To see the other types of publications on this topic, follow the link: Discipline experience.
Dissertations / Theses on the topic 'Discipline experience'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Discipline experience.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Visser, Juanita. "The adolescent's experience of parental discipline." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50116.
Full textAbstract:
Theses (MEd)--University of Stellenbosch, 2004.Pages 71-74 are missing.
ENGLISH ABSTRACT: Adolescents are often perceived as moody, rebellious, disinterested in school and inclined to risky behaviours such as premature sex, drug-taking and alcohol abuse. As a result of the 'storm and stress' period that they are associated with, parents appear to lose touch with their adolescents, and fail to maintain the close bonds that they took for granted while their children were young. In attempts to control their adolescents' behaviour, parents seem to drive their teenagers further away from them. The conclusion is reached that adolescents experience parental discipline in a way that either creates a sense of belonging to the family unit, or causes them to become distant and defiant of parental authority. A qualitative approach is used to establish what adolescents experience as positive and what they experience as negative regarding their parents' disciplinary styles. The study is undertaken in a private school in a suburb of Cape Town. The study revealed the following: • A democratic parenting style creates a sense of worthiness in the adolescent. In this atmosphere adolescents feel nurtured and respected and therefore grow into well-balanced young adults. • Parents should take note of their adolescents' emotional experiences and attune their disciplinary approach in order to obtain their children's willing co-operation to be guided towards adulthood by their parents. • Most teenagers do appreciate and respect their parents.
AFRIKAANSE OPSOMMING: Adolessente word dikwels beskou as buierig, rebels, ongeïnteresseerd in skool en geneig tot riskante gedrag soos voortydige seks, dwelmgebruik en alkoholmisbruik. As gevolg van die 'storm-en-drang' - periode waarmee hulle geassosieerword, verloor ouers dikwels voeling met hul adolessente, en faal hulle daarin om die noue bande wat hulle as vanselfsprekend met hul jonger kinders aanvaar het, met hul tieners te behou. Die slotsom word bereik dat adolessente ouerlike dissipline ervaar op 'n manier wat óf gehegtheid met die gesinseenheid skep, óf verwydering en opstandigheid teenoor ouerlike gesag in die hand werk. 'n Kwalitatiewe benadering is gebruik om vas te stel wat die adolessent as positief en as negatief ervaar ten opsigte van ouers se dissiplineringstyle. Die studie is in 'n privaatskool in 'n voorstad van Kaapstad onderneem. Die studie het die volgende getoon: • 'n Demokratiese ouerskapstyl kweek 'n gevoel van waardigheid by die adolessent. In hierdie omgewing voel die tiener geborge en gerespekteer en as gevolg daarvan ontwikkel hy tot 'n goedgebalanseerde jong volwassene. • Ouers moet kennis neem van hul adolessente se emosionele belewenisse en hul dissiplineringstyle aanpas om hul tieners vrywilliglik tot volwassenheid te lei. • Meeste tieners waardeer en respekteer hulouers.
2
Warren, Kelly Blayne. "Leading a congregation to understand and experience the spiritual discipline of fasting." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Full text
3
Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.
Full text
4
Rand, Joseph S. "Parental Experience-Based Change: Positive and Negative Changes in Monitoring, Expectations, Nurturing, and Discipline." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6118.
Full textAbstract:
This study sought to create a measure of parent's perceptions of parental experience-based change (PEBC), or parents' perceptions of the changes they make to their parenting of secondborn children as a result of experiences with firstborn children. The measure assessed PEBC in the domains of monitoring, expectations, nurturing and discipline. Participants were 401 mothers or fathers of 2 or 3 adolescent children. Factor analyses revealed an 8 factor solution that assessed increasing and decreasing in each of the 4 domains. Criterion validity was evaluated using regression analyses to examine the relationships between each factor and parenting outcomes thought to be related to PEBC, namely efficacy, relationship positivity and negativity, demandingness, responsiveness and granting of autonomy. Reliability of the measure was also evaluated. Overall, results supported the validity and reliability of the measure of PEBC and future research can implement the measure in study of parenting and sibling influence.
5
Hämäläinen, Juha. "Developing Social Pedagogy as an Academic Discipline and Professional Practice : Learning from the Finnish Experience." 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2014. http://hdl.handle.net/2237/19685.
Full text
6
SIMI, GUSTAVO ARAUJO. "REFORMATORY AND INDIGENOUS POLICE: THE EXPERIENCE OF UNIFORMS AND DISCIPLINE OF INDIANS DURING THE DICTATORSHIP." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32337@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente trabalho tem como objetivo analisar os acontecimentos transcorridos nos postos indígenas do estado de Minas Gerais – o Posto Indígena Guido Marlière (PIGM) e o Posto Indígena Mariano de Oliveira (PIMO) – durante a ditadura civil-militar, sobretudo entre os anos de 1967 e 1973, período no qual a Ajudância Minas-Bahia (AJMB), responsável pela administração desses postos, ficou sob o comando da Polícia Militar de Minas Gerais (PMMG). Nesse período, foi construído um reformatório para índios considerados delinquentes transferidos de várias regiões do país para o território demarcado ao povo indígena Krenak; foi formada uma tropa militarizada de policiais-indígenas conhecida como Guarda Rural Indígena (GRIN); e, finalmente, foi realizada a transferência forçada dos Krenak e dos confinados no reformatório para uma propriedade da PMMG chamada Fazenda Guarani. Esses acontecimentos atingiram diretamente a cultura política Krenak, levando o Ministério Público Federal (MPF) a pleitear uma inédita anistia política coletiva em prol do povo indígena Krenak junto ao Ministério da Justiça no ano de 2015. Essa dissertação procura descrever esses processos à luz de um conjunto de documentos colhidos em pesquisas no acervo do Museu do Índio e do Centro de Referência Indígena do portal Armazém Memória, sobretudo aqueles que permitem conhecer o funcionamento do órgão tutelar (primeiro o Serviço de Proteção ao Índio – SPI – e posteriormente a Fundação Nacional do Índio – FUNAI) naquela região, onde ocorriam frequentes conflitos fundiários.
This text aims to analyse the main facts which happened at Indigenous posts of Minas Gerais State- The Indigenous Post Guido Marliere (PIGM) and the Indigenous Post Mariano de Oliveira (PIMO)- during the civil-military dictatorship, mainly between 1967 and 1973, time in which the Ajudância Minas-Bahia (AJMB), responsible for administrating the mentioned posts, was under Military Police of Minas Gerais State s control (PMMG). During this time one reformatory was built for said offenders indians be transferred from several regions of the Country to the defined territory of Krenak indians. A militarised troop was organised with police Indians known as Rural Indigenous Guard (GRIN). All the Krenaks and the ones confined in the reformatory were forced to move to a PMMG s property know as Guarani Farm. These facts directly hit Krenak s political culture, leading the Ministério Público Federal (MPF) pleading an unique collective political amnesty to benefit the Krenak indigenous people. This litigation was submitted to Minister of Justice in 2015. This text describes all these processes under the lights of researched documents stored at Indian s Museum and Indigenous Centre of Reference collections both part of Armazem Memoria portal, mainly the ones which allow knowing how tutelary institutions such as initially SPI (Serviço de Proteção ao Índio) and later FNI (Fundação Nacional do Índio) worked in that region, where several conflicts over land had happened.
7
RODRIGUES, ROBERTA PORTAS GONCALVES. "CHALLENGES AND PERSPECTIVES IN DESIGN EDUCATION: EXPERIENCE IN THE DISCIPLINE DSG1002 - PROJECT PLANNING AT PUC-RIO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23929@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROConsiderando a prática de ensino na disciplina DSG1002 – Projeto Planejamento, pertencente ao curso de graduação em Design da PUC-Rio, a presente tese faz uma teorização da prática de ensino tendo como campo da pesquisa a disciplina supracitada no período de 2011 a 2013 e apresenta a proposta de uma matriz instrumental pedagógica para o ensino de projeto. Este trabalho toma como base a matriz homóloga de Mamede-Neves e articula as pesquisas de Vergnaud, Bleger, Pichón-Riviève, Wertheimer, Polya, Cross e Schön.
Considering the teaching methods in discipline DSG1002 -- Planning Project, belonging to the Design graduation course at PUC_Rio, this thesis intends to theorize teaching methods, having as its research field the above mentioned discipline in the 2011-2013 period, and presenting the proposal of a pedagogical instrumental pattern for teaching projects. This work is based on the Mamede-Neves homologous pattern and it articulates the researches made by Vergnaud, Bleger, Pichón-Riviève, Wertheimer, Cross and Schön.
8
Egyed, Carla J. "The relationship of teacher efficacy, burnout, experience and the referral of disruptive students /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988656.
Full text
9
Kung, Shuk Mei. "Discipline and female subjects : an analysis of women's experience in the learning and using of female underwear." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/230.
Full text
10
Tate, Monique. "Investigating How Families Experience School Criminalization." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2695.
Full textAbstract:
Public school students across the United States have been criminalized for minor youth behavior issues such as truancy, defiance, and minor fighting incidents. The presence of law enforcement is expanding in school spaces, increasing the likelihood of young students facing court systems for minor offenses. Criminalization of students is counterproductive considering schools are designed to promote student growth and development. Little is known about how students and parents experience school criminalization. The purpose of this multi-case study, based on Freire's conceptual framework of critical consciousness, was to investigate how a small group of families experienced school criminalization. Three families of youths who had been criminalized for minor school offences were recruited using community partners as referral sources. Interviews were conducted with parents using a semi-structured protocol, and data were also obtained from school and court records provided by parents. Data were triangulated, summarized as case descriptions, member checked, and then cross-theme analyzed based on Gibbs and Taylor's approach for emergent themes. Study results demonstrated that these families felt trapped between two institutions and experienced fear and frustration trying to deal with both systems. Participants also recommended ways parents and schools might improve discipline for minor offences. This study will influence social change by informing school and juvenile justice discipline policy reform about working with two systems in managing student behavior concerns. In addition, the interview protocol can be used by human services professionals to help improve understanding of clients faced with school criminalization issues.
11
Yu, Jingjing. "Conscience disciplinaire et vécu dans les différentes disciplines scolaires à la fin du collège." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H003.
Full textAbstract:
Cette thèse interroge la notion de disciplines scolaires en étudiant les manières dont les élèves les reconstruisent et se les approprient et, plus précisément, en mobilisant les concepts de « conscience disciplinaire » et de « vécu disciplinaire ». Son objet de recherche se construit donc via l’analyse du discours des élèves. Il s’agit d’identifier leurs formes de conscience disciplinaire au travers des désignations, des finalités, des contenus qu’ils attribuent aux disciplines, des critères de repérage et de réussite dont ils se servent, ainsi que des manières dont ils disent vivre et ressentir les disciplines scolaires. La thèse a ainsi permis de mettre au jour les similitudes et les particularités de plusieurs disciplines scolaires (Français, Mathématiques, Anglais, Education physique et sportive) aux yeux des élèves de différents niveaux du cursus scolaire : fin du primaire et fin du collègeThis research work studies the notion of school subject or discipline by examining the ways in which pupils reconstruct and appropriate school subjects and, more specifically, by mobilizing the concepts of "disciplinary awareness" and "disciplinary experience". This research work lays emphasis on the discourse analysis of pupils while identifying the forms of disciplinary awareness through the following criteria: designation, finality, content assigned by pupils to school subjects, the yardstick of success strategy adopted as well as the way the pupils experience school subjects.Thus, the research brought to light the similarities and peculiarities of several school subjects (French, Mathematics, English, Physical Education) at different levels in the school curriculum: last year of primary school and middle school
12
Cissé, Mpemba Liz Odette. "Ethique et vie scolaire : pragmatisme du censeur de vie scolaire chargé de la discipline." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3108.
Full textAbstract:
Au Gabon, le Censeur de vie scolaire (CVS) est nommé en Conseil de Ministres. C’est une fonction qui suscite un certain nombre de préoccupations au regard de l’environnement entropique dans lequel elle s’exerce, de sa méconnaissance et incompréhension par les différents acteurs et surtout à cause de l’inexistence d’un cadre institutionnel et fonctionnel clairement défini. L’environnement entropique pose la question des valeurs dont l’élève est imprégné et celle du pragmatisme éthique du CVS, vu qu’il a la responsabilité de donner aux élèves la capacité de « s’élever » eux-mêmes sur les plans physique, intellectuel, moral, mental et pourquoi pas spirituel. Par une approche de l’étendue du mouvement profond de l’éthique, de la responsabilité vocationnel, par des valeurs caractéristiques, il a été possible de comprendre, à travers l’analyse du contenu des entretiens avec les sujets, l’éthique des sujets. C’est une éthique aux variations et vibrations fréquentielles faibles, propres à chaque sujet. Elle présente aussi des convergences vers une transversalité à tous les sujets. A cette éthique, nous proposons une amélioration de l’environnement de travail des sujets tout comme une croissance et un dépli de leur ipséité professionnelle. Nous entrevoyons de mettre l’instabilité et la faiblesse des interactions des sujets au profit d’un mouvement réenchanteur de leur réalité, par l’action non intentionnelle. Les sujets pourraient se défaire du moi observateur pour accepter l’instabilité qu’occasionne le changement constant de ce moiIn Gabon, the deputy Head master in charge of life and discipline reaches that function after a nomination decided in a council of ministers. This function raises some concern related to the entropic environment in which the activity is practiced.The entropic setting with reference to the learner raises the question of the values the latter is marked with. As for the function of deputy headmaster in charge of school life and discipline, the concern is that of his/her ethical pragmatism, given that he/she has the duty to conduct the training of the pupils while giving them the opportunity to “arise” physically, intellectually, morally and if possible, spiritually. As for the approaches in this dissertation, we dealt with the complexity of the deep movement of ethics, the responsibility at vocational and meta-levels and that of specific and contextual values that have been identified through the analysis of the interviews the pupils have been submitted to and which are recorded as ethics of the target audience. It is an ethics whose variations and weak frequencial variations are specific to each person.At the individual level, every deputy headmaster in charge of school life and discipline should reach a growth and a depli of his/her professional ipseity. Beyond the individual ethics, our aim in proposing an improvement of the working environment is to use the instability and the weakness of the subjects’ interactions as unintentionally favoring elements of their reality. The subjects can therefore get rid of the consciousness of their observing ego, to adopt the instability caused by a constant change of standpoint
13
Lins, Mônica Regina Ferreira. "Viveiros de homens do mar: Escolas de Aprendizes-Marinheiros e as experiências formativas na Marinha Militar do Rio de Janeiro (1870-1910." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5770.
Full textAbstract:
Conselho Nacional de Desenvolvimento Científico e TecnológicoO presente estudo aborda historicamente a formação elementar, profissional e militar dos aprendizes-marinheiros e aprendizes-artífices entre 1870 e 1910 na Marinha Militar do Brasil. Para compreender as experiências compartilhadas que os meninos e os jovens desenvolveram com os marinheiros nacionais e estrangeiros, com o oficialato e com os trabalhadores da cidade utilizamos o referencial teórico do historiador E.P. Thompson. A pesquisa sobre as Escolas de Aprendizes-Marinheiros e sua caracterização como uma instituição total e a análise de seus dispositivos disciplinares foi realizada com o aparato conceitual de Michel Foucault. As fontes históricas analisadas foram os Relatórios Ministeriais do Ministério da Marinha do período, os livros de ofícios do Arsenal de Marinha da Corte, o acervo da Revista Marítima Brasileira e documentos do Fundo/Coleção denominado Grupo de Identificação de Fundos Internos GIFI sob a guarda do Arquivo Nacional. Um dos objetivos foi compreender os fenômenos que envolveram essa instituição militar dentro das políticas de Estado no período localizado entre o fim da Guerra do Paraguai e a Revolta dos Marinheiros de 1910, e quais as mudanças qualitativas, contradições e conflitos na organização interna do trabalho concorreram para a produção de um modelo formativo dos futuros homens do mar. Buscamos compreender os mecanismos internos de recrutamento e controle dos sujeitos sociais dessa instituição permanente do Estado. A abordagem sobre o que seriam as experiências formativas dos aprendizes partiu da ideia de que a educação dos indivíduos acontecia em múltiplas dimensões da vida e não somente através de aulas ou programas de estudos oficiais, de compêndios ou de regras disciplinares repercutidas reiteradas vezes. Questões como o uso do tempo, o campo dos direitos como arena de conflitos, o dualismo no sistema educativo, a alimentação, o descanso, o alcoolismo, as deserções, as acomodações e as revoltas, compuseram a análise da formação dos meninos e jovens da Marinha. Verificamos como os embates em torno da temática da profissionalização e carreira, que passavam pelas discussões que envolviam aspectos como o mérito pessoal, a antiguidade e o bom comportamento interferiram na produção de uma consciência de direitos. Tudo isso fez parte das experiências formativas de meninos e rapazes daquela instituição chamada pelos oficiais de principal viveiro de homens do mar. Por fim, para entendermos aqueles chamados pelo referencial thompsoniano como os de baixo percorremos a dureza da hierarquia e disciplina militares e as concepções de mundo desenvolvidas a partir das classificações e apartações dos indivíduos pela raça, pela origem social, pela constituição física e pelo analfabetismo.
In historical bases, this work deals with elementary, professional and military formation of apprentice marines and novice artisans in Brazilian military navy, during the period between 1870 and 1910. E. P. Thompsons theorical references were used in order to understand the young boys shared experiences which resulted from their relations with Brazilian and foreign marines, naval officers and townsworkers. Michel Foucaults conceptions served to guide the investigation on apprentice marine schools, their distinguishing mark as a total institution and their discipline apparatus. The main historical sources in the studied period were the ministry of naval affairs written reports, the court dock yard trade books, the Brazilian Marine Magazine lot and the documents from the funds/collection named Identification Group of Inward Funds GIFI in Portuguese, in charge of Brazilian office of public records. The search aimed to understand this military institutions fenomena inside state politics during the period between the end of Paraguay war and mariners revolt in 1910, and also know which determining changes, incoherences and conflicts occurred in labor internal arrangement and produced an educational model for the coming seamen. We intend to understand this state permanent institutions inner processes of enlistment and social individuals control. In order to know the apprentices formative experiences, we considered the idea that peoples education happens in multiple dimensions of their lives, and not only through official study classes and programs, manuals or discipline rules repeated over and over. Some questions emerged in the analysis of young marines formation, such as use of time, rights field as arena of conflicts, duality on educational system, nourishment, resting, alcoholism, desertion, lodgment and revolts. We observed how the production of a rights consciousness was influenced by certain questions, like the impacts around the theme of profissionalization and career resulting from aspects as personal superiority, oldness and good manner. All of this discussion took place in young boys formative experiences inside that institution so called sailormen nursery. At last, trying to comprehend those from underneath and using a thompsonian reference, we run through hierarchic hardness, military discipline and world conceptions based on individuals arrangement and apartheid according to race, social origin, physical disposition and illiteracy.
14
Dickstein, Gary G. "Student Discipline Intervention Strategies: A Case Study of Two Institutions' Processes Utilized to Resolve Misconduct of Students Who Concomitantly Experience a Mental Health Crisis." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1312550567.
Full text
15
October-Edun, Rosalind P. "The lived experience of counselors working with English-speaking Caribbean immigrant parents who use physical discipline with their children| A phenomenological study." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124900.
Full textAbstract:
This qualitative research study addresses the gap in literature about the lived experience of counselors working with English-speaking immigrant parents who use physical discipline with their children. A phenomenological design was used to guide this project as a way of capturing the unique meanings of each participant. Relational cultural theory was the framework utilized to present explanations of counselors’ work with the clients/parents they serve. The researcher interviewed 10 social workers: five were licensed master social workers and the other, licensed clinical social workers who volunteered for the study. The interviews were individually conducted and audio-recorded. Four semi-structured interview questions guided the interview. Each interview was transcribed verbatim, read multiple times, and coded and analyzed by using the computer software, MAXQDA. The three themes emerged from the data analysis were: (a) Counselors’ Knowledge of Physical Discipline; (b) Counselors’ Perspectives of Physical Discipline; and (c) Counselors’ Use of Self. The identified themes were supported by selections of the participants’ responses. The findings of this study reveal the need for counselors’ initial and ongoing education and trainings in cultural sensitivity and cultural competence to better serve English-speaking Caribbean immigrant parents who use physical discipline with their children. This study’s results were compared and contrasted to existing literature on counselors’ work and on physical discipline. Implications, limitations, and future recommendations were also discussed.
16
Henriquez, Darlas Gilda Elizabeth. "Caring for the experience : phenomenological discipline and ethical development : a comparative study of EUDE (Educación Universal para el Desarrollo Ético) and Buddhaghosacārya's Path of Purification (Visuddhimagga)." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127050/.
Full textAbstract:
This thesis attempts to construct a conceptual philosophical framework for a pre-existing secular programme of ethical development for children called EUDE, by comparing its main principles and practices with the Path of Purification (Visuddhimagga), the work of a 5th century CE Buddhist scholar named Buddhaghosacārya. The comparison will help to make coherent sense of the EUDE practices and provide a conceptual framework for its methodology. The resulting comparison of both programmes will show the importance of phenomenological discipline in ethical development, that is, the programmatic and practical strategies for developing an ethical response to interaction with others. EUDE and Buddhaghosacārya share many of the same concerns and offer similar approaches to ethical development. They both address the conditions in experience that underlie moral choices and actions. Both work towards dismantling harmful conditions in experience through techniques that bring discipline, vision and understanding. Therefore, to a certain extent, the thesis is a comparative exploration of two practical disciplinary ethical programmes: The EUDE programme for children aged four to fifteen, and the Vissudhimaggha for Buddhist monks as well as the large virtuous (followers of sīla) Buddhist community. However, it is important to clarify that this thesis is more than a simple comparative exercise; it is a constructive effort to use Buddhaghosacārya’s systematic phenomenological methodology to provide a conceptual grounding for EUDE. This is because, although up to this point EUDE has been a highly successful and practical programme, its conceptual and philosophical principles have yet to be fully systematised and articulated. In a fascinating and productive way, this Buddhist thinker helps in that endeavour. My aim is to show how both programmes involve scrutiny of the conditions of thought and action as the means to make precise and structured interventions in ethical development. Their sustained attention to the psychological factors prior to decision-making or character formation allows for a very close comparative project of identifying and analysing ethical resources. Thus, we will see how the techniques for analytical attention to the conditions in experience in both programmes makes possible systematic ethical change, underlying an important contribution to the study of an essential area of ethical development.
17
Muldoon, Teresa Margaret. "Language acquisition of ESL students in a discipline-based art education classroom using collaborative learning and whole language." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332506/.
Full textAbstract:
This study examined the influences of a variety of verbal and non-verbal strategies on the language acquisition of six fourth grade ESL students in a discipline-based art education classroom. The art teacher/researcher spoke only English, and the students spoke Spanish almost exclusively. The art instruction occurred during eighteen 30 minute sessions, over a period of five months. The program involved the whole language approach, collaborative/cooperative learning, and the study of art concepts through verbal and graphic symbol cue cards and images of art works. Data were amassed from transcripts of video recordings, student and teacher interviews, and reflective notes. This study showed highly successful results with student growth in language acquisition and comprehension of art concepts.
18
Turley, Emma. "'It started when I barked once when I was licking his boots!' : a phenomenological study of the experience of bondage, discipline, dominance & submission, and sadism & masochism (BDSM)." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/13206/.
Full textAbstract:
The research presented in this thesis aims to explore the lived experience of participating in consensual bondage, discipline, dominance & submission and sadism & masochism (BDSM). Traditionally, psychologists have researched this phenomenon from an external perspective, conceptualising it as pathological. By employing a phenomenological approach, I aim to understand this multifaceted phenomenon from the inside, by listening to the voices of those who engage in BDSM. The research is separated into two stages. For the first stage of empirical work I interviewed five practitioners of consensual BDSM about their experiences. This stage was designed to be particularly broad and exploratory with the aim of understanding more about the subcultures associated with BDSM, and also to inform the second, more focused stage of research. The findings were analysed using the descriptive phenomenological approach. The subsequent stage involved interviews with nine practitioners; including four that were previously interviewed for stage one. The aim here was to elucidate the specific constituents of BDSM that held erotic significance for participants. The template approach was utilised as the method of analysis. The complexity of BDSM is illustrated by the subtle variations in the erotic scripts of participants. The co-creation of fantasy was of central importance to the experience, as were measures employed in order to maintain the fantasy and ensure its success. The notion of authenticity was fundamental to the experience, which ensured all participants were invested in the erotic scene and allowed immersion into the bubble of fantasy and the exclusion of the ‘real’ world. A sense of care, trust and partnership were vital in order to achieve the erotic atmosphere, concepts that appear contrary to the kinds of sexual activities involved. This research presents an exciting account of the lived experience of BDSM, illuminating the erotic diversities and nuances related to this phenomenon. It is also the aim that this research contributes to the increasing body of work that investigates and reports BDSM from non-pathologising perspectives.
19
Sagrén, Malin. "På vems villkor? : en studie om hur personer utan hem upplever socialtjänsten." Thesis, Stockholm University, Department of Social Work, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6640.
Full textAbstract:
The purpose of this paper is to study how people without home experience social services and how they experience their space of action when they meet social services. In order to answer these questions, a qualitative approach has been used. The empirical material consists of five interviews with people who have contact with social services because they are homeless. To support my analysis of the space of action for the persons being interviewed, I’ve used two theoretical perspectives, power analysis by Michel Foucault and Rational Choice. The result shows that the interviewed often feel insulted when they meet social services, that they have little or no involvement and that their space of action is small. According to Michel Foucault, the normalising power of the social services oppresses the clients and the clients in their turn are doing different forms of resistance. According to Rational Choice, interaction between people is based on power, exchange and interest. From the clients point of view the only thing they can exchange to get a place to live is to be submissive. Therefore they don’t have many resources to widen their space of action.
20
Brown, Toni O. L. "“If Someone Finds Out You're a Perv:” The Experience and Management of Stigma in the BDSM Subculture." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1279225927.
Full text
21
Kidd-Burton, Sarah Jane Morreau Lanny E. "Relationship between violent experiences and discipline problems in school." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720809.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau (chair), Kenneth H. Strand, William Tolone, Thomas Caldwell, Eddie Glenn. Includes bibliographical references (leaves 106-116) and abstract. Also available in print.
22
Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.
Full text
23
Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.
Full textAbstract:
As a result of zero tolerance policies, a significant percentage of students who experience exclusions from schools also experience negative outcomes such as high dropout rates, academic failures, and encounters with juvenile justice agencies. While several researchers have found a relationship between unintended consequences of exclusions and juvenile delinquency, few have examined this phenomenon from the perspectives of juveniles who experienced exclusions. Guided by the framework of operant conditioning, the purpose of this phenomenological study was to understand how students experienced exclusions from school. Purposive sampling was used to recruit participants who experienced both exclusions from schools and involvement with juvenile delinquency. Of the 30 potential participants who initially agreed to participate in the study, 26 actually participated. Data collection and analysis included capturing and grouping emerging themes and patterns from face-to-face interviews and observations that revealed the essence of how juveniles experienced exclusions from schools. According to participants, failure on the part of administrators to listen to their accounts of events that led to referrals for disciplinary action resulted in avoidable suspensions. Participants' narratives further highlighted the prevalence of disruptive behavior in schools throughout the United States. School administrators and policy makers should not only use data from this qualitative study to inform disciplinary policies and practices, but they should also consider input from students and other community stakeholders who are impacted by those decisions. These findings will promote the understanding that effective disciplinary practices are needed to meet the educational needs of all students. Even participants in this study were concerned about the impact that suspensions had on their education.
24
Bastos, Fabio da Purificação de. "Alfabetização tecnica na disciplina de Fisica: uma experiencia educacional dialogica." reponame:Repositório Institucional da UFSC, 1990. http://repositorio.ufsc.br/xmlui/handle/123456789/75622.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Ciencias da EducaçãoMade available in DSpace on 2012-10-16T02:55:31Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T16:33:46Z : No. of bitstreams: 1 80935.pdf: 12852021 bytes, checksum: 374fa81b7a65e65998e678272527b433 (MD5)
Foi desenvolvida em uma escola pública, período noturno, uma experiência educacional dialógica na disciplina de física na terceira série do segundo grau, majoritariamente composta por alunos trabalhadores, centrado na temática da eletricidade. A experiência foi apoiada na "alfabetização técnica" desenvolvida pelo Prof. Maurice Bazin e na concepção educacional do Professor Paulo Freire, operacionalizando estas idéias no espaço escolar institucionalizado como alternativa de intervenção curricular transformadora no ensino de ciências naturais.
25
Fischer, Geraldo Bueno. "Práticas performativas no ensino médio : experiências na disciplina de Artes Visuais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/142242.
Full textAbstract:
Na Dissertação são descritas experiências na disciplina de Artes, junto a jovens estudantes dos 1º e 2º anos do Ensino Médio de uma escola pública de Porto Alegre, sistematizadas através de processos que se aproximam de uma pesquisa-ação, ou pesquisa na ação, no campo da performance. O termo “performance” relaciona-se à ideia de arte que se mistura à vida como um acontecimento, forma estética explorada a partir dos anos 1960 e 1970 em diferentes países do mundo ocidental. A palavra “experiência” remete à prática artística e à memória de momentos vividos coletivamente com os estudantes, que geraram significados variados para os envolvidos, reinterpretados na pesquisa, cujo foco está na criação, na composição de episódios performativos e na reflexão sobre como esses experimentos repercutem nas relações aluno- professor-escola-vida.In the study experiences in the discipline of Art are described, with young students from 1st and 2nd year of High School in a public school in Porto Alegre, systematized through processes that resemble an action research, or research in action in the field of performance. The term "performance" is related to the idea of art that blends to life as an event, aesthetic form explored from the 1960s and 1970s in different countries of the Western world. The word "experience" refers to the artistic practice and the memory of moments lived collectively with students, which generated different meanings for those involved, reinterpreted in the research, which is focused on the creation, on the composition of performative episodes, and on the reflection about the way these experiments affect student-teacher-school-liferelations.
26
Taylor, Nancy Robbins. "Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107992.
Full textAbstract:
Thesis advisor: Lauri JohnsonThis qualitative case study sought to understand perceptions of educators’ of color on the role of race in student discipline in a Massachusetts Public School District. Research has supported the racial disproportionality in school discipline for decades. Understanding the perceptions of educators of color regarding such disproportionality are evaluated with attention to Critical Race Theory (CRT). Such perceptions were uncovered through interviews during which members shared their personal backgrounds and experiences. Data collection also included a review of discipline data reported to the Department of Elementary and Secondary Education (DESE). My analysis focused on the role of teacher diversity and educator subjectivity in the discipline of students of color. Findings evidenced that educators of color believe in the importance of educator-student relationships and underscored that educators of color viewed their race as a valuable asset in their work with students involved in disciplinary actions. The results of this study indicated that by virtue of their race and cultural experiences, educators of color provide strong and influential role models for students. Recommendations include recording, disaggregating, and analyzing student discipline data with a focus on race and supporting the current effort to increase the number of culturally proficient educators of color in the District
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
27
Wåhlin, Linnéa. "De ska föregå med gott exempel! : En undersökning om elevers syn på lärares förhållningssätt till ordningsfrågor - disciplin, regler och konsekvenshantering." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3432.
Full textAbstract:
There are very few studies that have taken the matter of teacher’s leadership in disciplinary actions into research. That is why the purpose of this essay has been to investigate the relationship of how students think their teachers appear in questions of discipline. The study has been narrowed down to gather and analyze the experiences that students have about teachers, and how teachers uphold and set themselves to ground rules in the classroom. The study has shown how the students interpret teacher’s act of following up consequences of classroom rules. It has also shown that the pupils get a feeling and believe that teachers think they’re above the rules that actually have been created by them selves. Nor are the teachers consequent enough in following up the rules that has been placed to follow in the classroom. Conclusively the teacher’s rules are not for the teachers while it is they who should set an example.
The report is based on researching material, consisting of a questionnaire with complementary interviews. The participants are 70 students who currently stay in the grades four and five at a countryside school in the outskirts of southern Stockholm. The research material is very detailed with a high validity and reliability.
28
Ni, Yanyan. "Child discipline and maltreatment in Zhejiang Province of China : perceptions, risk factors, experiences and impacts." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10053318/.
Full textAbstract:
Objectives: To explore multiple aspects of child maltreatment in China, including perceptions, risk factors, experiences and negative effects, with a focus on the role of parental aggression and parental childhood maltreatment, as well as the independent effects of different types of maltreatment on child emotional and behavioural problems. Methods: The study sites were urban and rural areas of Zhejiang Province, China. A mixed-method design was used: semi-structured interviews with 11 young adults, 21 parents and nine children, three focus group discussions with 22 children, and questionnaire surveys with 1,201 young adults, 576 parents and 791 children. Results: Physical and emotional maltreatment, before age 18, were reported by 81% and 82% of young adults respectively. Personal experience of emotional maltreatment was generally perceived as more harmful than physical. Lifetime prevalence of maltreatment reported by parents and children was - physical: 56% vs 50%; emotional: 75% vs 59%; non-contact punishment: 21% vs 18%. 21% of the children reported experiencing three or four types of maltreatment (including witnessing domestic violence). Parents with higher aggressive tendencies were more likely to maltreat children. Parental aggression was an explanatory factor for the intergenerational transmission of maltreatment. Emotional maltreatment was consistently associated with a higher risk of child emotional and conduct problems. Severe physical maltreatment showed the strongest association with abnormal conduct. Moderate physical maltreatment was independently associated with emotional problems. There was an increased risk with multiple types of maltreatment. The qualitative research adds useful insights into the perceptions of child maltreatment in China from different perspectives. Children’s and young adults’ perceptions of maltreatment experiences were focused on parents’ intentions. Most parents perceived physical punishment and verbal aggression as necessary in disciplining children. Some parents were more reflective of their aggressive behaviours towards children and were more willing to change their disciplinary methods. Conclusions: The pervasiveness of child maltreatment and the considerable harm caused to children and young adults suggest an urgent need for raising public awareness, educating parents and introducing a formal child protection system in China.
29
Balogh, Erika, and Gabriella Balázsi. "Obey God, obey your teacher : Teaching and learning methods experienced in three Kenyan schools." Thesis, Växjö University, School of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1997.
Full textAbstract:
One of our interests, as future teachers, is which role different educational strategies and
methods have in the everyday teaching and how that contributes to pupil’s social and
cognitive development. Every pedagogical system and culture is time bound. Pedagogical
ideas used in prevailing schools are changing continuously because of social and economic
changes and are always influenced by the actual social, political and economic ideology in
respective country.
The purpose of this qualitative study is to find out how education is taking part and how it is
outlined in three schools in Kenya. We are interested in teachers’ and pupils’ opinion and
reflections about the existing education, everyday teaching and the role school plays in the
Kenyan society.
Based on our interviews and observation we have made we can state that the education in
Kenya is more behaviouristic and collectivistic focusing on fact knowledge and because of
the widespread use of rewards and punishments and the role of the teacher as a model, a
mediator of knowledge and an authority for the pupils. Besides the dominant behaviouristic
pedagogy, we have even seen some elements of cognitive and interaction pedagogy.
30
Chopra, Swati. "Managing Uncertainty: Self-care Tools for Enhancing Student Learning Experiences in the Design Disciplines." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1554212345845238.
Full text
31
Allen, Larry J. "Internship in missionary experience a recommendation for Bangladesh /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Full text
32
Sandra, Vujkov. "EFEKTI RAZLIČITIH KARATE DISCIPLINA NA FIZIOLOŠKE, MOTORIČKE I MORFOLOŠKE KARAKTERISTIKE VRHUNSKIH SPORTISTA." Phd thesis, Univerzitet u Novom Sadu, Fakultet sporta i fizičkog vaspitanja u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=96077&source=NDLTD&language=en.
Full textAbstract:
Cilj ovog istraživanja je bio da se utvrde efekti različitih disciplina u karateu (sportske borbe - kumite i forme - kata) na morfo-funkcionalne karakteristike karatista seniora. Pored ovoga su utvrĎivane i razlike u odnosu na dužinu trenažnog staža, kao i akutni fiziološki odgovor na specifično fizičko opterećenje tokom simulacije takmičenja. Uzorak je obuhvatio 72 ispitanika koji su prvenstveno bili podeljeni na kata (n = 33) i kumite (n = 39) grupu, a potom i u odnosu na trenažni staž u tri grupe (starija n = 23, srednja n = 24 i mlaĎa n = 25). Svi ispitanici su testirani kroz bateriju od 36 testova za procenu morfo-funkcionalnog statusa. Rezultati su pokazali razlike u pojedinim morfo - funkcionalnim karakteristikama ispitanika u odnosu na takmičarsku disciplinu. Kumite borci su imali izraženiju longitudinalnost (p < 0,01), dok su kata takmičari imali izraženije potkožno masno tkivo praćeno većom koštanom masom (p < 0,05). TakoĎe su ispitanici kata grupe pokazali superiorniju fleksibilnost donjih ekstremiteta (p < 0,05), dok su kumite ispitanici bili bolji u pokazateljima apsolutne snage skokova kao i aerobnih sposobnosti (p < 0,01). U odnosu na trenažni staž javile su se razlike u svim varijablama za procenu vertikalne skočnosti (visini skoka i maksimalnoj snazi), funkcionalnim pokazateljima kao i varijablama za procenu mišićne snage u korist najstarije grupe (p < 0,05). Razlikedobijene u fiziološkim odgovorima na akutno opterećenje kroz specifičnu takmičarsku disciplinu, kao i razlike u praćenoj temperaturi jezgra tela nisu bile značajne. Rezultati ovog istraživanja ukazuju da treniranjem različitih karate disciplina dolazi do odreĎenih specifičnih morfo-funkcionalnih promena u organizmu. Na ove promene bitno utiče i trenažni staž, odnosno vreme provedeno u specifičnom treningu.The aim of this study was to determine the effects of different competitive disciplines in karate (sports fight - kumite and forms - kata) on morpho-functional characteristics in senior karate athletes. In addition, differences in relation to training experience, as well as the acute physiological response to a specific physical exertion during the simulated competition were determined. The sample included 72 athletes primarily divided into kata (n = 33) and kumite (n = 39) group, and to training experience into three groups (oldest: n = 23, medium: n = 24, and youngest: n = 25). All subjects were evaluated through a battery of 36 morpho-functional tests. Differences were found between two competitive disciplines. Kumite athletes had significantly longer dimensions (p < 0.01), whereas kata competitors had more pronounced subcutaneous adipose tissue accompanied by higher bone mass and superior flexibility (p < 0.05). Furthermore, kumite athletes had better indicators of absolute power in jumping performance and aerobic capacity (p < 0.01). Differences also occurred in all variables of vertical jumping assessment (jump height and maximum power), functional indicators (p < 0.05) and muscle strength evaluation (p < 0.01) in relation to training experience. All differences found were in favor of the oldest group. No differences were found in physiological responses to acute load of the specific competitive discipline, or in body core temperature measured. The results of thisresearch indicate that training for different karate disciplines had led to certain specific morpho-functional changes in the body. These changes were partially affected by specific training regimes and training experience.
33
Earle, Simon Yohann. "An examination of the experiences of five African American male students with regard to school discipline practices." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001624.
Full text
34
Steele, Tiffany L. "Disciplinary Disruption: Exploring the Connection between High School Sanctioning and Black Collegiate Women's Experiences." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592653957818664.
Full text
35
Chow, Kam-ming, and 周鑑明. "A comparison of the strategies adopted by experienced and novice teachers in handling discipline problems in a secondary school in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957134.
Full text
36
White, Ariane. "Transformative School-Community-Based Restorative Justice| An Inquiry into Practitioners' Experiences." Thesis, Loyola Marymount University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13860772.
Full textAbstract:
As restorative justice gained popularity in schools as a potential strategy for helping to reverse the deleterious effects of zero-tolerance policies, numerous misunderstandings and misapplications have emerged. This study focused on the experiences of school-based restorative justice practitioners and sought to foreground their voices and perspectives to highlight what is necessary for restorative justice work in schools to be effective. Critical narratives were used to elucidate participants’ perspectives and to allow their voices to serve as the focal point for the study. Findings were as follows: (a) the depth and ongoing nature of preparation practitioners undertake to sustain restorative justice work must be emphasized; (b) rather than a program or set of steps, restorative justice must be experienced as a set of principles or a philosophy grounded in genuine care and concern for individual people; (c) a cultural, political, and social shift is required for restorative justice to be implemented with integrity; and (d) restorative justice is a project of humanization and re-establishing democratic ideals. As such, educators in the field are encouraged to embrace the depth and complexity of the philosophical underpinnings of restorative justice and to acknowledge the personal, internal work that must be undertaken to serve a transformative function in school communities.
37
Baez, Landa Mariano. "Antropologia aplicada e os 'outros' no Mexico : experiencia disciplinar e pratica social." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280224.
Full textAbstract:
Orientadores: Carlos Rodrigues Brandão, Gilberto Lopez y RivasTese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-12T02:17:47Z (GMT). No. of bitstreams: 1 BaezLanda_Mariano_D.pdf: 13357490 bytes, checksum: 3a6a78e8d7426bb0530295cfa5d09674 (MD5) Previous issue date: 2000
Resumo: Esta tese de doutorado pretende contribuir na expansão dos conteúdos e da discussão sobre o papel desempenhado pelas ciências sociais e, em particular, pela antropologia, nas políticas indigenistas dos países de América Latina. Aliás, tem maior interesse no resgate de um universo de experiências levadas a cabo pelos atores que participaram da aplicação concreta dessas políticas. Trabalha 'COmanalise de trajetórias profissionais no campo acadêmico do México e depoimentos dos trabalhadores indigenistas de três áreas indígenas no estado de Veracruz. A idéia central do trabalho é que a experiência disciplinar da antropologia acadêmica meXIcana não reconhece nem incorpora a pratica social desenvolvida pelos chamados trabalhadores indigenistas, comÜ' um resultado disso a disciplina fragmenta-se em campos de alteridade mutuamente excludentes e referenciados à relações racistas entre brancos e índios
Abstract: This thesis discusses the anthropological approach and contributions to indigenous policy in Mexico. Rescue experiences and local knowledge from 'Instituto Nacional Indigenista' (00) workers and other 'indigenista' actors. Also, it works with professional experiences and knowledge generated in anthropological scientist field. The discipline experience of Mexican anthropology not include the 'indigenista' actors knowledge because these relation response to original structure of racism and white-Indians relations in Mexico. Field data was collected in three ethnic regions from Veracruz, Mexico inc1uding young Indian testimonies
Doutorado
Doutor em Antropologia
38
Subphadoongchone, Pramarn. "Writing in the disciplines of science : dissertation writing experiences of postgraduate students in a Thai university." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9625.
Full textAbstract:
This study reports on Thai science students’ experiences in writing their master’s dissertations in English in a Thai university. Situated in an interpretive, qualitative case study design, the study implements a theoretical framework drawing on the notions of communities of practice (Lave & Wenger, 1991; Wenger, 1998) and imagined communities and investment (Norton, 2000, 2001). The research participants were five master’s students and their paired dissertation supervisors recruited from three master’s programmes in science disciplines where the medium of instruction was Thai. The students, however, wrote their dissertations in English. Data were derived from questionnaires, semi-structured interviews, collaborative conversations, writing samples, and documents produced by the university. The findings revealed that the students’ preference for writing their dissertations in English encompassed their negotiation and shaping of their social identities and investment in their communities of practice. The students reported that they put a great deal of effort into preparing themselves to cope with the perceived linguistic demands of dissertation writing. However, they perceived that their preparation, to a certain extent, was unsuccessful, attributing this to the university’s lack of appropriate language support and their unfamiliarity with autonomous language learning. The students’ negotiation with the demands of writing their dissertations during the writing-up stage reflected their multidimensional engagement in different literate activities of their communities of practice. This included making use of authoritative written artefacts, accommodating their supervisors’ expectations, and developing a linguistic repertoire through interacting with other members of their communities, particularly those from their local, immediate, interactive communities of practice. This study articulates the various needs in understanding dissertation writing practices and other interconnected academic literacy practices as socially and ideologically constructed in a local, immediate milieu. The study also provides EAP practitioners with pedagogical implications for planning, preparing and delivering dissertation writing support for science postgraduate students. It also suggests that dissertation supervisors should initiate an open dialogue with their students during the supervision process and engage in collegial discussions with their colleagues in order to co-construct effective supervision practices.
39
Joublot-Ferré, Sylvie. "La traversée des espaces adolescents De l’habiter et de l’expérience du monde Un projet pour l'enseignement de la géographie." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEN004.
Full textAbstract:
Organisée en cinq mouvements, cette thèse en géographie culturelle, interroge l’habiter des adolescents à travers leurs pratiques spatiales, depuis les espaces domestiques jusqu’aux établissements scolaires, espaces publics, voire lieux des voyages, réels ou rêvés. L’étude est envisagée comme un moyen d’explorer la construction du rapport au monde des individus. Les adolescents sont abordés comme acteurs sociaux et spatiaux à part entière. L’enquête est conduite sur un terrain bi -national, franco-suisse, auprès d’adolescents âgés de 14 à 18 ans, scolarisés dans des établissements scolaires secondaires. La méthodologie de la recherche est inédite, en collectant des données selon plusieurs modalités. Interfaces individualisées et géolocalisation sont mobilisées au bénéfice de cartographies interactives. Des itinéraires commentés par les adolescents complètent des entretiens semi-directifs. Au-delà des pratiques spatiales récurrentes à l’intérieur du groupe, d’évidence la singularité des géographies adolescentes s’énonce et confirme la pertinence du thème des individualités en géographie et l’intérêt des cartographies personnelles et des parcours individuels accompagnés. L’exercice d’une micro-géographie, au « ras du sol », a permis d’observer « à la loupe » les expériences, de voir les détails habituellement peu visibles, et de reconstituer non seulement la concrétude du vécu spatial, mais de dévoiler les ressorts et les réseaux des relations à l’espace dans toute leur complexité. Des concepts se sont imposés comme opératoires pour rendre compte des caractères de cette relation : la nostalgie, la renommée, le voisinage et la familiarité. La recherche met également en lumière les médiations de l’expérience spatiale individuelle, et les processus d’entrée en familiarité voire d’attachement aux lieux. Un référentiel de la capabilité spatiale est proposé, il repose sur trois catégories : les facultés sensorielles, les habiletés spatiales et les compétences socio-spatiales. Des pistes pour de nouveaux apprentissages à l’École appuyés sur l’expérience spatiale des élèves sont explorées.L’enquête révèle la discontinuité de la présence et de l’attention au monde, mais également l’inégalité entre adolescents au plan des expériences et des compétences spatiales. Ces constats préoccupants devraient conduire à engager une réflexion pour une nouvelle éducation géographique dans le contexte actuel des défis sociétaux et environnementaux en particulier du point de vue du vivre ensemble et du changement global. Les résultats de la recherche intéressent donc directement l’enseignement de la géographie. Il y a une urgence désormais de la géographie à l’École au bénéfice d’une réflexivité à l’égard des pratiques spatiales, d’une co-construction prospective de l’espace partagé, d’une éducation à l’attention et enfin, d’une conscience du monde communOrganized in five movements, this thesis in cultural geography questions the living of adolescents through their spatial practices from domestic spaces to schools, public spaces, even places of travel, real or dreamed. The study is seen as a way to explore the construction of the relationship to the world of individuals. Adolescents are approached as full-fledged social and spatial actors. The survey is conducted on a bi-national, Franco-Swiss field, among adolescents aged 14 to 18 years old, enrolled in secondary schools. The research methodology is new, collecting data in several ways. Individualized interfaces and geolocation are mobilized for the benefit of interactive mapping. Itineraries commented by the adolescents complement semi-directive interviews.Beyond the recurrent spatial practices within the group, the singularity of adolescent geographies is evident and confirms the relevance of the theme of individualities in geography and the interest of personal mapping and accompanied individual journeys. The exercise of a micro-geography, "at ground level", allowed to observe the experiences "with a magnifying glass", to see the details usually not very visible, and to reconstruct not only the concreteness of the spatial experience, but to reveal the springs and the networks of the relations to space in all their complexity. Concepts have emerged as operative to account for the characteristics of this relationship: nostalgia, fame, neighbourliness and familiarity. The research also sheds light on the mediations of individual spatial experience, and on the processes of entry into familiarity and even attachment to places. A referential of spatial capability is proposed, based on three categories: sensory faculties, spatial skills and socio-spatial competencies. Avenues for new learning at school based on students' spatial experience are explored.The survey reveals the discontinuity of presence and attention to the world, but also the inequality among adolescents in terms of spatial experiences and skills. These worrying findings should lead to reflection on a new geographical education in the current context of societal and environmental challenges, particularly from the point of view of living together and global change. The results of the research are therefore directly relevant to the teaching of geography. There is now an urgent need for geography in schools to develop reflexivity with regard to spatial practices, a forward-looking co-construction of shared space, education for attention and, lastly, awareness of the common world
40
Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.
Full textAbstract:
Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.
41
Grüdtner, Dalva Irany. "Processo educativo participativo com enfoque na ajuda a familia: uma experiencia na disciplina de enfermagem cirurgica." reponame:Repositório Institucional da UFSC, 1997. http://repositorio.ufsc.br/xmlui/handle/123456789/77304.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciencias da Saude, Programa de Pós-Graduação em Enfermagem, Florianópolis, 1997Made available in DSpace on 2012-10-17T02:50:14Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T22:00:38Z : No. of bitstreams: 1 108511.pdf: 5011744 bytes, checksum: aed09b33048e715b773d28a3d30adbce (MD5)
Neste trabalho, se propôs desenvolver um processo educativo participativo junto a discentes, docentes e equipe assistencial de Enfermagem, com o objetivo de ajudar a Família do indivíduo que necessita de intervenção cirúrgica em uma unidade hospitalar. O referencial teórico foi composto de conceitos da Pedagogia Problematizadora de Freire e da teoria de Relação Interpessoal de Travelbee. Tal estudo seguiu uma trajetória crescente, da aprendizagem para o ensino a ajudar a Família. Iniciou com a sensibilização dos atores-docentes, que após discussão e reflexão, decidiram pela relevância da temática. Após ensaio, a proposta foi reformulada e aplicada com os acadêmicos da disciplina alvo. Num terceiro momento introduziu-se estratégias como oficinas e Ajuda na Sala de Espera. Os discentes revelaram satisfação em participar deste tipo de ensino. Ao analisar os dados pode-se afirmar que é possível introduzir esta ajuda numa disciplina já estruturada, a julgar pelo interesse e participação demonstrados pela maioria dos envolvidos.
42
Justice, John R. "A program using lay church members in a one-on-one discipleship experience with new Christians for the Grant Avenue Baptist Church." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full text
43
Milazzo, Josepha. "Habiter un village global : migrations et expériences à Cadaqués (Catalogne, Espagne)." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666863.
Full textAbstract:
Esta tesis pretende formalizar una geografía psicosocial y trata del papel de la psique y del espacio en la individuación y la relación con el otro, mediante el estudio del habitar en Cadaqués. Éste es un municipio turístico y semi-rural de la Costa Brava española, localizado en el seno de la región catalana del Empordà y en la costa mediterránea sur-europea. Participando de la diversidad de la inmigración en dicha localidad, los no-nacionales extra/europeos, a menudo reducidos al estatuto de trabajadores extranjeros de temporada y precarios, moran también en el pueblo, algunos de ellos desde bastante tiempo. En este espacio compartido, atravesado y rico en vidas complejas, la convivencia con el otro tiene lugar bajo varias compartimentaciones, vinculadas a posiciones sociales diferenciadas y al marketing de una pretendida autenticidad autóctona. Una lectura trans-escalar de las evoluciones espaciales y un enfoque biográfico sobre las experiencias humanas posibilitan una apreciación de las transformaciones contemporáneas del pueblo de Cadaqués, en el marco de la mundialización, y de las formas de co-habitar que resultan de ellas. Todo ello nos muestra un lugar constituido por el entramado secular de múltiples movimientos materiales e ideales. Además, Cadaqués también está constituido por las brechas que son negociadas entre los habitantes según lógicas comunitarias animadas por intereses variables, a pesar de desdichas y de aspiraciones existenciales comunes. El análisis de datos de esta tesis se fundamenta sobre una investigación cualitativa realizada en el contexto de un trabajo de campo etnográfico que ha incluido entrevistas a una amplia variedad de residentes, así como la recopilación de datos estadísticos, documentales (incluyendo prensa local) y cartográficos. Todo ello muestra un día a día animado por una pluralidad de universos. Los catalizadores geo-históricos de la notoriedad y la adhesión a procesos de globalización del pueblo de Cadaqués, así como los retos actuales de la copresencia heredada, se ven destacados por las migraciones ínter/nacionales. Este estudio de caso extendido interroga por consiguiente de forma distanciada, situada y ordinarizada, una participación de los inmigrantes en la localidad, a menudo considerada desde el medio urbano bajo los ángulos del etnicismo y del integracionismo metodológicos. Frente al aumento del racismo, el corto-plazo político y una democracidad cuestionable en cuanto a los derechos de vivir y de desplazarse en Europa y en Occidente, esta tesis sugiere la necesidad de un pensamiento prospectivo y utópico renovado, basado en una sociabilidad respetuosa y promotora de la alteridad y en una ciudadanía que permita tanto el anclaje como la movilidad.Cette thèse, qui vise la formalisation d’une géographie psycho-sociale, aborde le rôle de la psyché et de l’espace dans l’individuation et le rapport à l’autre, à travers l’habiter à Cadaqués, commune semi-rurale touristique de la Costa Brava espagnole, située au sein de la région catalane de l’Empordà, sur la côte méditerranéenne sud-européenne. Participant de la diversité immigrée locale, des non-nationaux extra/européens, souvent réduits au statut de travailleurs étrangers saisonniers et précaires, habitent aussi ce village, pour certains depuis longtemps. Dans cet espace partagé, traversé et riche de lignes de vies complexes, le vivre-ensemble avec autrui connaît pour autant divers compartimentages, liés à des positions sociales différenciées, et au marketing d’une prétendue authenticité autochtone. Une lecture trans-scalaire des évolutions spatiales et une approche biographique des expériences humaines permettent alors d’apprécier les transformations contemporaines du village dans la mondialisation, et les formes du co-habiter qui en résultent. Elles donnent à voir un lieu constitué de l’enchevêtrement séculaire de multiples mouvements matériels et idéels. Mais aussi des écarts, qui sont négociés entre les hommes selon des logiques communautaires mues par des intérêts variés, malgré des infortunes et des aspirations existentielles communes. L’analyse, qui s’appuie sur une enquête qualitative mobilisant un terrain ethnographique avec différents résidents interviewés, des données statistiques, de la presse locale, et l’outil cartographique, montre ainsi un quotidien animé par une pluralité d’univers. Les ferments géo-historiques d’une notoriété et d’une globalité villageoises et les enjeux actuels d’une coprésence héritée, sont mis en exergue par les migrations inter/nationales. Cette étude de cas étendue interroge donc de manière distanciée, située et ordinarisée, une participation des migrants à la localité plus souvent saisie en milieu urbain sous les angles de l’ethnicisme et de l’intégrationnisme méthodologiques. Face à une augmentation du racisme, un court-termisme politique, et une démocraticité discutable des droits à habiter et à se mouvoir en Europe et en Occident, cette thèse suggère la nécessité d’une pensée prospective et utopique renouvelée, sur une socialité respectueuse et promotrice d’altérité, et sur une citoyenneté associant ancrage et mobilité.
This thesis, which seeks to formalize a psycho-social geographical situation, reviews the role of the psyche and of space in individuation and the relationship with the other by studying everyday life in Cadaqués, a semi-rural tourist village on Spain’s Costa Brava, situated in the heart of the Catalan region of Empordà on the South-Mediterranean coast. This village has a diverse local population, given the presence of European and non-European immigrants who are often reduced to the status of foreign seasonal and temporary workers, often long-term. In this shared community, with a wide variety of rich and complex lives, co-habitation with outsiders leads to the emergence of several subgroups based on hierarchical social position and promotion of a so-called native authenticity. A transcalar interpretation of spatial changes and a biographical approach on human experience permits an assessment of contemporary transformations in this village as part of the global world and of different forms of co-habitation that emanate from this situation. It describes a space constituted by a secular interaction of a wide range of material and idealistic changes, while at the same time, exposing the variations negotiated between individuals along community lines and influenced by various interests, despite their shared existential misfortunes and aspirations. This analysis, which is based on a qualitative survey of an ethnographic terrain, interviews with different categories of residents, statistical data, press articles, and mapping, reveals daily life functioning within a plurality of universes. Geohistorical catalysts of notoriety and adherence to globalization processes of the village of Cadaqués, as well as issues arising from a co-habitation between native population and visitors, are both highlighted by inter/national migrations. This extended case study takes a distanced, situated and ordinarized approach to questioning the participation of migrants in their village, a participation that is more often analysed in an urban environment from the perspective of methodological ethnicism and inclusiveness. With the rise in racism, political short-term vision and disputes over conformity to democratic principles, specifically the right to live and move around Europe and the West, this thesis demonstrates the importance of initiating a renewed prospective and utopic approach to a respectful sociality that is capable of promoting otherness and a citizenship that permits both rooting and mobility.
44
Kani, Zeynep Gülşah. "An exploration of the linguistic, professional and intercultural experiences of 'international' academics from different disciplines at a UK university." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21427.
Full textAbstract:
The internationalisation of higher education in the past decade has brought about dramatic changes in the profiles of staff and students in UK universities. The number of international students are estimated to rise to 7 million by 2020 by the OECD (2011) at all levels of education in many parts of the world and particularly in English speaking countries (Davies, 2003; Jackson, 2010). Also, one in four academics had a non-UK nationality in 2010-11 according to the Higher Education Funding Council for England (HEFCE, 2012: 4) apart from the linguistically and culturally diverse, latecomer UK-domiciled academics. In such an atmosphere, there is an increasing trend in research on international students and teachers who are speakers of English as an additional language (EAL) especially in TESOL. Nevertheless, there are few studies into the experiences of the academic staff as speakers of EAL who are working at a UK university. Therefore, this research examined the linguistic, professional and intercultural experiences of ‘international’ academics from different disciplines in the internationalising contexts of higher education in the UK. Fifteen academics who are speakers of EAL at an intercultural UK university were interviewed with a semi-structured format. The participants shared their stories and experiences of the phenomenon “being an ‘international’ academic/lecturer”, which contributed to the development of a deeper understanding of the experiences and challenges they underwent in terms of language, academia and interculturality. The participants shared their language-related experiences and attitudes towards the “(non)native-like” language use as bi-/multi-lingual speakers, the challenges of teaching and researching at an internationalising university and their accounts of experience of interculturality and approaches to (non-)essentialist cultural descriptions as “international” academics.
45
Ilabaca, Peña Erick Dangelo. "Construcción de masculinidad en liceos de varones: la experiencia del Liceo Manuel Barros Borgoño de la comuna de Santiago." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/152712.
Full textAbstract:
sociólogoEn esta investigación me propuse indagar en las formas en que se construye masculinidad en un grupo de estudiantes de cuarto medio del Liceo Manuel Barros Borgoño. También profundicé en el machismo presente en los jóvenes, la explicación desde su propia perspectiva, y finalmente como influye el curriculum oculto en la conformación de la masculinidad de los estudiantes de este liceo de varones
46
Fraczek, Margo. "Perpetuating a Culture of White Behavior: The Experiences of Non-Native Speaking Hispanic Students in a PBIS School." Thesis, Boston College, 2010. http://hdl.handle.net/2345/bc-ir:104465.
Full textAbstract:
Thesis advisor: Elizabeth TwomeyThis phenomenological study investigated the effects of a Positive Behavior Intervention and Support (PBIS) Program on non-native speaking Hispanic students in a public middle school. The purpose of the study is to discover whether the PBIS program alleviates, intensifies or does not change the degree of bias towards minority students currently in existence through traditional discipline models. It also intends to discover whether the experience of the Hispanic students is similar to the intent of the program as determined by the implementing staff. Finally, this study will investigate whether a program that explicitly teaches values reflects the white, middle class backgrounds of the staff and whether this is detrimental to the primarily minority student population at the school. An outside researcher who had previously spent time at the school site as a principal intern conducted this qualitative, phenomenological study. The researcher used the following data collection tools: individual semi-formal interviews, focus group discussions, observations, and document analysis. The research occurred over approximately six weeks. The study concluded that the values taught through PBIS were designed to bring the students into the teachers' world, a world considered superior to the students as well as universal. This indicated that the teachers held a deficit model of culture towards the students' culture. Another finding indicated a need on the part of the staff to be aware of the students' relationship with their family as they implement any discipline program, especially one that explicitly teaches values. Finally, the study found a need for teachers to build positive relationships with all students, especially those with disciplinary issues. It was through positive relationships with the students deemed "problems" by the school and their parents that the teachers were able to reduce problem behaviors
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
47
Wilson, Jessica Alyce. ""Ain't I a woman?": Black Women Negotiate and Resist Systemic Oppression in Undergraduate Engineering and Mathematics Disciplines." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7248.
Full textAbstract:
In this inquiry I used Black Feminist Thought as the interpretive lens to investigate the characterizations and experiences of high achieving Black women undergraduate engineering and mathematics majors at a predominantly white institution. The qualitative inquiry considered intersecting oppressions to evaluate the experiences of this population. In particular, Black women operate in the intersection of race and gender, thus for a thorough analysis of their engineering and mathematics experiences to occur, the historical context of the United States and its oppressive structures must be considered. Stereotypes and systemic oppression follow this socially constructed identity as the participants enter the fields of engineering and mathematics as Black women. In order to develop relevant suggestions to increase the participation of this population in the field, I assert that the social construction of this intersectional identity must be considered.
I evaluated the participants' experiences to determine its influence on their academic persistence and overall well-being. I implemented sista circle methodology, an ethnographic method that embodies a gender specific research methodology. Sista circle methodology expands beyond traditional methodology to draw on social relations, the wisdom of Black women in U.S. context, and functions as a medium for mentorship as a Black feminist practice. The data I collected as part of this study included a demographic survey, pre-interview, two sista circles, vision board collage, post-sista circle electronic reflection, "sista circle" alternative interview, and member checking.
There were five participants in this study, and three of these participants engaged in the sista circle unity getaway and the remaining two participants completed the sista circle alternative interview. I analyzed the responses of all five participants in the interviews and sista circles to identify themes that emerged in this study. Eight themes emerged from the data: The first finding presented normalized policies and practices that reproduced an unwelcoming academic climate and specifically, 1) access to caring professors and the 2) competitive isolating environment. The academic climate forced the participants to negotiate self-doubt as they question if their program is the appropriate means to pursue their future career endeavors, in the second finding the participants experienced 3) variations in program expectations and reality, 4) a shift in academic self-concept, and 5) negotiated alternatives to persistence. In the third finding the participants responded to the conditions in the academic climate through forms of resistance, which include the construction of a 6) professional persona, 7) sense of community and peer bonds, and identifying 8) academic opportunities as motivational tools.
48
Ortega, Escobar Micheli. "Transformação da didatica : construção da teoria pedagogica como categorias da pratica pedagogica : experiencia na disciplina escolar educação fisica." [s.n.], 1997. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253374.
Full textAbstract:
Orientador: Luiz Carlos de FreitasTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-07-22T10:14:55Z (GMT). No. of bitstreams: 1 OrtegaEscobar_Micheli_D.pdf: 12612900 bytes, checksum: fb7dc548193e66355f4384948f7bb55b (MD5) Previous issue date: 1997
Resumo: O estudo é parte de uma Linha de Pesquisa que se desenvolve no Laboratório de Observação e Estudos Descritivos do DEME -UNICAMP-, sob orientação do Prof. Dr. Luiz Carlos de Freitas. Apresenta-se como um esforço teórico para contribuir com a reconstrução do campo da Didática apontando sua superação pela teoria pedagógica. A autora indica áreas prioritárias de investigação denominando-as "problemáticas significativas". Utiliza como referência teórico-metodológica o materialismo históricodialético. Com intuito de fornecer bases para a formação de categorias de análise na área da Didática, examina material sobre prática pedagógica, coletado em três âmbitos: 1 °. Na produção em tomo da Didática por autores nacionais que, segundo sua própria expressão, procuram manter-se próximos do marco referencial materialista histórico e dialético - não é assumida a crítica das suas obras, somente retiram-se delas abordagens específicas das problemáticas em estudo. 2°. Na produção de conhecimento específico da área de Educação Física constituída pelas dissertações de mestrado e obras de literatura especializada do período 1982/92, e 3°. Um estudo de campo para vivenciar as práticas correntes em Educação Física numa escola do 1 ° Grau da Rede Estadual de Pernambuco, cidade do Recife. Tendo como hipótese de trabalho que nas problemáticas significativas da prática pedagógica podem ser encontrados, de forma embrionária, elementos da própria teoria pedagógica examina aspectos constitutivos iniciais de cada uma delas, abordando-as aos pares: organização do trabalho pedagógico/seleção, organização e sistematização do conhecimento e avaliação/objetivos, considerando que compõem categorias interpenetradas pelos seus contrários. A análise permitiu verificar a unidade, ligação e interdependência das mesmas, explicitadas, na avaliação/objetivos, no movimento contraditório manutenção/exclusão do aluno, num processo em que os aspectos informais, referidos à avaliação de valores e atitudes, especialmente disciplinares, são encobertos pelos aspectos formais da avaliação instrucional. A organização do trabalho pedagógico/seleção, organização e sistematização do conhecimento apareceu profundamente modulada pela categoria avaliação/objetivos. O trabalho expõe, também, articulações entre os aspectos específicos da Educação Física com a Pedagogia, com disciplinas de suporte epistemológico e com princípios norteadores da teoria pedagógica em construção. Aponta-se, como conclusões, que a transformação da Didática tem que ser realizada pelo exercício de superação das contradições reveladas pelas categorias organização do trabalho pedagógico/seleção, organização e sistematização do conhecimento e avaliação/objetivos, exercício que, direcionado pela análise permanente dessas categorias, permitirá visualizar formas de luta apropriadas à cada realidade específica. A autora apresenta, ainda, sugestões de possíveis formas de superação de problemas específicos na área de Educação Física.
Doutorado
Metodologia de Ensino
Doutor em Educação
49
Jones, Asia Roche'. "Practices and Procedures that Influence African-American Males to Drop Out from Public School." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26761.
Full textAbstract:
The African-American male national on-time graduation rate data are evidence that systemic changes must occur to address the academic failure they experience. A significant gap in achievement exists when compared to the on-time graduation rate of their White male peers. It is possible that some students do not graduate on-time due to retention that may occur after they have entered the ninth grade.
The African-American male students in this study failed to graduate on-time because they did not persist to successfully complete their twelfth grade year; instead, they dropped out. While factors associated with societal issues and familial dynamics contribute to this problem, factors associated with public school practices and procedures are the focus of this study.
The educational records of 125 African-American male high school dropouts were analyzed to identify school factors that may explain why they did not persist to graduate. These students dropped out from an urban school division in Virginia during the 2009 and 2010 school years. A mixed methods approach was used to answer the research questions posed in this study. The conceptual framework, a road map for the study, proposes discipline sanctions, curriculum programming, instructional experiences and school relationships as factors for review.
Quantitative research methods were used to analyze longitudinal data and qualitative methods were used to analyze survey data on student perception of teacher relationships. Findings from the study will enable school principals, counselors and teachers to make informed instructional decisions that may prevent African-American males from dropping out of one urban school division in Virginia. While not generalizable to all school settings, strategies associated with discipline sanctions, curriculum programming, instructional experiences and school relationships are provided.Ed. D.
50
Castro, Roney Polato de. "Experiência e constituição de sujeitosdocentes : relações de gênero, sexualidades e formação em pedagogia." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/1334.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-19T17:39:23Z
No. of bitstreams: 1
roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: "sujeitosdocentes "escreve junto mesmo? on 2016-02-26T13:53:53Z (GMT)
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-26T14:12:56Z No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)
Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Favor verificar se o termo "sujeitosdocentes" está escrito junto na disertação on 2016-06-02T14:14:44Z (GMT)
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-02T14:17:43Z No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)
Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-02T15:14:16Z (GMT) No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5)
Made available in DSpace on 2016-06-02T15:14:16Z (GMT). No. of bitstreams: 1 roneypolatodecastro.pdf: 4463862 bytes, checksum: 79021d21dbd8ffe2a555c4bba6179d12 (MD5) Previous issue date: 2014-11-27
Experiência e constituição de sujeitosdocentes: relações de gênero, sexualidades e formação em Pedagogia – a tese tem como foco de análises as experiências construídas em uma disciplina do curso de Pedagogia, da Universidade Federal de Juiz de Fora, denominada “Tópicos Especiais: Gênero, Sexualidade e Educação”. O trabalho articula problematizações acerca da formação docente para essas temáticas com as experiências construídas na disciplina. As perspectivas que organizam as análises tomam como inspiração os estudos pós-estruturalistas das relações de gênero, sexualidades e educação e os estudos foucaultianos, em especial os escritos sobre experiência advindos do pensamento de Michel Foucault e do educador espanhol Jorge Larrosa. Nesta tese discuto algumas questões concernentes aos processos de formação docente nas universidades e as especificidades desse debate no que tange ao trabalho com as temáticas das relações de gênero e sexualidades em disciplinas de cursos de Licenciatura em Pedagogia. Outro foco é a discussão do principal dispositivo utilizado na pesquisa e na disciplina: os diários de bordo. Assim, apresento a proposta de uma narrativa que se constrói a partir da disciplina e da própria escrita como instância de produção de subjetividades. Na última seção da tese articulo problematizações acerca de temáticas discutidas na disciplina e tomadas pelas estudantes como questões a serem pensadas e, por conseguinte, a serem narradas nos diários de bordo. Discuto, desse modo, a questão das homossexualidades, atravessada pela heteronormatividade e pela homofobia; o discurso religioso-cristão como instância de assujeitamento e normatização moral; as relações de gênero, a constituição de subjetividades e as relações de poder que assujeitam e promovem o machismo e as violências contra as mulheres. Com as análises pretendo provocar questionamentos que atravessam as relações entre formação docente na universidade e as temáticas das relações de gênero e sexualidades.
Experience and constitution of docent subjetcs: relations of gender, sexualities and graduation in Pedagogy – this thesis is focused on the analyses concerning the experiences built in a discipline of the Federal University of Juiz de Fora Pedagogy course denominated “Special Topics: gender, sexualities and education”. The work articulates problematisations on the docent formation for those themes with the experiences built in the discipline. The perspectives under which the analyses are organised were inspired by the Post-structuralist studies of gender relations, sexualities and education of the foucaultian studies, specially the writings on the experiences from the tinking both of Michel Foucault and of the spanish educator Jorge Larossa. In this thesis I discuss questions concerning the processes of the docent formation in universities and the specificities of that debate regarding the work with the themes of relations of gender and sexualities in disciplines of the bachelor´s degree in Pedagogy. Another focus is the discussion of the main device utilized on the research: the logbook. Hence it is presented the proposal of a narrative constructed from the discipline and from the writing itself as an instance of subjectiveness production. In the last section of the thesis problematisations concerning the themes discussed and taken by the students are articulated as questions to be thought and, therefore, to be narrated on the logbooks. It is discussed, thus, the homosexuality issue crossed by the heteronormativity and homophobia; the christian-religious discourse as instance of subjection and moral normatization; the relations of gender, the constitution of subjectiveness and the relations of power to which a person is subjected and promote machismo and violence against women. With the analyses I intend to provoke questionings that cross the relations between docent formation in the university and the themes of gender relations and sexuality.