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1
Beaver, Anthony R. "Personal autonomy through education." Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/13356/.
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The concept of personal autonomy as an educational ideal is analysed from its etymological roots of autos and nomos. The autos is shown to be most closely associated with authenticity and this concept is explored from existentialist roots. Authenticity's points of contact with reason are examined and the authentic individual is shown to be a deep, reflective evaluator of his own motives but existentialist radical choice of self is shown to be essentially incoherent. The nomos is linked to reason and the criteria it picks out. The limits upon reason are considered but its significance to personal autonomy is shown to be considerable; reason is argued to embrace feeling and a dimension of practical reason. The adjective, personal, is not redundant within personal autonomy as an educational ideal and is held to have significant moral implications for autonomy. A Millian analysis of the 'endowment' of a person is considered and perspectives from both developmental psychology and an ancient tradition embracing persons and virtues are shown to relate to autonomy. The second part of the thesis considers the relationship of personal autonomy to three related concepts in education: authority, freedom and paternalism and points of contact are clarified. The final part examines a place for personal autonomy within educational activities in schools. It is argued that personal autonomy should be exercised in school- based education as its exercise is the only sure way to develop it. Therefore a perspective of education as a series of practices in which the learner should be enabled to engage exercising a measure of personal autonomy is the theme of the final part. However, the purpose of the thesis is a clarification of fundamentals; it does not purport to present a curriculum for personal autonomy.
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Jones, Dolores C. "Nurse Practitioner Professional Autonomy: Relationship Between Structural Autonomy and Attitudinal Autonomy." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/149.
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The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships.
The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances.
Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used.
It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority.
Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.
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McDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.
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Van, Waardhuizen Sarah Nicole. "Perceptions of administrative autonomy-support and teacher autonomy-support in music education." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6319.
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Autonomous learning is defined as an individual being actively engaged in the learning process to further his or her own interests and pleasure (Evans, 2016). This study measured music educators’ self-reported perceptions of autonomy-support provided by their principal and music educators’ self-reported perceptions of the autonomy-support they offered to their students. Bonneville-Roussy, Lavigne, and Vallerand (2011), Bonneville-Roussy, Vallerand, and Bouffard (2013), and Evans (2015) researched autonomous learning in music teaching and learning. They suggested music educators need to create a learning environment where students are motivated to learn for their own interests, pleasure, and passion for music.
Autonomous learning research has focused not only on the autonomous learning of the students, but on the support offered by the teacher to motivate the autonomous learning (Reeve, 1998). Reeve (2009) defined autonomy-supportive teaching as “the interpersonal sentiment and behavior teachers provide to identify, nurture, and develop students’ inner motivational resources” (p. 159). Building from that definition, Deci and Ryan (2016) asserted through autonomy-supportive efforts in the classroom, a student will be “moved to act” in the motivational process (Ryan, 2016; Ryan & Deci, 2016). Autonomy-supportive teaching centers on the careful alignment of the teacher’s motivating action with student needs.
For this study, current music educator participants (N = 295) took an online survey that included demographic information, the Work Climate Questionnaire-Schools (Baard, Deci, & Ryan, 2004; adapted for schools with permission), and the Situations in Schools Questionnaire (Aelterman et al., 2017; used with permission from J. Reeve, 2016). Descriptive statistical analysis, correlation analysis, MANOVA, and ANOVA resulted in no significant differences in the correlation analysis between Work Climate Questionnaire – School and Situations in Schools – Controlling-Teaching or Work Climate Questionnaire – School and Situations in Schools – Autonomy-Support.
There was significant negative correlation between Situations in Schools – Controlling-Teaching and Situations in Schools – Autonomy-Support, r (293) = -.160, p < .01, one-tailed. The MANOVA design indicated a main effect for area taught by level taught by highest education attained, Өᵢ = 0.031, F (2, 276) = 4.26, p = .015. There was a statistically significant difference between highest education level attained and the Situations in Schools – Controlling-Teaching Scale, F (1, 290) = 4.923, p < .05.
The negative relationship between controlling-teaching and autonomy-supportive teaching promotes the relevance for the newly established Situations in Schools (Aelterman et al., 2017) measurement tool. The data suggest music educators who possess graduate degrees tend to utilize less controlling-teaching practices. Future research in undergraduate teacher training and professional development in autonomy-supportive teaching could enhance the development of teachers-in-training and current music educators.
5
Pei, Chao 1957. "Autonomy and private higher education in China." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36786.
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This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government.<br>Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies.<br>Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions.<br>The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.
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Andrews, R. W. "Practising autonomy well : character, politics and education." Thesis, Swansea University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635783.
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This thesis aims to show that a right to be able to practice autonomy well lies at the heart of liberal aspirations for individual flourishing. In the past, autonomy was associated with metaphysical or essentialist conceptions of the self. However, the diversity of contemporary liberal societies has meant that liberals now seek new conceptual resources to underpin their normative theories. This is accomplished here by decontesting a doctrine which recognises that liberal acceptance of the malleability of the elf can generate certain moral aspirations associated with practising autonomy in a liberal society. It then aims to highlight that the normative content of these aspirations can be attractively conceptualised by reviving the currently neglected concept of character. A right to be able to practice autonomy well implies that agents in liberal societies should possess a certain sort of character to do so. A liberal concept of character has two aspects: moral and individual. These two aspects together provide normative content and criteria for a liberal character-ethics which can be promoted by the liberal state (and civil society) to enable agents in liberal societies to practice autonomy well. And the philosophical presuppositions of promoting this liberal character-ethics can be helpfully understood in quasi-Foucauldian terms as the inculcation of specifically liberal ‘technologies of the self’. The final chapter uses the liberal doctrine defended throughout the thesis to examine the normative cogency of the programme of political education currently being implemented in English secondary schools. The thesis then concludes by highlighting that liberal aspirations for character, politics and education must be confidently explicated if they are to shape the processes of ‘governmentality’ in liberal democracies.
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Endo, Chikako. "Autonomy and Citizenship : Implications for Citizenship Education." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504024.
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Bigari, James. "The relation of education for autonomy and education for morality : implications for debates over educational aims." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54898.
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In this dissertation I analyze the relationship between education for autonomy and education for morality, and assess the implications of this analysis for debates between liberal, communitarian, and fundamentalist philosophies of education. A conceptual analysis of education based on R. S. Peters’ later work posits education as the expansion and deepening of awareness of those aspects of the human condition that are of particular relevance for a given socio-historical situation. In this sense, education can be conceptualized as the development of excellent perceivers of the human condition. I then posit nine fundamental awareness-promoting capacities whose development will be a necessary part of education: the five senses, critical thinking, empathy, imagination, memory, self-awareness, concentration, intuition, and language. Drawing upon an expanded account of Eamonn Callan’s conception of autonomy, I propose an integrative account of education for autonomy that includes social conditions, and educational and caregiving practices that facilitate autonomy. Drawing upon work in moral psychology, I conduct an analysis of the degree to which these elements of education for autonomy contribute to or hinder moral development. I conclude that education for autonomy and education for morality are mutually interdependent, and any overemphasis of one to the detriment of the other will be self-defeating. Finally, I argue that this analysis reveals the feasibility of liberal and communitarian philosophies of education that are balanced in their advocating of both morality and autonomy as educational aims, but reveals fundamentalist philosophies of education to be problematic insofar their stated educational aims are incompatible, and their methods partially self-defeating. Conceptual limitations of this study and areas in need of further research are discussed.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Salbego, Nayara Nunes. "Language learner autonomy in a distance education program." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123347.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014.<br>Made available in DSpace on 2014-08-06T18:06:20Z (GMT). No. of bitstreams: 1
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Previous issue date: 2014<br>Este estudo teve o objetivo de analisar a percepção de alunos e de tutores com relação à forma como iniciativas autônomas fomentaram o desenvolvimento das quatro habilidades em Inglês (ler, escrever, ouvir e falar) ao longo do Curso de Letras Inglês Licenciatura a Distância oferecido pela Universidade Federal de Santa Catarina (2009-2013). Investigou-se (a) quais iniciativas autônomas ajudaram os alunos desenvolver suas habilidades linguísticas em Inglês; (b) como os alunos perceberam suas próprias iniciativas para o desenvolvimento das quatro habilidades; e (c) a visão dos tutores sobre o papel da autonomia no desenvolvimento das quatro habilidades dos alunos. Para coleta de dados, 21 alunos do curso responderam um questionário online que abordava o conceito de autonomia relacionado ao desenvolvimento linguístico no curso; 20 deles escreveram um texto reflexivo sobre o mesmo tema; e 4 destes foram entrevistados. Além disso, 2 tutores presenciais de polo foram entrevistados, a fim de se ter a perspectiva deles quanto às iniciativas autônomas dos alunos. Pesquisadores como Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); e Paiva (2005, 2006, 2011), os quais teorizaram sobre o tema autonomia de aprendizes de línguas, serviram de suporte para análise dos dados. Uma análise qualitativa dos resultados mostrou que os alunos veem iniciativas autônomas como necessárias para o desenvolvimento das quatro habilidades no curso. Eles apresentaram diferentes exemplos de iniciativas e ações que eles tomaram, as quais auxiliaram no desenvolvimento linguístico. Da mesma forma, os tutores também consideraram que os alunos se beneficiaram por assumir a responsabilidade pelos seus processos de aprendizagem.<br><br>Abstract : This study aimed to analyze students' and tutors' perceptions on how autonomy initiatives fostered the development of the four skills in English (reading, writing, listening, speaking) throughout the Distance Education (DE) English teacher education program offered by Universidade Federal de Santa Catarina (2009-2013). It investigated (a) what autonomy initiatives helped students develop their language skills in the program; (b) how students perceived their own autonomous initiatives for the development of language skills in English; and (c) how the tutors perceived autonomy assisting students? language skills development. For the data collection, 21 students from the Distance Education (DE) program answered an online questionnaire regarding the concept of autonomy and their language skills development in the program; 20 wrote a reflective report on the same topic; and 4 were interviewed regarding their answers in both the questionnaire and reflective report. In addition, 2 on-site tutors were interviewed concerning their view on autonomy initiatives students presented. Researchers such as Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); and Paiva (2005, 2006, 2011), who theorized about language learner autonomy, enlightened the discussions and data analysis. A qualitative analysis of the results showed that students perceived autonomous initiatives as necessary and positive concerning the development of the four skills in the program. Students presented different characteristics and actions of autonomous learners. In their perceptions, such characteristics and actions fostered their language development. Tutors also saw students benefiting from their attitude in taking responsibility for their own learning processes.
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Payneeandy, Shakuntala. "Teacher autonomy and the quality of education in Mauritius." Thesis, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402076.
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Fazey, Della M. A. "Autonomy-related psychological characteristics of students in higher education." Thesis, Bangor University, 1999. https://research.bangor.ac.uk/portal/en/theses/autonomyrelated-psychological-characteristics-of-students-in-higher-education(d82bca23-55f8-4355-a7b9-2e9c1fa6c36e).html.
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Autonomy in learning has long been recognised as an important outcome of higher education. However, not only is learner autonomy not directly measurable but there appears to be no consensus, within the psychological literature, about its definition. This study proposed that, from a number of theoretical perspectives, certain psychological characteristics underpin learner autonomy in students. Of interest were the nature of and changes in these characteristics during the first two years of study at university. Students from across the university were measured on self-perceptions, motivation, locus of control and approaches to study. Data was collected at first year registration and at six-monthly intervals across the next two years. Analysis of the data compared the autonomy-related vanables across time, age and sex From the results it appeared that most of the variables were relatively stable over time, that sex differences were not generally apparent and that age differences were less widespread than onginally hypothesised. Factor analysis of the locus of control data raised some interesting issues about students' definitions of ability which are discussed. Some of the findings within motivation suggest that external regulation may be an important feature of an autonomous learner's reasons for studying, contrary to theory. When divided by level of self worth high self worth students scored significantly higher on autonomy-related variables than did those with low self worth which, given the nature of the classification of the groups, was surprising. A similar division using deep approach scores was less convincing but nevertheless in line with the hypotheses. Correlational analyses revealed significant, moderate associations between autonomy-related variables as predicted and factor analysis confirmed relationships between variables as hypothesised. Regression and other analyses however, indicated that there was no strong link between 'high' autonomy characteristics and degree classification. The findings are discussed in relation to the proposals concerning autonomy and it is concluded that, whilst most undergraduates report encouraging patterns of autonomyrelated psychological characteristics, the complexity of the concept of autonomy in learning demands much more research. The positive implications of the findings in this study are discussed in relation to the current threats to autonomy within the higher education context.
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Petkovska, Slavica. "An analysis of financial autonomy in Macedonian higher education." Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/6379.
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Mestrado em Ensino Superior - Erasmus Mundus<br>O tema da autonomia financeira das instituições de ensino superior não está
extensivamente estudado. Dada a relevância crescente da dotar as instituições
de um maior grau de autonomia financeira, este estudo argumenta de que o
tema merece uma atenção especial e necessita de ser analisado em maior
detalhe, de modo a clarificar este conceito e os seus “ingredientes essenciais”.
Além deste objectivo teórico, esta tese procurou estudar o tema empiricamente
ao investigar sobre o presente nível de autonomia financeira dos sitema de
ensino superior da Macedónia, através da discussão e análise das suas
principais dimensões. Estas foram mais profundamente exploradas de dois
modos: a partir da perspectiva da autonomia financeira formal, que se refere à
autonomia das instituições concedida pela lei, e a partir da perspectiva da
autonomia operacional, que se refere à capacidade das instituições de usar a
autonomia formal concedida na prática. Além da análise exploratória do estado
actual da situação do sistema de ensino superior da Macedónia, este estudo
visou considerar em relação às mudanças que estas dimensões revelaram nas
duas últmias décadas. Finalmente, os resultados da pesquisa foram inseridos
num contexto europeu mais abrangente, de modo a compará-los com os
resultados de outros países europeus e, assim, ser possível retirar conclusões
acerca das respectivas semelhanças e diferenças, bem como, de verificar se
os mesmo são divergentes ou convergentes. Os dados acerca da Macedônia
foram recolhidos de um modo qualitativo, baseado principalmente na análise
de documentos. Adicionalmente, procedeu-se ao envio de um questionário a
dois peritos nacionais com o propósito de confirmar os dados recolihidos a
partir dos documentos. A informação acerca de outros países europeus
consistiu em dados secundários obtidos a partir de estudos comparativos já
existentes sobre autonomia financeira, abrangendo uma ampla quantidade de
países europeus.
Os resultados revelaram uma incompatibilidade entre a autonomia formal e
operacional das Instituições de Ensino Superior da Macedónia com a
autonomia garantida por lei sendo mais alargada do que a autonomia usufruida
na realidade. Além do mais, este estudo encontrou um certo grau de
autonomia em determinadas dimensões e praticamente nenhuma em outras.
Em comparação com os restantes países europeus, foram encontradas
diferenças em metade das dimensões. No entanto, apesar das divergências
com as actuais tendências europeias, dadas as aspirações do país em entrar
na União Europeia, o seu comprometimento com o processo de Bolonha e a
influência dos projectos de ajuda internacionais, faz com que as previsões para
o futuro a curto prazo sejam de que a Macedónia irá exibir semelhanças
crescentes com a Europa e convergirá para um modelo comum europeu.<br>The topic of financial autonomy of higher education institutions is not
extensively researched. Given the increased relevance of providing institutions
with larger degree of financial autonomy, this study argued that the topic
deserves special attention and needs to be researched in greater detail in order
to clarify the concept and its “essential ingredients”. In addition to this
theoretical goal, the thesis aimed to study the issue empirically by investigating
the present level of financial autonomy of Macedonian higher education system
through discussion and analysis of its main dimensions. These were further
explored in two ways: from the perspective of formal financial autonomy which
refers to the autonomy of institutions granted by law and from the perspective
of operational autonomy which refers to the ability of institutions to use the
formally granted autonomy in practice. In addition to the exploration of the
current state of affairs of the Macedonian higher education system, the study
aimed to account for the changes that these dimensions displayed in the last
two decades. Finally, the research findings were placed in a wider European
context in order to compare them with the findings of other European countries
and thus draw conclusions about their similarities and differences as well as
whether they are diverging or converging. The data about Macedonia was
gathered in a qualitative manner relying primarily on document analysis. In
addition, a questionnaire was sent to two national experts with the purpose to
confirm the data gathered from the documents. The information about the other
European countries consisted of secondary data obtained from already existing
comparative studies on financial autonomy covering a wide range of European
countries.
The results revealed a mismatch between formal and operational autonomy of
the Macedonian HEIs with autonomy granted by law being broader than the
autonomy experienced in reality. Moreover, the study found out some degree of
autonomy in certain dimensions and hardly any autonomy in other. In
comparison to the other European countries, differences in half of the
dimensions were found. However, despite of the current divergence with the
European trends, given the EU aspirations of the country, its commitment to
the Bologna process and the influence of the international aid projects, the
predictions for the near future are that Macedonia will demonstrate increased
similarities with Europe and will converge towards a common European model.
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Walker, Earnest. "Directing Effective Change: The Autonomy of the Tennessee Superintendent." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2819.
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The problem was to determine certain factors which are perceived to limit the freedom superintendents have to implement change effectively. The purpose of the study was to determine the degree of autonomy with which superintendents in Tennessee may effectively make decisions regarding educational change. There are 138 public school superintendents, of which 132 (96%) participated in this study. The research was of a descriptive nature and utilized data gathered from a survey instrument constructed by the researcher. A questionnaire developed by Dr. John T. Haro in 1990 for a similar study in California was used as a basis for the development of the instrument to measure the factors that limit the superintendent's freedom to effect change. Additionally, the variables of the school district, the superintendent's demographic data, and the superintendent's relationship with various constituencies were examined. Once the instrument was altered, it was reviewed by eleven former school superintendents for further modification. The new instrument was then piloted with 15 assistant superintendents to complete the validation process. Findings include the following. More than 90% of the respondents reported having moderate to much freedom in effecting school district change. The values of the community had the most influence on the freedom to implement change of any variable, while school boards provided the most support for change. Superintendents with less than 10 years of experience reported that they were less free to implement change than were their peers with 11 to 20 years of experience. Superintendents with master's degrees considered site level administrators to be less limiting to change than did those with master's degrees plus. Superintendents from urban, suburban, and rural settings offered no significant difference in their response to the survey.
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Hall, Nicholas Ron. "Autonomy and the Student Experience in Introductory Physics." Thesis, University of California, Davis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602079.
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<p>The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students perceived their instructors to be. An autonomy supportive instructor acknowledges students' perspectives, feelings, and perceptions and provides students with information and opportunities for choice, while minimizing external pressures. It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (beta=0.31***) and negatively correlated with student anxiety about taking physics (beta=-0.23**). It was also positively correlated with how autonomous (vs. controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to vs. had to; beta=0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (beta=0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (beta=0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable experience in the course. If greater autonomy support was in fact the cause of a more favorable student experience, as suggested by Self-determination Theory and experimental studies in other contexts, these results would have implications for instruction and instructor professional development in similar contexts. I discuss these implications.
Study II, an experimental study, investigated the effect, on the student experience, of the number of opportunities for choice built into the course format. This was done by comparing two sets of classes. In one set of classes, students spent each class period working through a required series of activities. In the other set of classes, with additional choice, students were free to choose what to work on during nearly half of each class. It was found that the effect of additional choice on student interest and enjoyment in learning physics was significantly different for men vs. women, with a Cohen's d of 0.62 (0.16-1.08; 95% CI). Men became somewhat more interested with additional choice and women became less interested. This gender difference in interest and enjoyment as a result of additional choice could not be accounted for by differences in performance. It was also found that only in classes with additional choice did performance in the course correlate with the degree to which students reasons for studying physics became more autonomous during the quarter (beta=0.30*). I discuss the implications that these effects of additional choice have for instruction and course design in similar contexts.
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Leonardatos, Harry. "Comparing Organizational Configurations of Principal Autonomy in Finland and New York." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737834.
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<p> This exploratory study compares organizational configurations of principal autonomy in Finland and New York State. Evidence from Finnish school site visits and surveys distributed to principals in New York State and Finland is utilized to compare principal autonomy in two distinct educational settings. </p><p> The distinguishing feature of the U.S. school system is local control by school boards, which dates back to the colonial era (Wong & Langevin, 2005). This organizational setting contrasts from the educational system in Finland where the central government still holds statutory responsibility for education, but has decided to delegate decisions affecting the daily processes of a school to the principal and staff of each individual schools (Caldwell & Harris, 2006; Sabel, Saxenian, Miettinen, Kristensen, & Hautamäki, 2010). Finland was chosen for this study because of its recent success on PISA and the attention Finland has received from U.S. policymakers, reformers, professors, and the media. If the Finnish school system is a “miracle” as some proclaim (Darling-Hammond, 2010), then what can we learn from this organizational setting?</p><p> The hypothesis of this study is that principals in devolved and radically decentralized settings (e.g. New York State) possess less autonomy compared to principals in settings with a distinct educational center that allows decentralized decision-making at the local level (e.g. Finland). The research questions this study proposes to consider are: 1) To what extent do principals in devolved school systems (such as New York State) exercise autonomy when making decisions compared to principals in an educational system where authority is delegated by the central government (such as Finland)? 2) Is there a relationship between principal autonomy and the type of decentralization? 3) How does the type of decentralization affect a principal’s ability to act autonomously in making decisions?</p><p> To examine the validity of the hypothesis and to answer these research questions, principals from New York State and Finland were selected to answer an electronically administered survey similar to the <i>School and Staffing Survey</i> distributed by the U.S. Department of Education. An analysis of the survey results was utilized to help understand if a relationship exists between different organizational configurations and principal autonomy. I also went to visit schools in Finland and had the opportunity to meet with school principals and representatives of the OAJ (Trade Union of Education). </p><p> Principals were asked about their autonomy in making decisions related to personnel and instruction. My findings indicate that in almost all instances, principals in Finland enjoy a higher degree of autonomy than their counterparts in New York State. Principals in New York State, which operate in an educational atmosphere where different levels of government and bureaucratic entities ratify laws, pass policies, and make decisions that affect instruction and personnel, experience a lower degree of autonomy. In contrast, principals that work in a system, such as Finland’s, where the central government delegates authority to local educational agencies and allows the administration and staff of each school to make decisions indicate a higher degree of autonomy. </p>
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Wolfe, Dianna K. "Autonomy : behavior change in nurses after continuing professional education program." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159137.
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The purpose of the study was to determine how participation in a three and one-half hour continuing professional education program (CPE) influenced the nursing practice of 51 nurses three months later. The study sample was 45 staff nurses and six nurse managers.Four variables were measured using questionnaires before, immediately after, and three months after the CPE program. The variables measured were (a)"the characteristics of continuing professional education program, (b) the characteristics of individual professional, (c) the nature of the proposed change, and (d) the social system in which the professional must implement the behavior change" (Cervero, 1985, p.87). Qualitative data were collected using open-ended statements to ascertain how the content of the CPE program was useful in practice. Nurse managers were surveyed to ascertain their judgements about autonomy and empowerment levels of the nurses.Findings revealed significant positive relationship between behavior change, autonomy, and the variables the nature of the proposed change, empowerment, and the motivational levels of the 51 nurses. Characteristics of the social system and the CPE program were not found to be significantly related to behavior change. No significant differences were found between motivation levels of participants from before the CPE to three months later.Responses to the open-ended statements revealed four themes: the importance nurses placed on meeting the needs of patients, nurses were flexible and accepted change, nurses had positive perceptions about nursing, and nurses felt frustrated and inadequate. Judgements revealed in the responses of the nurse managers before and three months after the CPE program have significant implications for nurse managers when attempting to change nursing practice.<br>Department of Educational Leadership
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Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.
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This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed since coming to a charter school? This study found that in comparison to teachers' previous position, (1) Teachers had not changed how they taught; and (2) Most teachers had the same amount of classroom autonomy. Additionally: (3) Teachers felt their primary motivation for innovating within their classroom was themselves, their time, and their energy; (4) Teachers did not think teaching in a charter school affected their innovativeness; (5) Teachers did not mention autonomy as a factor influencing their classroom innovativeness; (6) Teachers believed they had more autonomy regarding hiring and budgeting decisions; (7) There were no significant differences in the innovativeness between the teachers of the start-up or conversion schools; the conversion school had the most and the least innovative teachers; (8) The start-up charter school was slightly more innovative overall than the conversion charter school; (9) The two charter schools had more in common than they had differences; (10) New consensus-based, teacher-led decision-making at both schools intensified the micro-politics and burdens placed upon teachers' time, impacting their classroom performance. Unique to the start-up: (11) New operational paradigms required teachers to take on additional support services resulting in less planning time, teachers' feeling overwhelmed, and concern with keeping staff; (12) Parents and students influenced teachers to change back to less innovative practices; and (13) A small campus, faculty, and number of students appeared to create a family-like atmosphere. Based on the findings of this study, two underpinnings of the charter school movement, creating innovative classrooms and increasing teacher autonomy behind the classroom doors were problematic at these charter schools.
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Hower, Mark A. "Faculty Work: Moving Beyond the Paradox of Autonomy and Collaboration." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1342468279.
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Wei, Yi-Chun Sherri. "Understanding students' learner autonomy through practitioner research." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/38507/.
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This thesis reports on practitioner research I conducted over two semesters teaching online listening courses to three different groups of students in Fu-Jen Catholic University in Taiwan. Instead of a typical three-cycle Action Research model starting with a specific target area to improve, I adopted a more flexible exploratory approach allowing a longer evaluative phase before deciding on a focal area. Originally, my interest was to investigate how CSCL (Computer Supported Collaborative Learning) could help students in counteracting the relative isolation of online learning. However, after the first phase, I directed my attention more to the role of reflection as students neglected the online interactions and preferred communicating their ideas with me through reflective accounts and listening diaries. My research questions focused on three areas: the roles of collaboration and reflection, the online modality and issues related to researching learner autonomy. With the aim of exploring development over time, I gathered three kinds of data: pedagogically motivated data including online interactions and student assignments (listening diaries, reflective accounts); additional student interview and evaluation data; my fieldnotes and observation data documenting how I managed the three courses. Therefore, all the data collected was textual and qualitative in nature. Different approaches to data analysis were applied to different datasets. Grounded theory was applied to the interview data to allow themes and codes to emerge, whereas I-statement analysis and some predetermined coding categories were applied to the diaries and reflective accounts. The findings are structured according to the three areas of investigation. First of all, regarding collaboration and reflection, the success/failure of collaborative tasks depends greatly on task design configuration, while diarykeeping indeed serves as an effective pedagogical tool to raise students’ awareness of their learning processes and heighten their sense of ownership. Based on this understanding, teachers can create a space for reflection by marking regular opportunities for reflection and offering guiding questions. Secondly, regarding the online modality, the success of the online interactions contributed to students’ sense of ownership, which is closely related to their perception of what a listening course should be like and their identity as college students. Lastly, regarding issues related to researching learner autonomy, combining both Action Research and Exploratory Practice principles is beneficial to ensure that the teacher-researcher does not impose the research agenda onto learners. When data elicitation tools and data analysis techniques are also pedagogically motivated, the findings can authentically represent the picture of students’ learning. In viewing the development of learner autonomy as a learning process, considering cognitive, affective and behavioural domains can help us to understand learners’ perceptions and metacognitive strategies which are not easily observable from their learning behaviours. Furthermore, the data reveals that motivation and strategies interplay with learner autonomy throughout the process of learning.
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Hawa, Salam. "Autonomy and alienation, elements in the crisis of modernity." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5427.
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Noble, Homer Charles. "In defence of teacher autonomy : justifications and strategies." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361608.
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Tooley, James. "E.G. West and state intervention in education : a philosophical exploration." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10007512/.
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E.G. West raises, but does not adequately address, philosophical issues concerning the justification for state intervention in education. West's market model is outlined, and likely objections - based on recent arguments against 'internal markets' in education - are explored. Chapter 1 outlines West's role for the state in inspecting a 'minimum adequate education for all'. Chapter 2 examines whether this could overcome the objection that markets won't satisfy equality of opportunity. Williams', Rawls' and Dworkin's arguments on equality are found compatible with West's model. The curriculum for West's model is then investigated: Chapter 3 considers 'education for democracy', and whether compulsion is needed to ensure the desired qualities for democratic participation emerge, or whether they could emerge freely in civil society. A reductio ad absurdum argument brings out the illiberal consequence of a compulsory curriculum, of a 'fitness test' for democratic participation. Chapter 4 explores 'education for autonomy'. John White's argument for a compulsory curriculum for autonomy could undermine other autonomy-promoting institutions in civil society, it is suggested. White's argument depends upon Joseph Raz's argument for state promotion of autonomy, which is explored, raising the 'epistemic argument' for markets. John Gray's argument to this effect is extended, to suggest that there will be difficulties with any 'fleshing out' of West's curriculum if it is to be promoted by the state. One way around this, democratic control of the curriculum, is explored in chapter 5. Difficulties with John White's approach arise because of logical constraints on improving democracy, raised by consideration of social choice theory (Arrow's theorem and its corollaries) and public choice theory (logrolling). Chapter 6 considers the objection to markets that education is a 'public good', using the arguments of Gerald Grace and Ruth Jonathan. These are put in the context of the game. theory literature of De Jasay, Taylor, and Axelrod. The 'public goods dilemma' is explored, to arrive at less pessimistic conclusions about markets in education than the critics of markets we consider. Finally, chapter 7 briefly relates the issues to the contemporary discussion about markets, including internal markets and vouchers, in education.
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Dunn, Linda N. "Transition process| How school systems exchange increased accountability for increased autonomy." Thesis, Mercer University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577370.
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<p>The Increased Flexibility for Local School Systems Act (O.C.G.A. §§ 20-2-80-84) compels traditional Georgia public school leadership to make a choice whether to operate under a vertical hierarchical operational system compelled to adhere to all Georgia laws, rules and regulations created by state level policy makers or to increase the level of accountability in exchange for autonomy in the form of a horizontal partnership operational system as a contract or charter system. It will be important for education policymakers in these systems to have a clear understanding of the essential elements of the transition process to guide their decisions to best meet the needs of the students. </p><p> The researcher employed a three-round Delphi study to describe the elements that were part of the process of transitioning to a charter system or an IE<sup> 2</sup> contract system. The researcher gathered data from a panel of 11 experts, who were directly involved in their school system's transition. The data analysis revealed 89 elements that were rated by at least 80% of the panelists, as important or essential to the transition process. </p>
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Corngold, Josh. "Toleration, parents' rights, and children's autonomy : teh case of sex education /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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SILVA, MARILENE DA. "THE AUTONOMY IN THE AREA OF ONLINE EDUCATION IN INTERACTIONAL PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31590@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>Este trabalho apresenta uma análise de possibilidades e limites no que se refere à promoção da autonomia do estudante do Curso de Especialização em Tecnologias em Educação - Lato Sensu (2006-2007), realizado na modalidade a distância, como projeto de parceria entre a Coordenação Central de Educação a Distância (CCEAD/PUC-Rio), o Fundo Nacional de Desenvolvimento da Educação (FNDE), a Secretaria de Educação a Distância (SEED) e o Ministério da Educação e Cultura (MEC). A partir da análise da interface gráfica, dos conteúdos e dos registros documentais hospedados no ambiente virtual, foram investigados indicadores que denotam maior ou menor grau de autonomia dos estudantes no trato com os conteúdos específicos dos componentes curriculares e com a proposta metodológica em si, no que diz respeito à aquisição de conhecimentos. Trazendo uma análise, em linhas gerais, da otimização dos recursos da Internet e sua utilização na aquisição de informações e conhecimentos, o trabalho pretende integrar-se ao conjunto das discussões científicas que vêm sendo realizadas acerca da integração das tecnologias de informação e comunicação na formação de professores. Dessa maneira, visa contribuir para as reflexões sobre as potencialidades telemáticas aplicadas à educação, relacionados à autonomia e à interatividade dos estudantes. A interpretação dos dados, pautada na análise de conteúdo, possibilitou, ainda, a compreensão das especificidades metodológicas das propostas educacionais para o ensino a distância como elemento indicador de favorecimento da autonomia dos estudantes.<br>This paper presents an analysis of possibilities and limitations with regard to promoting the autonomy of the student of the Curso de Especialização em Tecnologias em Educação - Lato Sensu (2006-2007), carried out in the distance mode, as a partnership project between the Coordenação Central de Educação a Distância (CCEAD/PUC-Rio), the Fundo Nacional de Desenvolvimento da Educação (FNDE), the Secretaria de Educação a Distância (SEED) and the Ministério da Educação e Cultura (MEC). From the analysis of the graphical interface, contents and the documental records hosted on the virtual environment, were investigated indicators which show greater or lesser degree of autonomy of the students in dealing with the specific content of the curriculum components and the proposed methodology in itself, as regards the acquisition of knowledge. Bringing an analysis, in general, of the optimization of the resources of the Internet and its use in the acquisition of information and knowledge, the work seeks to integrate itself to all the scientific discussions being held about the integration of information and communication technologies in teacher education. Thus, it aims to contribute to the reflections about the telematic potentials applied to education, regarding the autonomy and interactivity of the students. The interpretation of data, based on analysis of content, has also the understanding of the specific methodology of educational proposals for distance education as an indicator of favoring the autonomy of students.
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Savage-Speegle, Amanda. "Autonomy Supportive Teaching Strategies and Student Motivation in Middle School Physical Education." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638670.
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<p> Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students’ motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students’ intrinsic motivation to participate in physical education class and physical education teachers’ use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6<sup>th</sup>–8<sup> th</sup> grade students (<i>n</i> = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (<i>M</i> = 5.6) and autonomy support to be the least (<i>M</i> = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.</p><p>
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Liaven-Nucamendi, Maria-Elena. "Autonomy in learning languages : what students, teachers and authorities in an institution of higher education understand by autonomy in language learning." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499799.
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This research explores the beliefs of students, teachers and senior administrators have about language learning autonomy and students self-learning, autonomy or independent learning (SAIL) in a higher education. It explores the autonomy students have in the institution and the role of the context in this. The research describes participants' language learning understandings and identifies students' SAIL in the institution. It shows how the understanding of learning has been influenced by the practice of an institution trying to promote SAIL. The study discusses the understanding of language learning by students, teachers and authorities and the differences and similarities of these understandings. It shows how the participants' views of language learning reflects the practice they have in the institution on the promotion of self-learning, autonomy or independent learning. It discusses students' knowledge and awareness about their role in language learning autonomy and the influences that the learning context and educational background has in the exercise of language learning autonomy. The learning environment created by the university has an effect on SAIL in language learning. How far learner autonomy is supported or obstructed in the university depends partly on the imposition of explicit regulations and also the beliefs about language and language learning held by learners, teachers and senior administrators.The study was carried out through a rigorous qualitative analysis of the data obtained from interviews, focus group with students, teachers and authorities, class observations and institutional document analysis. The setting of the study was in a 15 year old higher education institution in the southeast of Mexico, one of the youngest public universities in the country, which claims to promote self-learning, autonomy or independent learning. Findings are discussed within the theoretical framework of the definition of autonomy in language learning and the research on the promotion of language learning autonomy.
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Savage-Speegle, Amanda Lynn. "Autonomy Supportive Teaching Strategies and Student Motivation in Middle School Physical Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4327.
Full textAbstract:
Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students' motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students' intrinsic motivation to participate in physical education class and physical education teachers' use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th-8th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.
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Levinson, Meira Leah. "Autonomy, schooling, and the reconstruction of the liberal educational ideal." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321585.
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Divala, Joseph Jinja Karlos. "Is a liberal conception of university autonomy relevant to higher education in Africa?" Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1168.
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Thesis (PhD (Education))--Stellenbosch University, 2008.<br>The dissertation investigates whether liberal conceptions of autonomy are relevant to higher education in African. And if they are relevant, the dissertation further examines the extent to which liberal conceptions of autonomy can enhance governance arrangements of the higher education system. The focus of the research is on governance arrangements. It proceeds by exploring selected cases of African universities in order to show that these universities function autonomously along a continuum of less autonomous to more autonomous (or substantively autonomous) systems, and argues that universities with the least autonomy can be said to function as less liberal institutions and those with more autonomy function as liberal universities. Different philosophical conceptions of autonomy are examined (in Chapter 4) to foreground what may be considered as constitutive meanings or marks of liberal autonomy. The constituent elements include freedom, rationality and objectivity, authenticity and identity, responsibility, critical thinking, and the enhancement of a vibrant critical community. This discussion has considered autonomy from a specific historical context of conceptual theorisation. In view of this, autonomy can be considered as more liberal and / or less liberal depending on the characteristics of the constituent elements. A continuum exists in conceptions of autonomy. This dissertation argues for a liberal communitarian position of autonomy where the “encumbered self” is acknowledged together with its life circumstances (Callan, 1997; Sandel, 1984). The recognition of the situatedness of being further sustains the concept of a deliberative process of engagement and promotes the public good.
The dissertation has also examined the development of higher education in Germany, England and the United States in order to understand how conceptions of autonomy in each of these systems have developed against the background of the particular societies at the different historical moments. For instance, Wittrock‟s (1993) account of the universities in Western Europe, England and
iv
America acknowledges that as much as universities are situational; that universities are neither disembodied nor mindless in terms of how they frame their missions, yet again the same universities represent a particular function and identity as reflective spaces in different societies across generations. This discussion has further looked at university autonomy through the symbolisms of the University of Reason, the University of Culture, and the University of Excellence (Readings, 1996). Chapter Five has argued that neoliberalism and globalisation can make university governance less autonomous. Despite that neoliberalism and globalisation have been ushered in to make the university space the most dynamic in research and technology, such an approach has ushered in a competition-concentrated model of higher education in Europe and America (Scott, 2006: 129-130). While acknowledging that “ economic and technological forces have impacted on the university, undermining some of its modernist assumptions based on the idea of autonomy and underpinned by academic self-governance”, Delanty (2004: 248-249) considers these shifts and forces as multidirectional and not uni-linear in the sense of one replacing another. The dissertation argues that the African higher education system has similarly been affected by globalisation and neo-liberalism. Despite their being founded on notions of freedom, globalisation and neoliberalism undermine the practice and governance of higher education on the African continent. This dissertation argues that the function of universities is not just to focus on its economic extension but also and more importantly its civic role, and proposes that higher education in Africa can fulfil its civic role by the creation of a cosmopolitan citizen. In this way, the African university has a real chance to widen its autonomy. In conclusion, the implications of this envisaged civic role of the university on academic freedom and institutional autonomy are also examined.
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DESSANDRE, SUELY DE ALMEIDA BATISTA. "THE POSSIBLE MORAL EDUCATION: THE CONFLICT AS A STRATEGY FOR THE AUTONOMY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5300@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>A educação moral possível: o conflito como estratégia para
a autonomia é um estudo follow-up realizado com 15 crianças
consideradas fáceis ou difíceis, aos 5 e 11 anos, por
diferentes professores, na creche e no ensino fundamental,
visando analisar as concepções destes sobre autonomia e
suas estratégias, situando o conceito fácil/difícil em
questões de gênero, comportamentos social/individual,
além das habilidades relacionadas ao contexto escolar.
Partiu-se do pressuposto que o conflito desempenha,
sobretudo na dinâmica da criança difícil, um fator
propulsor para a construção da personalidade moral. As 15
crianças, hoje préadolescentes, foram localizadas estudando
em escolas municipais ou estaduais da rede pública do
ensino fundamental da cidade de Niterói. Constatou-se que a
maioria dos professores de ambos os níveis concebem
autonomia como capacidade de agir sozinho, considerando o
diálogo como sua estratégia principal. O professor do
ensino fundamental, ao falar de seu aluno préadolescente,
refere-se a um sujeito da aprendizagem, sem enxergar o
mundo das relações. Para ele, a criança é autônoma fora da
escola, mas não dá conta do que lhe é esperado.<br>The possible moral education: the conflict as a strategy
for the autonomy is a follow-up study, carried out with 15
considered as easy/difficult children, firstly with 5 years
old at pre-school and latter on with 11 years old at basic
education school (different teachers). The purpose is to
analyze teacher s conception about autonomy and its
strategy, focusing the concept of easy/difficult, regarding
gender, social/individual behavior and school abilities. It
was assumed that conflict, mainly on difficult children, is
a propelling factor for the construction of the moral self.
Presently, the fifteen children have been studying in public
schools (municipal or state ones) at basic education level,
in the Niteroi city. It was concluded that the majority of
the teachers at both levels (pre-school and basic school)
see autonomy as ability to act by himself, considering the
dialogue as main strategy. The teachers of basic school,
when referring to his pre-adolescent pupils, see them as
learning subject, forgetting the complex of people
relations. However, children were not considered as
difficult for lacking of learning capacity, but for an
incompatible behavior faced to a good learning progress.
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Koppel, Ivan. "Autonomy eroded? : changing discourses in the education of health and community care." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020414/.
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The last decade of the 20th century saw unprecedented changes in the organisation of health and community care services in the UK. A substantial change occurred in the roles and functions of professionals. Continuing professional education CCPE) became more pivotal and within that interprofessional education (IPE) gained prominence, on the assumption that it promoted interprofessional collaboration. The crucial elements in this process were the changes in the distribution of power between the stakeholder groups in professional education and the associated shifts in the discourses. The most noticeable background change has been in the transfer of power in the running of the welfare state from the professional to the management group. This thesis argues that this has led to much closer control by management of professional behaviour. The control is actualised through increased emphasis on teamwork, a tighter governance of CPE and the promotion of IPE. Guidance for professional development comes no longer from within the individual concerned but is superimposed from above. Yesterday's takers of initiatives have, perforce, become today's followers of orders. It is further maintained that alongside the changes in power distribution there has been a shift in balance between the prevalent discourses. A rhetoric of co-operation exists between the key stakeholders - managers, educators and professionals - yet each group holds its own construction of the professional and consequently the education that is requisite. Thus, managers want professionals capable of providing an efficient service, educators wish to promote adult learners capable of change, and professionals themselves wish to promote their independence and selfgovernance. Professionals are insufficiently aware of these differences in perspective. They need to be alert to threats to their autonomy in the face of the managerial 'efficiency ethos' - since losing autonomy is arguably neither in their interests nor those of their clients.
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Rosenquist, Joachim. "Pluralism and unity in education : on education for democratic citizenship and personal autonomy in a pluralist society." Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15487.
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The overarching theme of this thesis concerns the possibility of balancing the values of unity and pluralism in education in developed nation states characterized by an increasing pluralism when it comes to the beliefs and values of its citizens. The author suggests that democracy has a normative basis in the principle of reciprocity which can be supported in an overlapping consensus by reasonable persons who differ in their moral, religious and philosophical beliefs. It is argued that this basis mandates a deliberative kind of democracy and that certain implications follow for how to understand the relation between democracy and individual rights, between democracy and religious belief and speech, and between rationality and deliberation, among other things. The author proceeds to discuss three educational issues in relation to the principle of reciprocity and its implications: 1. The legitimacy and content of a mandatory citizenship education, 2. Children’s rights to develop personal autonomy, 3. The opportunity for parents and children to choose which school children attend. These issues are important in relation to the question of how to balance unity and pluralism in education in that they concern the promotion of certain common beliefs, values and dispositions among citizens or the creation of a system of choice between schools with different profiles. The purpose of the discussion is to construct a theoretical position which balances the values of unity and pluralism in education, by giving diversity its due (contra communitarianism) while upholding a measure of unity (contra libertarianism and radical multiculturalism) which is located in the democratic and autonomy- promoting purposes of education rather than (exclusively) in its economic/vocational purposes (contra neo-liberalism). The discussions make use of political philosophy, educational philosophy and empirical research carried out by other researchers.
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Alzahrani, Abdulkareem. "Exploring adjustable autonomy in online tutoring systems." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19647/.
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Learning and teaching have been influenced greatly by the rapid development of technology. For instance, through the use of soft computing techniques, it would be possible to create an artificially intelligent autonomous tutor agent, which can ease the burden on teachers and enhance learning outcomes through its more personalised interaction with students. Providing students with automated guidance, such as directing students through the most appropriate content sequence is one aim of online tutoring systems. However, in most of the available tutoring systems, users neither have the ability to adjust the tutor agent’s autonomy level nor fully control the rules applied by the tutor agent. Thus, this thesis has sought to overcome these shortcomings by proposing a system called the ‘Adaptive Course Sequencing Approach’ (ACSA) which enables students to adjust the autonomy level of the tutor agent and gives teachers the ability to directly communicate with the tutor agent to create the sequencing rules and alter them at any time during the learning experience. This is achieved with fuzzy logic, which has the capability of producing human-readable sequencing rules as well as managing the uncertainty of measuring some students’ levels of knowledge. We hypothesise that by equipping intelligent educational environments with adjustable autonomy mechanisms, the students’ learning outcomes will be enhanced. This research was divided into seven phases and involved a large number of participants (1725 in total) to assess the need for adjustable autonomy mechanisms in online tutoring systems and to explore the way of providing these mechanisms in ACSA, thereby demonstrating the hypothesis by two empirical experiments. The results showed that applying adjustable autonomy mechanisms significantly improved the students’ learning outcomes and that the students who adjusted the autonomy level more than once performed slightly better than those who adjusted it once only. In addition, applying the collaborative-driven agent method, which relies on machine learning to generate and optimise the sequencing rules, led to improving the students’ learning outcomes and highly satisfying the teachers.
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Nardi, Edson Renato [UNESP]. "Concepções de docentes sobre a sua autonomia e a dos alunos." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90287.
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nardi_er_me_arafcl.pdf: 496692 bytes, checksum: af7af5206d8dd68b2d792638728b0e2b (MD5)<br>Este estudo buscou verificar as concepções que um grupo de professores da rede pública estadual possui em relação à autonomia. Para tanto, buscou realizar inicialmente uma análise bibliográfica de autores que amparam o valor e a importância da autonomia. Nesse sentido, localizou nas obras de Kant, Piaget e outros, uma série de argumentações que justificam a necessidade e a importância de uma educação que valorize e estimule a formação de pessoas autônomas. Logo a seguir buscou atestar a importância que este tema recebe nas produções científicas contemporâneas. Por fim, fazendo uso de instrumentos qualitativos de pesquisa, acabou por realizar entrevistas semi-estruturadas para detectar os posicionamentos que professores adotam em relação a este tema. Da análise dos dados concluimos que o professor associa a autonomia como sendo, sobretudo, a apropriação e domínio de certo conhecimento, que o professor acaba, por muitas vezes, a criar limitações em relação a autonomia do aluno, por considera-la uma espécie de anomia ou desgoverno. Por fim, acabamos por aventar ainda que o professor possui uma certa dificuldade de associar o exercício da autonomia em outras situações do cotidiano que não as vivenciadas no ambiente escolar. Destes elementos concluímos que é necessário o aprofundamento de estudos em relação a este tema e a rediscussão com a sociedade e, especialmente, com o professor, o valor, o significado e a importância da autonomia<br>This study it searched to verify the concepcion that the professor adopts in relation the autonomy. For in such a way, it searched to initially carry through a bibliographical analysis of authors who support the value and the importance of the autonomy. In this direction, localized in the workmanships of Kant, Piaget and others, a series of arguments that justify the necessity and the importance of an education that values and stimulates the formation of autonomous people. Soon to follow we looked for certifying the importance that this subject receives in the productions scientific contemporaries. Finally, making use of qualitative instruments of research, we finish for carrying through semi-structured interviews to detect the positioning that professors adopt in relation to this subject. Of the analysis of the data we finish for concluding that the professor associates the autonomy as being, over all, the appropriation and domain of certain knowledge, that the professor finishes, for many times, to create limitations in relation the autonomy of the pupil, for considers it a species of anomie or mismanagement. Finally, we finish for to pose that despite the professor possess a certain difficulty to associate the exercise of the autonomy in other situations of the daily one that not lived deeply them in the pertaining to school environment. Of these elements, we can conclude that it is necessary the deepening of studies in relation to this subject and the new discussions with the society and, especially, with the teacher, the value, the meaning and the importance of the autonomy
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von, Duyke Katherine S. "Students' autonomy, agency and emergent learning interests in two open democratic schools." Thesis, University of Delaware, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595010.
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<p> This study investigates the relationship among students' autonomy, agency and emergent learning interests in two open democratic private K-12 schools. Surprisingly, I find that these innovative schools sometimes promote sometimes suppress student agency. I suggest that we need a new means to define education, as our current means seems to constrain even innovative projects.</p><p> I begin by tracing the historical path of liberal arts education down two paths for student agency. Historical classical liberal arts education concerned itself with the student as a thinker, while modern conventional education concerns itself with the standardization of students' acquiring content. This has lead to a split the means to empower students' agency. The first is agency-as-capacity in academic subjects, the second is as personal agency and relates to the first, as students are viewed as becoming more able as they master more subject material, but also expresses agency as students' ability to be self-determining, voice their ideas, and reflect critically on their own and other's ideas. I argue that the first path has taken over conventional education and leads education to be outcome based and focused on credentialism. In reaction to the loss of emphasis on personal agency in learning, innovative educators, progressives, democratic educators, free-schoolers, and unschoolers, have sought to return autonomy to students for their own learning decision and deeper meaning making in their learning. The democratic schools in this study follow a distinct line of innovation that departs from progressive educators in that they endeavor to protect and promote the development of students' political and epistemic autonomy through shared student and staff governance of the school and by underlying strong philosophical commitments against imposed curriculum. Out of this study came three findings. First, in spite of the seemingly chaotic environment with little culturally recognizable learning practices at both schools, I observed that children are learning and transforming in their abilities in culturally valued practices primarily through play. I suggest that the individual and cognitive notions of learning coupled with a Industrial Age work architectonic underpinning schooling practices makes it difficult for the students' learning at these schools to be visible to outsiders and sometimes to the staff as well. Student's play and other free choice activity revealed that learning can be evidenced through students' changing genres of participation.</p><p> Second, I found that in spite of the belief that students in autonomy supportive environments will find it easy to be engaged in their learning, middle school students, in one school struggled to develop their learning interests. Contrary to the schools' philosophy about the role of student interest in their learning, I found that student inquiries or even their interest is not necessarily the beginning of learning, and questions the notion that students self-determined autonomy is sufficient for their learner agency. </p><p> Third, in the second school, in spite of the autonomy afforded students and the ongoing critical dialogue that form a large part of the second school's culture and matching historically classical concerns for the student as a thinker, students experienced a suppression of their agency. The form of critical dialogue the school engages in I define as positive and modernist drawing on the work of Isaiah Berlin (1969) and define a second negative and postmodern critical dialogue rooted in the work of literary critic, Mikhail Bakhtin. </p><p> Finally, I suggest that we need to move beyond the current Industrial Age work architectonic of conventional schooling. I recommend a playful/cultural architectonic based on the work of Marjanovic-Shane (2010) as a means to capitalize on the social nature of learning. A play/cultural dynamic can act as a counter force to the reification of knowledge, meaning making, and hierarchical roles in education that tend to suppress the development of students' personal and epistemic agency. This play/cultural architectonic of learning, in my view, better matches the kinds of transformation of agency that students' make in these autonomy-valuing environments. I suggest that schooling, if based on a play/cultural genre of interaction would support both students becoming more capable in culturally valued practices and support students' present and increasing capacity in enacting their personal agency. My conclusion i that we are still realizing students as co-participants and co-creators of the culture.</p>
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Szczesny, Thomas Joseph. "Passing through the Halls| Relationships and Organizational Structures in the Work of a School Granted Autonomy." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286349.
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<p> Though much is known about the school environments that increase students’ access to opportunity, the process for developing conditions that presage such outcomes remains a pertinent area of study. The reality that widespread school performance has yet to realize the promise of true educational equity, particularly in urban settings, attests to the challenge. In the search for solutions, one response across decades has been to grant schools autonomy, a trend that continues today. The goal of this research study is to understand the process by which a school in such a context builds its capacity to improve student outcomes. With capacity seen as a function of available information, the relationships and organizational structures are given particular attention knowing that such mechanisms serve as conduits for information exchange in organizations. It is seen the presence of strong relationships and strong organizational structures are necessary but not sufficient for productive information exchange. In order to realize their full utility, leadership must cultivate relational trust and manage expectations of their duties as leader. Moreover, organizational activity must align to the school’s desired direction and capitalize upon available capabilities. Finally, the importance of clear communication about autonomy’s multiple dimensions related to schools is seen. The results of this case study suggest that relationships and organizational structures can illuminate the complex work of serving students in the context of a school granted autonomy while calling for greater nuance in the idea’s conceptualization as a means for school improvement.</p><p>
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Hite, Patrice. "Swimming against the tide a study of teacher autonomy in charter schools /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3189150.
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Thesis (Ed.D.)--Indiana University, School of Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3170. Adviser: Khaula Murtada. Title from dissertation home page (viewed Oct. 10, 2006).
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Robertson, Laura, and M. Gail Jones. "Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/765.
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This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.
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Salgado, Rute Sá. "Prática de ensino supervisionada em educação pré-escolar: a organização do ambiente educativo e a autonomia da criança." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23244.
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Este Relatório tem como finalidade divulgar a intervenção realizada na Prática de Ensino Supervisionada em Creche e Jardim de Infância, do Mestrado em Educação Pré-Escolar, com enfoque na temática “A Organização do ambiente educativo e a autonomia da criança”. O trabalho desenvolvido pretendeu compreender como a organização do ambiente educativo pode promover a autonomia das crianças atendendo aos seus interesses e necessidades. Procurou-se ainda identificar os critérios subjacentes à organização do espaço e das rotinas pelas educadoras e compreender a importância da intencionalização da organização do espaço e rotinas para a promoção da autonomia. O estudo suportou-se na metodologia de investigação-ação e utilizou os seguintes instrumentos de recolha de dados: notas de campo e reflexões; planificações; entrevistas; escalas de avaliação do ambiente educativo; perfil de implementação de modelos pedagógicos. A intervenção assim sustentada permitiu concretizar alterações nos contextos de prática que contribuíram para a promoção da autonomia das crianças; Supervised Teaching Practice in Pre-School Education: The Educational Enviorenment Organization and the Child’s Autonomy
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The purpose of this report is to disclose the scope of the Teaching Practice in Preschool Education, from the Master Course in Preschool Education, regarding the “Educational environment organization and child’s autonomy”. The drive of the present work was to understand how the educational environment can promote children’s autonomy in terms of their interests and needs. Moreover, to identify teacher’s underlying criteria for space and routines organization to enhance autonomy. Study methodology was action-research based and used the following data collection tools: field notes and reflexions; planning; interviews; educational environmental evaluation scales and implementation profiles from pedagogical models. The sustained intervention allowed to encourage changes in the practice settings that lead to improvements of children’s autonomy.
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Quann-Youlden, Cathy, and n/a. "Commonwealth Higher Education Policies: Their Impacts on Autonomy and Research in Australian Universities." University of Canberra. Business & Government, 2008. http://erl.canberra.edu.au./public/adt-AUC20081202.151704.
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In recent years, the Australian Government's (Commonwealth) relationship to universities has become one of greater involvement as political circles recognise the escalation in the significance of higher education as a key determinant in Australia's economic, social, cultural, and intellectual development. The increasing role of the Commonwealth in Australian universities is largely a consequence of this recognition, but it is also due in part to changes in the way governments approach the public sector and publicly funded institutions.
Both the literature and extensive Commonwealth reports provide an array of details in relation to: what the Commonwealth wants from its universities; why it wants it; what it is doing to ensure that it gets what it wants; and the results of its actions-at least from the perspective of the Commonwealth. But what is missing is how universities themselves perceive the impact of the Commonwealth's increasing involvement in universities. Although academics and managers in Australian universities have much to say about how current and proposed Commonwealth policies affect their working environment they are not given much of a venue to opine. As such there is a lack of literature on how universities perceive the impact of this increasing involvement. This dissertation aims to fill the gap by providing a forum that addresses universities' perceptions of how Commonwealth policies affect their universities.
Specifically, this dissertation sets out to discover if and how Commonwealth policies change universities and focuses on how policies influence autonomy and research in Australian universities through the responses of those who work in the offices of the deputy vice chancellors of research in twelve Australian universities.
One of the most significant findings of the thesis is that the Commonwealth's increasing involvement in universities is viewed by respondents as a consequence of the Commonwealth's mistrust of Australian universities. Furthermore, the Commonwealth is seen as lacking expertise in areas relating to universities-their needs, history, purpose, mission, and how they best relate to and contribute to society-and their need for autonomy. This dissertation offers some insights into perspectives whereby policies built on the Commonwealth's mistrust and lack of expertise in university matters negatively influence autonomy and research productivity in Australian universities. The results indicate decreased productivity which leads to further mistrust that appears to decrease productivity even morea
cycle that respondents fear might be a self-propelling downward spiral. Eight hypotheses and one overarching proposition emerge from the findings. In addition, nine areas are identified as adding to the overall understanding of the affect that Commonwealth policies have on university autonomy and research productivity in Australian universities.
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Jameson, Albert Thomas. "From Dearden to Dearing : promoting autonomy through work based learning in higher education." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263840.
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Quann-Youlden, Cathy. "Commonwealth higher education policies : their impacts on autonomy and research in Australian universities /." Canberra, 2006. http://erl.canberra.edu.au/public/adt-AUC20081202.151704/index.html.
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Ogawa, Kyoko. "EFL learner autonomy and unfamiliar vocabulary learning." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/174127.
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CITE/Language Arts<br>Ed.D.<br>The notion of learner autonomy is one of the major theoretical constructs studied in L2 learning. Drawing on Deci and Ryan's (1985) Self-Determination Theory (SDT), I sought to investigate and describe L2 learner autonomy and how an educational intervention influences it. The SDT conceptualizing human motivation for learning as existing on a continuum from extrinsic to intrinsic motivation provides ways of measuring learner autonomy and a rationale for educational interventions for developing it. First, Japanese adult EFL learners' characteristics were described in terms of learner autonomy-related psychological constructs (motivation, affect, and strategy use) according to levels of learner autonomy based on SDT. Second, the adapted VSS yielded significant effects on the participants' vocabulary learning and L2 learning anxiety (for the high and low autonomous motivation groups) and social strategy use (for the low autonomous motivation group). Third, the implementation of the adapted VSS into the adult L2 English classes was considered in terms of the development of linguistic and autonomous forms of learning quoting from the participants' quantitative and qualitative responses for this approach.<br>Temple University--Theses
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Toy, Keith J. G. "Teacher autonomy in the context of current approaches to school management." Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386943.
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Keyes, Edwin James. "Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7034.
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In order to improve his own teaching practice, the researcher observed and studied student-driven approaches to public art education that not only achieved the aims of the national standards, but also encouraged secondary students' engagement with art in personally relevant ways. Inspired and informed by these observations and studies, the researcher developed a curriculum based more on student concerns, which was studied using action research. The action research approach was driven by experimentation with the curriculum's content as well as its implementation and is fundamentally about improving the researcher's own teaching practice. Hence, the study focuses largely on the researcher's curriculum and teaching. Relationships or correlations between intrinsic motivation, engaging with art in critical ways, and classroom autonomy are explored in the present study. This thesis investigates what students might accomplish when given more autonomy over their projects and learning opportunities. This study focused largely on how a student-driven approach changed the researcher's own feelings and understandings about teaching and learning. The results of the present study lead to a variety of conclusions regarding teaching, curriculum, and student learning.
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Bursey, Wallace Dean. "Educating teachers for Ontario's multi-religious classroom : accommodating religious learners and respecting student autonomy." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/39047/.
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The 2015 revisions to the Ontario teacher education program were intended to give greater attention to diversity in the Ontario classroom and provide new teachers with more knowledge of the Ontario context. Using an interpretivist methodology, a careful examination of the curriculum changes undertaken by the Ontario Ministry of Education and the Ontario College of Teachers indicates that these objectives have not been met. Despite being an integral part of the identity and experience of a large number of Ontario teachers and students, religion is not one of the diversities given attention to in the revisions. This omission has revealed a gap in the Ontario teacher education curriculum in which the religious diversity component of the Ontario context is largely ignored. The gap in teacher education has also created a misunderstanding of the nature and intent of the secular classroom where, instead of being a place where all religions are given equal attention and one that fostering healthy religious conversations, it has become an environment of fear and silence, where teacher and students are unsure of how to engage it religious conversations. My research concludes that the OCT curriculum does not provide sufficient curriculum content that addresses teacher knowledge, skills and attitudes in the area of religion, nor does it provide information about religious belief systems and world views or clarify religious language and terminology. Despite the fact that teachers and parents welcome the academic, non-confessional study of religion in the classroom, the OCT and the OME have not indicated through the revisions that this is the direction in which they intend to proceed. Enacting changes to increase the amount of time required for teacher education has not prepared teachers to address the multi-religious context of the Ontario classroom or to meet the needs of religious students.
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Todaro, R. Elaine. "The perceived influence of participation in intramural sports on purpose, interpersonal relationship and autonomy." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261408062.
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Zeni, Alencar Buratto. "Educação e autonomia : uma reflexão a partir da filosofia prática de Immanuel Kant." reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/503.
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O objetivo desta dissertação é explicitar o papel que a ação educativa pode desempenhar para que os educandos efetuem a transição da heteronomia para a autonomia, à luz da filosofia de Immanuel Kant. O problema de pesquisa consiste na seguinte questão: quais são as condições e possibilidades de se ter uma ação educativa capaz de promover nos educandos a transição da heteronomia para a autonomia, de acordo com a filosofia de Immanuel Kant? A dissertação está inserida na linha de pesquisa de Filosofia da Educação, no Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul (PPGEd-UCS). Por meio de uma análise interpretativa dos referenciais teóricos, reflete-se, no primeiro capítulo, sobre os aspectos gerais e históricos do Iluminismo, pois fazem parte do ideário iluminista os conceitos de educação e autonomia. Posteriormente, busca-se a aproximação do referido movimento com o pensamento de Immanuel Kant, no intuito de corroborar o entendimento acerca das questõeschave do presente trabalho, utilizando-se, em especial, do texto O que é o Iluminismo? Ao abordar elementos fundamentais da filosofia kantiana e o contexto filosófico no qual se desenvolveu, analisam-se os conceitos de heteronomia e autonomia, utilizando-se como referencial a Fundamentação da metafísica dos costumes. No segundo capítulo, desenvolve-se uma análise interpretativa relativa à educação em Kant, buscando compreender sua concepção pedagógica. Para tanto, utiliza-se como base referencial a obra kantiana intitulada Sobre a pedagogia. No terceiro capítulo, num primeiro momento, elabora-se uma análise interpretativa da importância da filosofia kantiana e das conseqüências da idéia de autonomia na pedagogia contemporânea e, num segundo momento, retomam-se os conceitos de autonomia, heteronomia e educação, procurando explicitar alguns elementos teóricos que permitam refletir sobre as condições e as possibilidades de se ter um processo pedagógico que possa estabelecer uma educação para autonomia. Para tanto, buscou-se referências em autores como, Foucault, Höffe, Piaget e Adorno. É possível educar para a autonomia? No intuito de responder a essa pergunta duas observações são importantes: a) ter presente, como fundamento da consciência dos agentes promotores da educação, a ideia de estabelecer uma ação educativa que prepare o educando para que ele seja capaz de pensar criticamente e de formular os seus próprios juízos, de modo que ele possa decidir como agir nas diferentes circunstâncias da vida; b) refletir sobre a possibilidade da ação educativa para a autonomia, de modo que o professor, por um lado, assuma tal projeto e, por outro, oportunize-o aos alunos a fim de que eles se tornem autônomos.<br>Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T16:19:47Z
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Dissertacao Alencar Buratto Zeni.pdf: 531236 bytes, checksum: b72cbb0517b4df65d95519fe77604739 (MD5)<br>Made available in DSpace on 2014-06-02T16:19:47Z (GMT). No. of bitstreams: 1
Dissertacao Alencar Buratto Zeni.pdf: 531236 bytes, checksum: b72cbb0517b4df65d95519fe77604739 (MD5)<br>O objetivo desta dissertação é explicitar o papel que a ação educativa pode desempenhar para que os educandos efetuem a transição da heteronomia para a autonomia, à luz da filosofia de Immanuel Kant. O problema de pesquisa consiste na seguinte questão: quais são as condições e possibilidades de se ter uma ação educativa capaz de promover nos educandos a transição da heteronomia para a autonomia, de acordo com a filosofia de Immanuel Kant? A dissertação está inserida na linha de pesquisa de Filosofia da Educação, no Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul (PPGEd-UCS). Por meio de uma análise interpretativa dos referenciais teóricos, reflete-se, no primeiro capítulo, sobre os aspectos gerais e históricos do Iluminismo, pois fazem parte do ideário iluminista os conceitos de educação e autonomia. Posteriormente, busca-se a aproximação do referido movimento com o pensamento de Immanuel Kant, no intuito de corroborar o entendimento acerca das questõeschave do presente trabalho, utilizando-se, em especial, do texto O que é o Iluminismo? Ao abordar elementos fundamentais da filosofia kantiana e o contexto filosófico no qual se desenvolveu, analisam-se os conceitos de heteronomia e autonomia, utilizando-se como referencial a Fundamentação da metafísica dos costumes. No segundo capítulo, desenvolve-se uma análise interpretativa relativa à educação em Kant, buscando compreender sua concepção pedagógica. Para tanto, utiliza-se como base referencial a obra kantiana intitulada Sobre a pedagogia. No terceiro capítulo, num primeiro momento, elabora-se uma análise interpretativa da importância da filosofia kantiana e das conseqüências da idéia de autonomia na pedagogia contemporânea e, num segundo momento, retomam-se os conceitos de autonomia, heteronomia e educação, procurando explicitar alguns elementos teóricos que permitam refletir sobre as condições e as possibilidades de se ter um processo pedagógico que possa estabelecer uma educação para autonomia. Para tanto, buscou-se referências em autores como, Foucault, Höffe, Piaget e Adorno. É possível educar para a autonomia? No intuito de responder a essa pergunta duas observações são importantes: a) ter presente, como fundamento da consciência dos agentes promotores da educação, a ideia de estabelecer uma ação educativa que prepare o educando para que ele seja capaz de pensar criticamente e de formular os seus próprios juízos, de modo que ele possa decidir como agir nas diferentes circunstâncias da vida; b) refletir sobre a possibilidade da ação educativa para a autonomia, de modo que o professor, por um lado, assuma tal projeto e, por outro, oportunize-o aos alunos a fim de que eles se tornem autônomos.
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Nadler, Dustin Ryan. "AUTONOMY SUPPORT: MODERATING STEREOTYPE THREAT IN AFRICAN AMERICAN STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/757.
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This study examined the role of autonomy support (AS) in the relationship between stereotype threat (ST) and performance on a subset of the Raven's Standard Progressive Matrices (RSPM) using a 2 x 2 factorial design. It was hypothesized that: 1. There would be significantly fewer correct answers in ST conditions compared to non-ST conditions, 2. There would be a significantly higher number of correct answers in AS conditions compared to non-AS conditions, 3.The relationship between ST conditions and performance would be moderated by AS conditions 206 African American college students from a mid-sized Midwestern university participated in the study. Performance, measured by the overall number of correct items answered from a set of 14 problems from the RSPM and also difficult and easy subsets of these problems, was the dependent variable and participants also completed a survey. Participants in ST conditions performed better than those in non-ST conditions. There was no difference in performance for participants in AS and non-AS conditions. High academic identified participants in AS conditions performed significantly better than similar participants in non-AS conditions on all items. Low academic identified participants in ST conditions performed better than those in non-ST conditions, only on easy items. These results provide information on the role of AS and item difficulty in stereotype threat situations.