommen till 3a!” : – En etnografisk fallstudie om språkutvecklande undervisning i ett språkligt och kulturellt heterogent klassrum." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40928.
Повний текст джерелаChang, Lu. "Language, culture and ethnicity in Chinese language schools in northern California." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.
Повний текст джерелаPhilips, Deborah. "Languages and cultures in the work of Henry James." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236388.
Повний текст джерелаBlack-Hawkins, Kristine. "Understanding school cultures : developing participation." Thesis, Open University, 2002. http://oro.open.ac.uk/54441/.
Повний текст джерелаHunter, Tawanda Blackshear. "An Examination of School Culture and English Language Learner Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1708.
Повний текст джерелаNeasham, A. R. "Language, culture and education : A study of cultural, social and eductional issues relating to community language provision in British maintained secondary schools." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372178.
Повний текст джерелаLeckie, Falina. "Students’ Perspectives on Extensive Literature : Using Literature to Enhance Communicative Competence and Cultural Understanding in the EFL-Classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21115.
Повний текст джерелаSaunders, Chantal. "School cultures among matriculants in Worcester." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96190.
Повний текст джерелаIn this study I explore the perceptions and experiences that matriculants have of the culture in their particular school. I argue that in order for the principals of these four schools to improve the relationship between staff and learners and to improve pass rates, it is important that they know how the culture in their school affects learners and that they learn how to connect with the learners through the culture in their school. I highlight the importance of the school culture through an explorative and descriptive research design. I look at the elements that make up the characteristics of an organisation’s culture and how a school could cultivate a healthy learning environment for learners. I refer to emotional intelligence as an important aspect of this transformation for which both learners and staff have to take responsibility. I also stress the fact that each school has its own personality and therefore it should be noted that the findings, conclusions and the recommendations cannot be generalised. Each school needs to be considered in the light of its own personality and therefore its own organisational culture will determine what the learners and staff need to do to improve education in their school. In the study, I refer to teachers as change agents in their school because they know the learners well and have a huge influence on them. The principal as curriculum leader should however take the lead in the process and through his or her leadership style should model the behaviour they want to see in their schools. The principal is seen to be the one to take responsibility for this process of change and manage expectations both inside the school and outside of the school. In order to be more effective and create a healthy learning environment, the teachers need to be more acutely aware of the learners around them, how they learn and take in information. In addition to that they need to have knowledge of their own teaching style. The four schools involved in the study were chosen because they represent both formerly advantaged and formerly disadvantaged areas. This has since changed, but it has not influenced the culture of the school that much. It has helped the schools to be more open to diversity and multiculturalism, but it has not really changed the operating system of the school that much. The learners are proud to be associated with their respective schools and do not feel that they are in any way treated unequally in their school. Problems such as learners dropping out from school, using substances and falling pregnant while still at school are a reality in these schools. Learners feel their peers need to concentrate on their education and should ask for help if need be, however each person is different and the way they deal with situations in life is different. A lot depends on the support a learner has. My argument is that if these learners are supported and cared for they will do much better in school and they will be less likely to drop out of school. The thesis is concluded with a few recommendations to the principals of these schools as well as suggestions for future studies.
Forsman, Hampus. "”It is a huge wealth with languages and cultures” : Administrative Municipalities and Minority Languages in Sweden." Thesis, Umeå universitet, Kulturgeografi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105937.
Повний текст джерелаStahl, Günter, and Kathrin Köster. "Lenovo-IBM: Bridging Cultures, Languages, and Time Zones Integration Challenges (B)." WU Vienna University of Economics and Business, 2013. http://epub.wu.ac.at/3797/1/IBM_Lenovo_Case%2DB_WU%2DCaseSeries.pdf.
Повний текст джерелаSeries: WU Case Series
Vera, López Hortensia Beatriz. "The scholarship of learning modern languages and cultures : integrating education, research and human development." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12879/.
Повний текст джерелаFrenning, Henric. "An International Language? -Cultural Representation in English textbooks for Swedish Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31656.
Повний текст джерелаAndersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.
Повний текст джерелаSankey, Kerri L. "Understanding How Principals Shape Collaborative School Cultures." Thesis, Lesley University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827399.
Повний текст джерелаThe issue of school improvement is complex, and although reform initiatives have emanated from positive intentions for schools, many have been detrimental to school culture. Collaborative school culture has been cited as an essential element of school improvement; thus, a need exists to better understand how principals perceive and shape collaborative school cultures. This study examined leadership approaches and workplace conditions critical to the development of collaborative school cultures. The importance of the principal’s role in shaping collaborative culture is often noted in the literature. Using a sequential mixed methods explanatory research approach, the study consisted of two phases that employed quantitative and qualitative measures. Massachusetts’ principals (1,773) were contacted by email to participate in an on-line survey, with 261 principals completing the survey, resulting in a response rate of 15%. Ten telephone interviews were conducted after survey results were analyzed. The data analysis generated six key findings. Finding #1 showed eight school level factors that contributed to collaborative culture. School level factors included involving teachers in decision-making and providing opportunities to share ideas through dialogue and planning. Finding #2 articulated principals’ desire to effect change; it emerged because of principals’ perceptions of collaborative culture in their schools. Finding #3 identified six leadership indicators that have a strong influence on collaborative culture. Indicators ranged from valuing teachers’ ideas to protecting planning and instructional time. Finding #4 validated the importance of school specific personal leadership qualities and practices. The leadership qualities principals reported most often were empathy and vulnerability, and leadership practices include setting expectations, building relationships, and empowering teachers. Finding #5 established teams, time, and professional development were three organizational factors that contributed to collaborative culture, while Finding #6 identified teacher resistance as an inhibitor to collaborative culture. Overall, these findings demonstrate principals’ perceptions led to specific practices they believe foster collaborative culture. Recommendations are delineated for principals and higher education institutions. Future research recommendations suggest further study of principals’ self-awareness, leadership practices, and focus on specific subgroups in relation to collaborative culture.
Martinez-Avalos, Maria Teresa. "A Case Study of School Improvement Factors at Southwest Middle School." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333337.
Повний текст джерелаStahl, Günter, and Kathrin Köster. "Lenovo-IBM: Bridging Cultures, Languages, and Time Zones An Audacious Deal (A)." WU Vienna University of Economics and Business, 2013. http://epub.wu.ac.at/3891/1/IBM_Lenovo_Case%2DA_WU%2DCaseSeries.pdf.
Повний текст джерелаSeries: WU Case Series
Weyland, Sandra. "Translation models and model translations : a journey across languages, time and cultures." Thesis, University of Aberdeen, 2000. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=217102.
Повний текст джерелаWiniger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.
Повний текст джерелаChau, Chor-shing, and 周楚成. "School principals' performance in Hong Kong: cultures' consequences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956294.
Повний текст джерелаMau, Ada. "On not speaking 'much' Chinese : identities, cultures and languages of British Chinese pupils." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/on-not-speaking-‘much’-chinese(2a8d425b-8ec8-4877-acf0-b396d3efe8a7).html.
Повний текст джерелаStahl, Günter, and Andras Lengyel. "Lenovo-IBM: Bridging Cultures, Languages, and Time Zones Becoming a Global Leader (C)." WU Vienna University of Economics and Business, 2013. http://epub.wu.ac.at/3873/1/IBM_Lenovo_Case%2DC_WU%2DCaseSeries.pdf.
Повний текст джерелаSeries: WU Case Series
Jimenez, Quispe Luz. "Indians weaving in cyberspace indigenous urban youth cultures, identities and politics of languages." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605909.
Повний текст джерелаThis study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility of preserving Indigenous identities, language, and knowledge while maximizing the benefits of urban society. This challenges the colonial ideology that has essentialized the rural origin of Indigenous identities. Moreover, this research argues that the health of Indigenous languages is interconnected with the health of the self-esteem of Indigenous people. Additionally, this study provides information about the relation of youth to the power of oral tradition, language policies, and the use of technology.
Chung, Hyemin. "GlobalMind : bridging the gap between different cultures and languages with common-sense computing." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37388.
Повний текст джерелаIncludes bibliographical references (p. 103-106).
The need for more effective communication across different countries has increased as the interactions between them have been growing. Communication is often difficult because of both language differences and cultural differences. Although there have been many attempts to meet the communication need on the level of language with machine translators and dictionaries, many problems related to cultural and conceptual differences still remain. To improve traditional machine translators and cross-cultural communication aids, it is necessary to develop automated mechanisms to analyze cultural differences and similarities. This thesis approaches the problems with automatic computation of cultural differences and similarities. This thesis, GlobalMind, provides common-sense databases of various countries and languages and two inference modules to analyze and compute the cultural differences and similarities from the databases. I describe the design of GlobalMind databases, the implementation of its inference modules, the results of an evaluation of GlobalMind, and available applications.
by Hyemin Chung.
S.M.
Jimenez, Quispe Luz. "Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311535.
Повний текст джерелаStahl, Günter, and Andras Lengyel. "Lenovo-IBM: Bridging Cultures, Languages, and Time Zones Becoming a Global Player (C)." WU Vienna University of Economics and Business, 2013. http://epub.wu.ac.at/3798/1/IBM_Lenovo_Case%2DC_WU%2DCaseSeries.pdf.
Повний текст джерелаSeries: WU Case Series
Silva, Raul César da. "Impactos, dificuldades e avanços na inserção de tecnologias na cultura escolar." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/958.
Повний текст джерелаThe technologies are fundamental tools in human evolution. From the beginning the work provided greater efficacy and intellectual productions, distinguished the man from other animals. Running along the various areas of daily activities, are constantly changing and evolution, influencing behaviors, providing opportunities and effecting social change and cultural dynamics. In the area of formal education, represented by the school, the technologies are essential for teaching. Traditional as paper, pencils, board etc., they are already recognized incorporated into the teaching and learning process, as being fundamental. With the advent and access the electronic and microelectronic technologies, the schools are faced of the new reality, whose potential role and the educational needs of reflections. These new features, represented at schools with greater frequency for televisions, computers and accessories, are they gradually integrated into this institution. In this process, one must consider that these instruments are contaminated by the interests of capitalism through the mass media, using technological resources and its ability to integrate multiple languages, seducing for consumption. In this sense the formal education beyond this challenge need to consider the influence that the mass media have on students. The impacts are clearly perceived in the relationship of students with formal knowledge. Several initiatives, government and teachers are held to find the place and the role of technology in education. Many of them collide on personal, institutional and lack of theoretical depth limits. In this sense the continuing education are fundamental to this debate. This research was based on the experiences of the public schools in Paraná and held in high schools the city of Francisco Beltrão. We seek to identify how they have been used technological resources available at the school, limitations, difficulties and results. We discuss also the differences in the use and control of these resources between teachers and students. As we seek to broaden the debate curricular and social issues that affect the teaching and learning process.
As tecnologias são instrumentos fundamentais no processo de evolução humana. Desde o início proporcionam maior eficácia aos trabalhos e produções intelectuais, que diferenciam o homem dos demais animais. Perpassando os diversos campos das atividades diárias, estão em constante mudança e evolução, influenciando comportamentos, oportunizando mudanças e efetivando dinâmicas sociais e culturais. No campo da educação formal, representada pela escola, as tecnologias são indispensáveis para o ensino. As tradicionais como papel, lápis, lousa etc, já estão reconhecidamente incorporadas ao processo de ensino e aprendizagem, como sendo fundamentais. Com o advento e acesso as tecnologias eletrônicas e microeletrônicas, as escolas estão diante de nova realidade, cujo potencial e o papel educacional necessitam de reflexões. Estes novos recursos, representados nas escolas, com maior frequência por televisores, computadores e seus complementos, são gradualmente integrados a esta instituição. Nesse processo, há que se considerar que estes instrumentos estão contaminados pelos interesses do capitalismo que, por meio das mídias de massa, utilizam os recursos tecnológicos e sua capacidade de integrar múltiplas linguagens, seduzindo para o consumo. Neste sentido a educação formal, além deste desafio precisa considerar a influência que as mídias de massa exercem sobre os alunos, os impactos são claramente percebidos na relação dos alunos com o conhecimento. Diversas iniciativas, governamentais e de professores são realizadas para encontrar o lugar e o papel das tecnologias na educação. Muitas delas esbarram em limites pessoais, institucionais e carência de aprofundamento teórico. Nesse sentido as formações continuadas são fundamentais para este debate. Esta pesquisa foi baseada nas experiências das escolas públicas estaduais do Paraná e realizada em três escolas de Ensino Médio do município de Francisco Beltrão. Procuramos identificar como têm sido utilizados os recursos tecnológicos disponíveis na escola, as limitações e dificuldades no uso destes instrumentos. Abordamos a diferença no uso e domínio destes recursos entre professores e alunos. Assim como, buscamos ampliar o debate para questões curriculares e sociais que interferem no processo de ensino e aprendizagem.
Nave, Joshua. "When Honor Falls: A Study of Japanese Honor in Young Adult Literature." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/612.
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