Dissertations / Theses: 'Formal and Informal Education'

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Feichas, Heloisa Faria Braga. "Formal and informal music learning in Brazilian higher education." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020512/.

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Goodson-rochelle, Peggy A. "New Teacher Induction Programs in Tennessee: Formal, Informal, and Influential Practices." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2916.

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The researcher examined beginning teacher induction programs in large and small districts in Tennessee for the 1997-1998 school year. Types of induction, formal and informal, were examined. The study looked at the teacher attitudes of job satisfaction, job adjustment, and socialization into the profession of teaching. The research design included five questions with two hypotheses used for testing differences between teacher attitudes in large and small systems. Beginning first-year teachers were surveyed and asked to rate their induction program as to best practices. Teachers rated the occurrence of activities in seven areas and how supportive activities were in their roles as beginning teachers. The questions were tested and statistically analyzed using chi-square and analysis of variance procedures. No differences were found in the occurrence of induction activities in large and small systems. No differences were found in how supportive an event was in large and small systems. A difference was found in job adjustment between large and small systems, but not in job satisfaction or socialization into the profession. Recommendations for further research were made to augment the study.

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Bostain, Dyanne Strohkorb. "Information gathering by trustees for decision-making: Informal and formal sources." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618597.

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The purpose of this study was to clarify the structure of information systems employed by trustees in higher education and to evaluate the relationships of these systems to decision-making. Communication and organizational theories characterizing the role of informal and formal information used by policy makers and top management in organizational decision-making provided the framework for this study. Studies of top-level corporate executives (Adams 1975; Quinn 1980; Jones and McLeod 1986) revealed executives' strong preferences for and substantial use of information from informal channels for planning and decision-making. These theories were integrated with the research of Ingram (1980) and Schmidtlein (1977) concerning information source use by trustees in higher education governance.;Trustees from a small public college and a small private college comprised the sample for this study. The 25 trustees who participated in the research had served at least one academic year on their respective college boards. A biographical questionnaire requesting certain demographic data was given to the study participants. Individual interviews asking the trustees to specify the sources of information they use when making decisions for their institution were conducted.;Frequencies and percentages were calculated to identify distinctive patterns of informal and formal information source use by trustees. Results illustrate similar preferences and use of informal information in decision-making by the trustees and senior executives. The study's findings verify that informal information plays an important role in the decision processes of trustees in higher education. Notable differences in information source use were identified among trustees from the public college and the private college.;Further systematic study and development of a theory describing the role of informal information in decision processes of trustees is needed in order to fully explain all aspects of trusteeship and governance of colleges and universities.

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Moreland, Rosemary. "Towards a learning society : a study of formal, non-formal and informal adult learning opportunities." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386104.

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Silva, Albina Pinto Pais Tiago. "As aprendizagens não formais e informais no ingresso à Escola Secundária Padre António Macedo: possíveis parcerias com outras instituições de Vila Nova de Santo André." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14528.

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Esta investigação teve como principal objectivo avaliar da presença dos contextos institucionais não formais e informais no conjunto das aprendizagens reveladas pelos estudantes que ingressaram, na Escola Secundária Padre António Macedo, no ano lectivo 2009-2010, e averiguar qual o contributo das instituições locais no seu percurso de aprendizagem. A abordagem metodológica assentou num dispositivo de matriz quantitativa, com o recurso ao inquérito por questionário a uma amostra de alunos. Observámos um potencial educativo na cidade proporcionado por instituições, onde se destacaram amigos, familiares e clubes desportivos, procurados pelos jovens para satisfazer a sua necessidade de conhecimento e ocupar tempos livres. Sendo as áreas com mais episódios de aprendizagens, extra escolares: saúde, cidadania, desporto e artes, os jovens reconheceramse detentores de conhecimentos propiciados pela comunidade e instituições locais; ABSTRACT: This research had, as main aim, to assess the presence of formal and informal institutional contexts in all the learnings revealed by the students who enrolled Escola Secundária Padre António Macedo in the year 2009-2010, and also to determine what contribution local institutions had in their learning. The methodological approach was based on a quantitative matrix device, by applying a questionnaire survey to a sample of students. We saw an educational potential offered by institutions in the city, where the highlights were friends, family and sports clubs, popular among young people to satisfy their need for knowledge and to occupy their free time. The areas with more episodes of extra school learning were: health, citizenship, sport and arts. Young people recognized themselves in possession of knowledge provided by the community and local institutions.

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Carvalho, Letícia Sandra Araújo. "O ensino informal e não-formal de música: metodologia e práticas pedagógicas para o ensino informal e não-formal de música percussiva." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/28659.

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O tema desta dissertação versa sobre o ensino informal e não formal de música. Este trabalho aborda o uso de metodologias informais e os ambientes não formais para o ensino de música percussiva. Foi realizada uma reflexão crítica baseada na Revisão de Literatura sobre o tema e uma abordagem metodológica qualitativa que permitiu a identificação de autores que abordam as temáticas a cerca das metodologias e dos materiais pedagógicos musicais, que tendem a contribuir no processo de ensinoaprendizagem de música. O objetivo foi valorizar as práticas musicais e percussivas transmitidas informalmente nos espaços não formais. A pertinência do tema justifica-se devido à experiência da autora como professora de música em escolas públicas no Brasil e em ONGs Brasil / Portugal. Conclui-se, ao fim da pesquisa, que são muitos os materiais pedagógicos que podem ser adotados para o ensino de música, como sejam: objetos alternativos; instrumentos tradicionais ou adaptados e até mesmo o corpo. Ressalta-se ainda a importância dos ambientes não formais que promovem atividades pedagógicas musicais; Informal and Non-Formal Teaching of Music: Methodology and Pedagogical Practices for Informal and Non-Formal Teaching of Percussive Music ABSTRACT: The theme of this dissertation is about informal and non-formal music education. This work addresses the use of informal methodologies and non-formal environments for teaching percussive music. A critical reflection was carried out based on the Literature Review on the topic and a qualitative methodological approach that allowed the identification of authors who approach the themes around musical methodologies and pedagogical materials, which tend to contribute to the music teaching-learning process. The objective was to value musical and percussive practices transmitted informally in non-formal spaces. The pertinence of the theme is justified due to the author's experience as a music teacher in public schools in Brazil and in NGOs in Brazil / Portugal. It is concluded, at the end of the research, that there are many pedagogical materials that can be adopted for teaching music, such as: alternative objects; traditional or adapted instruments and even the body itself. It is also emphasized the importance of non-formal environments that promote musical pedagogical activities.

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Howard, Caran Amber Crawford. ""I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1634.

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This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas, Minnesota, and Missouri, from 1910 to 1955. Informed by Critical Race Theory and LatCrit Theory, the study addresses the social constructions of race, gender, and class as it analyzes how these ongoing and complex constructions influenced not only how dominant society structured and practiced education offered to Mexicana/os but also how Mexicana/os participated in education and made education work for them in parochial and public schools, in settlement houses, in churches and missions, and in familial and community settings.

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Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.

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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.

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Deleveaux, Gia. "Critical edutainment : an in-depth look at informal education at one facility." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103194.

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Through the lenses of critical pedagogy, cognitive psychology, marketing, curriculum development, traditional and informal education, and Black education, how one centre constructed and implemented critical edutainment is reviewed and scrutinized. The ethnographic study took place in a hyperreal (Baudrillard) setting using a bricolage of research methods: Seidman's 3-part interview protocol with workers and administrators; McMillan's focus group interview process with 9-12 year olds; participant-observation; field and reflective notes; and artefacts from external sources such as television broadcasts, newspapers, and official documents to gather and analyse data. In spite of its noble intentions, Gramsci's hegemony was witnessed and maintained through the centre's structure and organisation hence causing stress on the workers. Although the children and adults approved of the teaching and disciplinary acts, close regulation of their actions was done. Critical edutainment employs Vygotsky's zone of proximal development as it acknowledges the indigenous knowledges of adults and children and asks them to co-construct a curriculum that is cognitively, affectively, and socially relevant. It shows how curriculum construction, teamwork, accountability, and lessons learned from Black educators can be used to make a viable critical edutainment site that incites learning and fun.

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Cutforth, Alissa. "A Transition from Informal to Formal Proof in K-12 Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

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Brynjolfson, Robert Walter. "Maximizing informal learning in an intentional missionary training community." Online full text .pdf document, available to Fuller patrons only. Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Rocksborough-Smith, Eleanor M. "Developing formal, informal and popular geographical knowledges through encounters with Dorset's coastal landscape." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1601/.

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Gomes, Armindo Jaime. "Impacto do método participativo em processos de educação comunitária: o caso dos grupos associativos rurais do Dumbe-Grande." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10884.

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Trata-se de uma sistematização sobre um projeto educativo não-formal implementado,entre 1997 e 2007, ao longo do litoral centro, na comuna do Dombe-Grande,na perspetiva freireana, por operadores não-governamentaisque, triangularam experiências anglo-saxónicas com latino-americanas e centro-africanas, sustentando assim a escola angolanaresumida na criação de espaços de articulação e concertação comunitárias. O impacto do seu sucesso norteou a nossa intenção de estabelecer comparações dos processospromovidos entre oficiaise comunitários participativos, mensurando a viabilidade de instrumentos didático-pedagógicos nele aplicados, a fim de propor estratégias de um modelo pedagógico sustentável, partindo de indicadores resultantes da experimentação de um colégio associativo rural, hoje assumido como interlocutor legítimo, de comunidades até então excluídas, junto das autoridades locais. A opção pela pesquisa de abordagem qualitativa, porcausa dos resultados práticose impacto influenciados por um ambiente de guerra e paz permitiu listar forças, oportunidades, fraquezas e ameaças suscetíveis de ter em conta; ### Abstract: IMPACT OF PARTICIPATORY METHOD IN PROCESSES OF COMMUNITY EDUCATION - THE CASE OF RURAL ASSOCIATIVE GROUPS DOMBE-LARGE Its about a systematizationof educational project non-formal implemented, between 1997 and 2007 in along of littoral centre, in Dombe-Grande village, in perspetive nuner by non governmental operator that, experiencedtrianguledanglo-saxon with american-latino and african-centre, so supporting Angolan school resumed in space creation of articulation and communitarianconcertation. The impact of it success leaded our intention to establish comparision of process promoted between official and communitarian participative, reverencing the viability of didático-pedagógico instrument on it aplicated, where suggest strategy of a pedagogic model supporting, starting of indicators resulting of the experimentation in rural associative college, assumed how legal interlocutor of community excluded in local authority. The option of approach vestigation qualitative, from practical resulted and influenced by the war and peace, opportunity, weakness and menace susceptible.

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Steinbeiss, G. J. (Gregor-Jan). "Minecraft as a learning and teaching tool:designing integrated game experiences for formal and informal learning activities." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704081448.

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Research has shown the educational benefits of using the video game Minecraft in areas such as sciences and educational purposes as a teaching tool to transfer knowledge. Most studies, however, address the issue from an external perspective, rather than a student-centred perspective by evaluation from the researchers’ or teachers’ perspectives. This leads to a gap of data from the participants’ perspective and its usage in education. Those studies discuss how Minecraft is used as a simple teaching tool by filling it with content. Likewise, little research has studied in detail about the pedagogical designs of the virtual learning environments, or the design of the content within the game. This study aims at examining how the chosen content design and playability of the online learning environments influence the formal and informal learning outcome of a student in Minecraft. It looks at challenges faced by teachers and students by using those designs as a tool for transferring knowledge and how those challenges are dealt with during the study. In addition, the “Steinbeiß-Ruotsalainen Model for Formal, Non-Formal and Informal Learning with Minecraft” will be introduced and validated. In order to do so, a design-based research project was carried out, including six face-to-face interventions. 16 students participated in those interventions and had the opportunity to access to the online content 24 hours a day over a time period of three months. The presented data was collected through observations, video data, interviews and a survey. Based on the results of the study, the research showed that gamified designed learning environments in Minecraft benefit informal and formal learning experiences. It was observed that the designed reward-based learning environments can function as a motivational tool during the formal and informal learning phases. The introduced “teacher as an online facilitator” can support the learning outcome during formal and informal learning phases in Minecraft. It was concluded that spatially divided designs for learning environments can benefit formal learning, and that designing a learning environment by simply providing content can benefit informal learning. Designs facilitating an online society in Minecraft can create opportunities to establish social connections, and self-regulated learning benefits the learning outcome. It was observed that children need time to adapt to newly designed learning environments in Minecraft, and those with previous gaming experience do not necessarily benefit more than others. Clear rules on the Minecraft-server are needed to be implemented in order to maintain a successful learning environment. By linking theory and research results it was concluded that the “Steinbeiß-Ruotsalainen Model” can be used as a cornerstone for designing educational content in the game and for further research attempts in Minecraft based on design-based research.

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Novo, Magda Suzana. "Nanociências, nanotecnologia: uma visão desde seu nascimento até apresentação das temáticas à sociedade." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/4816.

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Esta tese, produzida no Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde, na linha de pesquisa “Educação Científica: Produção Científica e Avaliação de Produtividade em Ciência”, objetivou a análise da trajetória das nanociências e da nanotecnologia desde suas origens até a apresentação dessas temáticas à sociedade, incluindo o papel da educação informal e formal. Foram objetivos específicos: levantar o momento histórico em que as nanociências e nanotecnologia surgem no campo científico e sua relação com as matérias divulgadas pelas revistas Veja e Scientific American; levantar e caracterizar a divulgação científica promovida pela educação informal, em especial por essas revistas; investigar e analisar o conhecimento que professores possuem sobre os temas nanociências e nanotecnologia. Inicialmente, a fim de conhecer aspectos históricos das nanociências e da nanotecnologia, foi levantado na Web of Science trabalhos que continham as palavras-chave Nanoscience e Nanotechnology. Nesse estudo foi realizado um recorte utilizando como critério as palavras-chave relacionadas à Biologia e à Saúde elencadas nas matérias, das revistas Veja e Scientific American, publicadas de junho de 2009 a junho de 2010. Para obter um padrão de relacionamento entre as palavras usadas na base de pesquisa, utilizou-se o programa Citespace, o qual mostra a relação entre os tópicos utilizados, bem como momentos de explosão e ruptura dos temas. A interpretação das tabelas e gráfico obtidos permitiu concluir que trabalhos sobre essa temática surgiram de forma significativa a partir da década de 80, embora explosões e rupturas sejam observadas após 1991. Ao ter o olhar voltado para as áreas biológicas e da saúde constatou-se que trabalhos referentes a essas aparecem após 2006, estando em sua maioria relacionados à nanomedicina. Há um aumento no número de trabalhos sobre nanotoxicologia a partir de 2007, o que pode ser considerado um fato natural devido a amplas pesquisas visando à aplicação nano em seres humanos. Num segundo momento da pesquisa, partindo das publicações científicas, passou-se a analisar a inserção da temática na educação informal. Considerando que as revistas, Veja e Scientific American, têm dentre seus objetivos levar novidades científicas para a sociedade, realizou-se um acompanhamento das matérias sobre nanociências e nanotecnologia divulgadas nessas mídias, no período de junho de 2009 a junho de 2011, com o objetivo de levantar e caracterizar a divulgação científica promovida pelas referidos artefatos culturais nessas áreas. No acompanhamento das reportagens foram consideradas as seguintes variáveis: número de artigos publicados, conteúdo da reportagem e área do conhecimento envolvida, fontes de informação utilizadas, benefícios e riscos da utilização da nanotecnologia. Os resultados obtidos demonstram que ambas as revistas, apesar de apresentarem somente o lado positivo da utilização da nanotecnologia, desempenham papel importante como meio de educação informal, uma vez que fazem a divulgação dos avanços científicos nesta área. Numa terceira etapa do estudo, realizou-se uma enquete com professores da educação básica participantes do curso de extensão on line, intitulado “Além do livro didático: nanociências, nanotecnologia e nanotoxicologia”, oferecido através da plataforma moodle da FURG. O corpus da pesquisa emergiu das respostas produzidas pelos docentes. Este artigo objetivou investigar e analisar o conhecimento que esses profissionais possuem sobre esses temas, bem como as fontes desses conhecimentos e com que finalidade buscam esse tipo de informação. Os resultados apontam que apesar de possuírem um conhecimento inicial, os conceitos são muitas vezes equivocados e /ou insuficientes e que o contato com o assunto ocorreu principalmente através de artefatos culturais. Finalmente, articulando os resultados alcançados ao longo do estudo, é possível defender a tese de que a divulgação informal de temas relacionados às nanociências e nanotecnologia, apesar de estar diretamente relacionada com as novidades científicas na área, não está dando conta, de forma apropriada, de disseminar esses conhecimentos para a sociedade, fazendo-se necessária a exploração dessas temáticas na educação formal. Para que isso aconteça é preciso promover a atualização docente nesse campo de estudo. Nesse sentido, para que a educação em ciências avance, aponta-se a necessidade de investir em cursos de formação continuada para professores no campo da nanociências. Aqui destaca-se a contribuição valiosa do Instituo Nacional de Ciência e Tecnologia em Nanomateriais de Carbono ( INTC-NC), o qual tem fomentado cursos de formação continuada, pois o sucesso da abordagem do tema na educação formal ocorrerá à medida que os professores tiverem seus saberes ampliados.
This dissertation, developed in the Post-graduation Program in Science Education: Life and Health Chemistry, in the research field “Scientific Education: Scientific Production and Productivity Evaluation in Science”, aimed at the trajectory analysis of nanosciences and nanotechnologies from their origin to their presentation to society, including the role of formal and informal education. As specific goals: identify the historical moment in which nanosciences and nanotechnologies arise in the scientific field and their relation with the reports published by Veja and Scientific American magazines; identify and characterize the scientific divulgation promoted by informal education, in special by these magazines; investigate and analyze the knowledge teachers have about the nanosciences and nanotechnology themes. At first, in order to get to know historical aspects of nanosciences and nanotechnology, works that had the key-words Nanoscience e Nanotechnology were identified in the Web of Science. In this study a cut was made using as criterion the key-words related to Biology and Health listed in the reports of Veja e Scientific American magazines, published between June, 2009 and June, 2010. To obtain a relationship pattern among the words used in the research base, the Citespace software, which shows the relation among the topics used, as well as moments of explosion and rupture of the themes, was used. The interpretation of tables and graph obtained allowed to conclude that works on this thematic arose significantly in the 80’s, although explosions and ruptures are observed after 1991. When having our eyes turned to the biological and health areas, we realize that works related to them appear after 2006, most of which being related to nanomedicine. There is an increase in the number of works on nanotoxicology from 2007 on, which we consider a natural fact due to ample research aiming at nano application in human beings. In a second research moment, starting from the scientific papers, we started analyzing the insertion of this thematic in informal education. Considering that Veja and Scientific American magazines have, among their goals, bringing scientific news to the society, reports on nanosciences and nanotechnologies published in these medias were followed between June, 2009 and June, 2011, aiming at identifying and characterizing the scientific divulgation promoted by these cultural artifacts on these issues. The following variables were considered when analyzing the reports: number of published articles, report content and area of knowledge involved, sources of information used, benefits and risks of nanotechnology utilization. The results obtained show that both magazines, despite presenting only the positive side of using nanotechnology, play an important role as an informal means of education, once they publicize the scientific advancement in this area. In a third step of this study, a survey was conducted with elementary school teachers, participants of the online extension course called “Beyond the didactic book: nanosciences, nanotechnology and nanotoxicology”, provided by FURG’s moodle platform. The research corpus emerged from the answers given by the teachers. We had as goals to investigate and analyze the knowledge these professionals have about these themes, as well as the sources of this knowledge and why they search for this kind of information. The results suggest that despite having an initial knowledge, the concepts are, many times, mistaken and/or insufficient and that the contact with the issue happened mainly through cultural artifacts. Finally, by joining the results obtained throughout the study, it is possible to defend the thesis that the informal divulgation of themes related to nanosciences and nanotechnology, despite being directly related to scientific news in the area, does not appropriately account for the dissemination of this knowledge to society, making it necessary to explore this thematic in formal education. In order to make it happen, it is necessary to promote teacher’s updating education in this field of study. In this sense, so that education in sciences can advance, we point out the need to invest in continuous education courses on nanosciences for teachers. We highlight the valuable contribution of National Institute of Science and Technology in Carbon Nanomaterials ( INTC-NC), which has provided courses on continuous education, for the success of approaching the theme in formal education will take place insofar as teachers have their knowledge increased.

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Dolezal, Kent. "The formation and impact of formal and informal mentoring upon undergraduate academic performance and attitudes." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1305.

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The following work investigates the state of undergraduate mentoring at Southern Illinois University-Carbondale in January 2013. It goes on to investigate the impacts of those mentoring experiences on students' academic performance as measured by Dean's List attainment and graduation. The primary source for data is a researcher-designed survey that was administered to over 1000 undergraduates. It also uses publicly available records obtained from SIU-C. After a survey of relevant literature, the construction and administration of the survey are presented as well as what records were obtained from SIU-C. This is followed by a presentation of the dataset as a whole, with emphasis on how representative it is of the undergraduate student body. Summary statistics and correlations of explanatory variables are provided. The document then presents three chapters of empirical analysis. These three chapters all follow a pattern of first establishing the research questions and hypotheses to be investigated, an exploration of data that particularly applies to this section of analysis, and a brief explanation of the major methodology followed. Each empirical chapter finishes by showing how each hypothesis was specifically investigated, the results obtained, and a discussion on the validity and application of those results. Avenues of future research are also presented when applicable. The first empirical chapter delves into what type of student receives what type of mentoring. The document contributes to the literature in its investigation of how previous mentoring experiences impact the incidence and type of mentoring utilized by students at the university level. The next section looks services provided by mentors and how these impact a student’s attitude about the institution and their place in it. Finally, the investigation turns to how mentoring impacts academic performance. The primary measure of academic performance is the attainment of the Dean's List, a measure not seen in previous literature. The document ends with a brief conclusion where policy ramifications are discussed. The extensive appendix included empirical tables not included in the text of the document, human subject committee approval, and the survey and its consent form.

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Corkern, Carol Jean. "Formal and informal aspects of Japanese education as represented in a rural town in northern Honshu, Japan /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847761306039.

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Stanik, Krzysztof, and Nina Kahnwald. "Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33946.

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Purpose – Specialists on industrial safety (Sifas) are appointed by companies due to German occupational safety act (ASiG) as safety advisors, to analyse the work environments and the work procedures. Their principal task is to inspect workplaces for adherence to regulations on health, safety and environment, and design actions to prevent from disease or injury of workers and environmental damages. Due to variety of settings in which work safety specialists are involved, they are obliged to continuous further education and permanent adoption to changing circumstances of occupational context. To do so, Sifa’s need access to tools which provide the following three key features: - possibility to share knowledge with experienced specialists on industrial safety (Sifa-Community), - ability to promptly recognize critical topics in the field of their activities (Trend- Monitoring), - opportunity to create track of records of further education on current topics, including the validation and certification of work-related informal learning (Sifa-Portfolio). Sifa-Portfolio and Trend-Monitoring are based on Sifa-Community, an exchange platform (www.sifa-community.de) with currently 5.000 members established in the context of a longitudinal study on Sifas. This paper will focuses on the concept of Sifa-Portfolio that was developed as a prototype of further education application based on the concept of EPortfolios. It allows Sifa’s to share their knowledge, recognize critical topics and create track of records of their informal further education to showcase their competencies and eventually receive certification. Design/methodology/approach – In the paper authors present the approach of Sifa- Portfolio - an application for further education, based on Sifa long-term study (Sifa- Langzeitstudie), data mining (text mining), and user centred design. It starts with the description of results of an online study and specific requirements that have to be considered when designing applications for specialists on industrial safety. It then presents the trend monitor based on Sifa-Community posts, which provides up to date information about most important topics that are being discussed within the community. It finally introduces Sifa-Portfolio, a high fidelity prototype of an expansion module for Sifa-Community. Originality/value – Until now, there are no dedicated solutions for further education of professional group of Sifas, which comply to the specific requirements of this group and which enable to react promptly to changing demands of the safety issues in dynamicly growing companies. Practical implications – The presented approach delivers a concept of a softwaremodule that could be implemented into Sifa-Community Forum. Due to evaluation with users, we could identify requirements and specifications of Sifa-Portfolio. Furthermore this concept can be transferred to variety of professional-groups, which are working in dynamic professions to support their work-related informal further education.

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Hong, Byulrim Pyollim. "Young people's experience of a democratic deficit in citizenship education in formal and informal settings in Scotland." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/16169.

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This thesis enquires into the kinds of citizenship taught and learned in formal and informal settings of citizenship education in Scotland. There has been a ‘perceived’ crisis in democratic citizenry in the UK and elsewhere across the world since the 1990s and this has brought about renewed interests in citizenship education whereby young people are a specifically targeted group. Yet, citizenship education is a fundamentally contested domain where conflicting and contrasting ideologies co-exist and the Scottish version of ‘education for global citizenship’ is an archetypal example of this. By exploring similarities and differences between accounts of ‘what adult practitioners do’ and ‘what young people learn’ in each setting, the thesis emphasises tensions and challenges of citizenship education and their implications for the wider debates about the complex relationship between citizenship, democracy and education. The thesis deploys a synthesised theoretical framework for differentiating and analysing the types of education and learning that are legitimate points of reference in citizenship education for democratic life. It distinguishes between approaches to education for citizenship that focuses on membership of the community (relationships and service work in communities), formal political participation (political literacy in terms of institutions, processes and procedures) entrepreneurial citizenship (employability skills and economic participation) and social and political activism (the commitment and capacity to think critically and act collectively to realise the inherent goals of democracy). These different approaches entail a broad ideological mix of civic republicanism, liberalism and neoliberalism which informs citizenship education. The increasing emphasis on economic participation in educational contexts resonates with what can be termed as a neoliberal version of ‘responsiblised citizenship’ that promotes an individualised and depoliticised conception of citizenship by equipping young people with knowledge, skills and experiences to get on and get into the labour market through their own individual efforts rather than being concerned with the collective needs and interests of young people. Formal education and, to some extent informal community education, tend to overlook the de facto issues, experiences and contributions of young people as engaged citizens and the need to focus on the commitment and capacity to think critically and act collectively in order to realise the inherent goals of democracy as an unfinished project. Consequently, the experience of citizenship education is one young people often feel marginal to or marginalised from. This thesis challenges the dominant assumption of ‘disengaged youth’ to focus instead on the democratic deficit at the heart of citizenship teaching and learning. Along with the ‘invited’ spaces of citizenship education, in both formal and informal settings, the goal of democracy should include the ‘invented’ spaces of citizenship learning which reflects the lived experience, concerns and aspirations of young people.

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Reid, Roxroy Anthony. "Improving the Experiences of Informal and Formal Alzheimer's Disease and Dementias Caregivers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1209.

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Informal and formal caregivers of persons with Alzheimer's disease and related dementias (ADRD) encounter a more difficult and unique set of challenges than do caregivers of individuals with general disabilities. If adequate caregiver supports are not provided, caregivers may experience increased strain as the disease progresses, increasing the likelihood of unnecessary institutionalization of their care recipients and increasing the cost to the public. Using rational choice theory and political systems theory, the purpose of this study was to differentiate between the phenomenological experiences of formal and informal caregivers of ADRD patients. The overall research was a qualitative design that used semi-structured interviews to collect data from 5 formal and 5 informal caregivers who were recommended by the local Alzheimer's association chapter. Data were analyzed using direct content analysis of recurrent themes including how policymakers might respond to needs for respite, support, and more resources. Research findings suggested more education is needed about the disease and how best to give care for both formal and informal ADRD caregivers. Furthermore, distinctions between formal caregivers and informal family caregivers and their care recipients were identified, and these details should be noted by policymakers. Informal ADRD caregivers would benefit more from the research findings. Particular benefits would include financial supports, additional funding for caregiver respites, more education, and better care methods for ADRD care recipients. These recipients are rapidly growing in numbers and pose unique 21st century socioeconomic challenges to informal caregivers.

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Galhardas, Elisabete de Jesus dos Passos. "Arqueologia das aprendizagens na freguesia de Nossa Senhora da Conceição - Alandroal (1997-2007)." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/11526.

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O presente estudo foi desenvolvido através da concretização de uma abordagem quanti-tativa, recorrendo-se à análise de dados por meio de aplicação de inquéritos por questio-nário, com o objectivo de identificar e caracterizar o perfil do universo de aprendizagens institucionais disponibilizadas pelas instituições da freguesia de Nossa Senhora da Con-ceição (Alandroal), na década de 1997-2007. A cartografia deste universo de aprendizagens permitiu conhecer e caracterizar, neste território, os projectos educativos disponibilizados pelas instituições locais, em contex-tos formais, não formais e informais de aprendizagem e a eventual relevância e signifi-cado no processo de qualificação dos indivíduos residentes nesta freguesia. Verificou-se que a maioria das instituições inquiridas pertencem ao sector do comércio e restauração e, na década considerada, evidenciaram uma elevada dinâmica associativa no que à formação e educação diz respeito, contribuindo, desta forma, para a qualifica-ção da população adulta. Foram inquiridas 106 instituições e identificadas 284 aprendizagens institucionais, com maior ocorrência no ano de 2007. Estas aprendizagens localizaram-se nas áreas de Ciências Sociais, Comércio e Direito e tiveram, como principais objectivos, o melhora-mento do funcionamento e a modernização das instituições, assim como a melhoria do exercício profissional dos funcionários ou colaboradores. Foram aprendizagens de curta duração realizadas, na sua maioria, em contexto laboral e com ausência de certificação; ### ABSTRACT: “Learning Archeology in the Parish of Nossa Senhora da Conceição – Alandroal (1997-2007)” The present study was developed through the implementation of a quantitative approach to the analysis using data through the application of questionnaire surveys, in order to identify and characterize the universe of available institutional learning institutions in the parish of Nossa Senhora da Conceição (Alandroal), in the decade of 1997-2007. The mapping of this universe of learning helped identify and characterize this territory, the educational projects provided by local institutions, in formal, non formal and infor-mal learning and the possible relevance and meaning in the process of qualification of individuals living in this parish. It was found that most institutions surveyed belong to the trade and catering sector and, in the decade, showed a high associative dynamics in the training and education con-cerns, thus contributing to the qualification of the adult population. 106 institutions were surveyed and identified 284 institutional learning, with greater occurrence in 2007. These learning located in the areas of Social Sciences, Commerce and Law and had as main objective the improvement and modernization of the function-ing of the institutions, as well as the improvement of professional staff or contributors. Learning were of short duration carried out mostly in the employment context and lack of certification. Keywords: Formal education, non formal education, informal education, lifelong learn-ing, education and local development.

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Lecusay, Robert. "Telementoring Physics: University-Community After-school Collaborations and the Mediation of the Formal/ Informal Divide." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk forskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28031.

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For several decades improvement of science education has been a major concern of policy makers concerned that the U.S. is a “nation at risk” owing to the dearth of students pursing careers in science. Recent policy proposals have argued that provision of broadband digital connectivity to organizations in the informal sector would increase the reach of the formal, academic sector to raise the overall level of science literacy in the country. This dissertation reports on a longitudinal study of a physics telementoring activity jointly run by a university-community collaborative at a community learning center. The activity implemented a digital infrastructure that exceeds the technical and social-institutional arrangements promoted by policy makers. In addition to broadband internet access (for tele-conferencing between students at the community center and physicists at a university), supplemented by digital software designed to promote physics education, the activity included the presence of a collaborating researcher/tutor at the community learning center to coordinate and document the instructional activities. The current research revealed a fundamental contradiction between the logic, goals, and practices of the physics instructors, and the corresponding logic, goals, and practices of the participants at the community learning center. This contradiction revolves around a contrast between the physicists’ formal, logocentric ways of understanding expressed in the ability to explain the scientific rules underlying physical phenomena and the informal, pragmatic orientation of the youth and adults at the learning center. The observations in this dissertation should remind techno-enthusiasts, especially in the arena of public education policy, that there are no turnkey solutions in “distance” science education. Technically “connecting” people is not equivalent to creating conditions that expand opportunities to learn and a functioning socio-technical system that supports learning. Secondly, for designers and practitioners of informal learning in community-university collaborative settings, it is critically important to understand distance learning activities as developing “cross-cultural, ” collaborative encounters, the results of which are more likely to be hybrids of different ways of learning and knowing than the conversion of informal learning into a tool for instruction that will allow youth to “think like physicists.”

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Gravil, Meg. "THE FIELD TRIP PROJECT: USING ENVIRONMENTAL EDUCATION TO BRIDGE SCIENCE LEARNING ACROSS FORMAL AND INFORMAL KINDERGARTEN SETTINGS." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/78.

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The Field Trip Study was conducted in direct response to the emergence of scientific thinking as it relates to children’s cognitive abilities. The purpose of the study was to evaluate the effects of nature-based, experiential activities on children’s acquisition of science knowledge. A multiple treatments and controls with pretest research design was utilized to compare science knowledge acquisition between kindergarten children in four instructional conditions: 1) nature-based field trip plus extension activities from an environmental education curriculum, and corresponding book reading and activities, 2) nature-based field trips plus extension activities from an environmental education curriculum, 3) nature-based field trips plus corresponding book reading and book-related activities, and 4) nature-based field trip with business as usual instruction. Study teachers implemented activities from the Growing Up WILD curriculum and National Science Teacher Association children’s books. An age-appropriate science assessment and accompanying scoring rubric were created in correspondence with Next Generation Science Standards and piloted prior to use as the pretest and posttest for kindergarten children enrolled in the study. Children were interviewed in small groups to elaborate on assessment responses. Kindergarten teachers’ perceptions of using environmental education curricula as a part of field trip extension activities were assessed during a group interview. Gender, treatment condition, and pretest scores were predictors of children’s posttest scores. Children in condition 1 scored significantly higher on posttest mean scores than children in other groups. Teachers enjoyed using the environmental education curriculum and believed it made teaching NGSS accessible.

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Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.

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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.

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Salvaggio, Karen Colquette. "Perceptions of formal and informal school leaders regarding cultural proficiency in high-achieving, highly diverse elementary schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098900.

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Godinho, Ana Cláudia Ferreira. "Trajetória formativa de educadoras de jovens e adultos: entre o formal e o não-formal." Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1924.

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Este estudo aborda a relação entre a educação formal e não-formal na formação de educadores/as de jovens e adultos que atuam em projeto fundamentado nos pressupostos teórico-metodológicos da Educação Popular, na rede municipal de Gravataí - RS. Sendo assim, o foco do estudo é a relação entre a EJA e a EP. A escolha do tema, a definição dos sujeitos, contexto e procedimentos utilizados vinculam-se aos pressupostos da pesquisa participante. Ainda que, neste estudo, a observação participante e as entrevistas individuais semi-estruturadas sejam os procedimentos adotados, a participação constituiu-se como princípio norteador do percurso metodológico realizado. O objetivo é compreender e analisar a relação entre as experiências formais e não-formais desses/as educadores/as e as implicações dessas trajetórias formativas sobre a identificação dos sujeitos com o campo educacional popular. Para tanto, realizei o resgate histórico da relação entre EJA e EP no contexto educacional brasileiro, situando os momentos de dist
This study is about the relation between formal and non-formal education within the preparation of young and adult educators that take part in projects based on the theoretical-methodological estimations of the Popular Education, in the district area of Gravataí – RS. Therefore, the main subject of the study is the relation between EJA (young and adults education) and EP (popular education). The choice of the theme, the definition of the subjects, context and procedures that were used are linked to the estimations of the participant research. Even though, in this study, the participant observation and the semi-structured individual interviews are the chosen procedures, the participation was built as the guidance principle of the methodological trajectory that was made. The objective is to understand and analyze the relation between the formal and non-formal experiences that these educators have had and also the implications of these formative trajectories on the identification of the subjects with the popular

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Garibay, Oscar. "Towards a hybrid approach to mariachi education - Bridging the gap between formal and informal transmission of musical culture." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264114.

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Mariachi programs have gained interest and acceptance among music educators in most regions of the United States. Successful mariachi programs are energizing students and creating positive relationships between the schools and their communities. Mariachi programs are growing as more students identify and connect with this Mexican folkloric music. An example of a flourishing mariachi program can be found in the Las Vegas Clark County School District, which has seen its program grow from 250 students to over 3,000 since 2002. Considering that the Hispanic population is expected to reach about 106 million in 2050, about double what it is today, the potential for mariachi instruction in public schools will likely follow these growing population trends. However, due to the highly stylized idiomatic music that is mariachi, music educators not familiar with its innate teachings might hinder the art form at a pedagogical level. This research paper explores three current approaches to mariachi pedagogy in U.S. public education: informal, formal, and a hybrid approach between the two aesthetics. The hybrid approach will be the basis of rehearsal practice in preparing for “Señor Trompetas” in my graduate recital to test its efficacy to teaching authentic mariachi music.

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McRae, Vicki. "Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26884.

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Output, input and interaction are examined in this study for a native English speaking (NS) teacher and for native and non-native English speaking (NS, NNS) young children in two situations in the classroom, child organized and teacher organized. Video tapes and transcripts of fourteen samples of interactions in teacher organized situations and fourteen samples of naturally occurring interactions in child organized situations, each limited to the first consecutive one hundred utterances, were analyzed. Output was assessed in terms of verbal participation - utterances and words. Input and interaction were assessed both for discourse features (twelve negotiating devices) and in terms of the situational structure of the contexts that existed during the interactions - their distance from the speaker and the action was assessed with measures of exophoric and anaphoric reference (twenty-four reference items). The results indicate: 1) that output or verbal participation varies for the teacher and the NS, NNS children with situation, 2) that discourse features, often used to assess input, vary in their use by the teacher and the children with the situational context, increase with verbal participation, and may not be useful measures of input, and 3) that the situational structure of the contexts that exist during teacher organized interactions and child organized interactions vary with situation - the distance of the language and the action from the speaker as well as the nature of the interaction. Individual variations amongst items, within and across groups are noted. It is concluded that: 1) output, input and interaction vary with situation, 2) data analyses concerning input and interaction are more meaningful if they are related to the output occurring in different situations, and 3) L2 researchers will benefit from moving beyond the analysis of discourse features as the sole predictors of input during interaction to examine other aspects of the interaction situation.
Education, Faculty of
Graduate

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Moyer, Lisa Ann. "Engaging Students in 21st Century Skills through Non-Formal Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70949.

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National reforms, such as the Next Generation Science Standards (NGSS), Common Core State Standards Mathematical Practices (CCSMP), and Partnership for 21st Century Learning (P-21) challenge educators to provide students with dynamic learning experiences that address the needs of learners in today's society. These new standards represent a paradigm shift away from the meticulous content memorization of many state standards, toward more dynamic measures addressing the whole learner. To truly develop the leaders, innovators and thinkers of tomorrow, educators are beginning to look beyond the traditional schoolhouse walls to intertwine intentionally designed non-formal learning experiences within formal education. These non-formal experiences serve to connect seemingly disparate skills and knowledge through real-life, hands-on, minds-on learning. Embracing partnerships with individuals and organizations beyond the classroom fosters an environment seamlessly connecting life, work, and school. Although the importance of student engagement in 21st century skills is at the forefront of current educational reforms, little has been done to assess this engagement. While standards such as Common Core State Standards and NGSS have measures in place for domain-specific 21st century skills, aside from PISA's cross-curricular problem solving test, there are few resources to measure non-domain specific engagement in these skills. Without a viable measure, detractors can argue that the term 21st century skills is meaningless and it distracts students from learning core content. Bridging the divide between skills and content is essential to build support for skills that reach far beyond isolated subject-matter knowledge. Engaging students in these skills through non-formal learning, and measuring the extent of student engagement in these skills will drive the development of future opportunities for students to hone them in creative ways. The purpose of this study was to measure student engagement in 21st century skills while they participate in a non-formal learning experience. Once a viable measurement was developed, it was utilized to measure student percent of engagement in each specific 21st century Learning and Innovation skill (creativity and innovation, critical thinking, problem solving), Life and Career skill (flexibility and adaptability, initiative, self-direction and productivity, leadership, responsibility and accountability), and Socio-Cultural skill (communication and collaboration) while students participated in the intentionally designed non-formal learning experience of orienteering. The study also described what characterizes a viable non-formal learning experience facilitating student engagement in 21st century skills. Analysis of data revealed the non-formal learning experience of orienteering engages students in 21st century Learning and Innovation Skills, Life and Career Skills and Socio-Cultural Skills. Specifically, communication and collaboration, critical thinking skills and initiative, self-direction and productivity comprise the largest student engagement. Engagement in leadership, responsibility and accountability, problem solving, and flexibility and adaptability are also evident. This particular non-formal learning experience facilitates very little student engagement of creativity and innovation. While not generalizable to a larger population, this study confirms that students immersed in a non-formal learning activity will become engaged in essential 21st century skills for school, life and work, therefore, this type of learning is a valuable part of instructional time within the formal instructional day and beyond.
Ph. D.

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Mccarthy, Kelly Elizabeth. "An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.

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Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status. Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis. The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers. The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.

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Kashou, Hussam H. "Examining University Students’ Use of Mobile Technology, Online Engagement, and Self-Regulation & Metacognitive Tendencies Across Formal and Informal Learning Environments." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469453408.

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Marciano, Regina Helena de Campos. "Projeto Sol Morumbi - Paulinia : as lembranças da infancia e adolescencia pelos caminhos da Educação Fisica." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275336.

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Orientador: Sergio Stucchi
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: O Projeto Sol foi idealizado na cidade de Paulínia - São Paulo em 1986 por uma equipe transdisciplinar e colocado em prática no final de 1987. Projetado com uma arquitetura moderna em formato de 'sol', foram construídos quatro núcleos em bairros da periferia da cidade: João Aranha, Monte Alegre, Morro Alto e Morumbi. Este último citado, o Morumbi é o que contempla este estudo. Objetivava-se um trabalho preventivo aos riscos da rua, por intermédio de uma proposta sócio-educativa preencher um período ocioso do dia das crianças e adolescentes que primeiramente o atendimento era dos sete aos treze anos, ou seja, no período contrário ao da escola formal. A necessidade era devido às questões orçamentárias da família, onde a grande maioria necessitava trabalhar fora do lar. A proposta era vivenciar e despertar curiosidades nas áreas da Educação Artística, Educação Física e Educação Geral (Pedagogia). Um trabalho que se diferenciasse da escola formal, pois, esta já ocupava um papel claro e definido na nossa sociedade. Esta proposta inovadora na cidade foi construída na e pela prática, por ser na época questões pouco discutidas no contexto educacional. Este trabalho perdurou por treze anos, sendo fechado em Janeiro do ano 200 I. Os objetivos desta pesquisa foram saber que lembranças guardam os ex-freqüentadores do Projeto Sol Morumbi, da sua infância e adolescência, neste espaço que não era escola e se os objetivos do projeto original, escrito pela equipe transdisciplinar foram realmente atendidos ou se restringiram aos papéis. Trata-se de uma pesquisa de campo, estruturada em forma de questionário, com questões abertas, sem i-abertas e fechadas. A forma do envio foi de cunho pessoal. Foram distribuídos setenta e quatro questionários e devolvidos respondidos quarenta e oito. Concluí-se que o Projeto Sol atendeu a sua finalidade específica, passando pelas vertentes da educação formal, informal e não-formal, até sedimentar-se em características próprias do que se pretendia explorado pelas áreas citadas. Com o resultado deste trabalho, objetiva-se ampliar as discussões na esfera educacional, e na prática da Educação Física escolar e não-escolar, perpassando a questão do lazer. Discussões de papéis fundamentais na relação professor-aluno, numa via de mão dupla: ora quem ensina, ora quem aprende. Principalmente de quem vive o momento presente, seja qual for o espaço educacional
Abstract: "Sun Project" was idealized in Paulínia city, São Paulo State, in 1986 by a team involvin~ persons from different educational areas. This project was put into practice in the end of 1987 Four units were constructed (built) following a modern architectural design in sun shape ir different surrounding districts of the city: João Aranha, Monte Alegre, Morro Alto e Morumbi The present study was based on the work carried out in Morumbi unit. Its aim was to preven children from street hazards by means of a socio educational proposal able to fill the idlt moments of children and teenagers in that period of the day when they were not in the forma school. This was a necessity arose from the financial position of the children family memben most of whom worked outdoor. Its purpose was to give children opportunity for life experience~ and to arouse in them interest in Art Education, Physical Education and in General Educatior (Pedagogy). A work that could differentiate from formal educational which already holds a cleal and defined role in our society. This innovative proposal in the city was stated in practice and b) practice, since it involved subjects not usually discussed in educational context in those days This work lasted 13 years, and ended in January, 2001. The main objective was to know whict memories the frequenters of "Sun Project Morumbi" keep from their childhood and adolescenct in that space that was not a school and whether the original objectives of the project were reall) put in practice or were restricted to papers. Forty eight out of seventy four distributec questionnaires were answered and sent back. ln the present study a field research was carried ou using a survey questionnaire with open, sem i open and closed questions. The questionnaires wen directly distributed by the researcher to the project frequenters. We carne to the conclusion thal "Sun Project Morumbi" attained its specific purpose involving formal and informal education It's been explored by the mentioned areas and finally settled in its peculiar intendec characteristics. Using the results ofthis research we aim to broaden discussion in the educationa sphere and in practice of physical educational supplied in school and out of school and also ir leisure matter. Discussions about fundamental roles in teacher-student relationship, in a two-wa) via: sometimes who teaches sometimes who learns. Mainly of who live in the present whatevel the educational space considered.
Mestrado
Estudos do Lazer
Mestre em Educação Física

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Torres, Maria Rita Timóteo Sim Sim. "Trajectórias de qualificação e projetos de futuro em adultos formandos de um curso de educação e formação na freguesia de Alcáçovas (2010-2012)." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/17519.

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O presente estudo foi realizado, através de uma abordagem qualitativa, recorrendo-se à análise de dados, por meio de entrevistas semi-estruturadas, com o objetivo de conhecer as motivações e o perfil dos alunos de pastelaria e panificação de um curso EFA (Educação e Formação de Adultos), que teve lugar em Alcáçovas, entre 2010 -2012. A elaboração deste estudo permitiu conhecer e caracterizar, na freguesia de Alcáçovas, a relevância que uma iniciativa como a Mostra de Doçaria em Alcáçovas desempenhou no desenvolvimento local e na sua economia. Revelou, também, o papel que as associações de desenvolvimento local podem ter nestes casos e a sua importância na formação e qualificação dos indivíduos. Verificou-se que a Associação Terras Dentro tem tido um papel relevante na educação formal, não formal e informal da população, acompanhando a formação e crescimento de todas as empresas que surgem nesta freguesia e motivando, através de várias iniciativas, os empresários e potenciais interessados para a importância da formação, da modernização e da melhoria que pode representar ter pessoas qualificadas nas suas empresas. Foram acompanhados 12 formandos de pastelaria e panificação, durante o seu percurso formativo, com o objetivo de conhecer as suas motivações, antes e depois da formação, a importância que este curso poderá representar no seu futuro profissional e no aparecimento de mais postos de trabalho relacionados com esta área. Ficámos ainda a conhecer a importância que estes formandos dão às aprendizagens no presente e o que isso representa para si e para a sua família; ABSTRACT: This study was conducted through a qualitative approach, resorting to the analysis of data through semi-structured interviews, in order to understand the motivations and profiles of students from a pastry and baking course EFA (Education and Training Adults), which took place in Alcáçovas between 2010 -2012. The preparation of this study helped identify and characterize the parish Alcáçovas, the relevance that an initiative like the Show Confectionery in Alcáçovas played in local development and economy. The role that local development associations can have these cases and their importance in the training and qualification of individuals. It was found that the Lands Within Association has had an important role in formal, non-formal and informal population, following the formation and growth of all companies that appear in this parish and motivating through various initiatives, entrepreneurs and potential stakeholders to the importance of training, modernization and improvement that can represent have people qualified in their companies. 12 trainees were followed pastry and baking during their training in order to know their motivations, before and after training, the importance of this course may represent your professional future and the emergence of more jobs related this area. We also knew that these students give importance to learning of this and what it represents for you and your family.

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Calhau, Carlos António Couraça. "Parcerias entre escolas e outras instituições do Concelho de Moura." Master's thesis, Universidade de Évora, 2006. http://hdl.handle.net/10174/16064.

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Com a presente dissertação pretendemos caracterizar os possíveis contornos de uma parceria entre as escolas e outras instituições do concelho de Moura, de forma a melhorar a colaboração e com isso a maximização dos recursos materiais e humanos existentes no território. Com fundamento nos contributos de diversos autores relevantes no campo de conhecimento em análise e nas diferentes orientações legais, procuramos atingir os seguintes objetivos: a) identificar as instituições existentes; b) caracterizar as instituições; c) identificar domínios onde possam ser promovidas parcerias e d) identificar os recursos existentes na comunidade educativa de Moura. De forma a encontrar resposta às questões da investigação, (relacionadas com a promoção de parcerias locais, com base na partilha de recursos), optamos por uma metodologia mista, qualitativa/quantitativa, por se considerar mais apropriada ao objeto do estudo. Os dados foram recolhidos por meio de questionários aplicados a uma amostra do universo de instituições do Concelho de Moura. A análise originou um quadro de categorias, subcategorias e indicadores com os quais criamos uma base de dados. Após ter sido efetuada a investigação e a cartografia institucional do Concelho de Moura, chegámos aos seguintes resultados: a) foram identificadas áreas prioritárias para a promoção de parcerias; b) identificaram-se recursos plausíveis de serem utilizados em termos de parcerias. Apesar das suas limitações, este estudo poderá contribuir para: a) identificar áreas comuns de formação entre instituições da comunidade; b) facilitar a adaptação do currículo nacional à realidade envolvendo diversos parceiros; c) alertar para uma efetiva necessidade de articulação entre as instituições. /ABSTRACT - With this dissertation we intend to characterize the possible layouts of a partnership between the schools and other institutions of the Moura County as to improve the collaboration and thus maximize the material and human resources existing in the territory. Based on the contributions of several significant authors in the field of the knowledge in analysis and in the different legal diplomas, we aim to: a) identify the existing institutions; b) characterize those institutions; c) identify the areas where partnerships can be promoted and d) identify the existing resources in the school community of Moura. In order to find an answer to the questions of investigation, (connected to the promotion of local partnerships, based on the sharing of resources), we choose a mixed methodology, qualitative/quantitative, because we find it more appropriate to the matter in study. The data was gathered by the use of questionnaires applied to a sample of the universe of institutions of the Moura County. The analysis gave origin to a board of categories, and indicators with which we created a database. After the investigation and the institutional cartography of the Moura County, we came to the following results: a) priority areas for the promotion of partnerships were identified; b) resources that can be used in partnerships were identified. Despite its limitations, this study is able to contribute to: a) the identification of common training areas between institutions of the community; b) facilitate the adaptation of the national curriculum to the reality involving different partners; c9 to alert to a true need of articulation between the institutions.

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TAVARES, Vin?cius dos Santos. "Educa??o e tecnologias digitais: a percep??o de alunos sobre possibilidades de aprendizagem formal e informal." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1441.

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Currently, some changes at the school environment have been caused by technological progress and among these changes, it has been highlighted the relationship between schools and the new generation of students, which generally grow surrounded by digital technologies since their birth, the so-called Digital Natives. Virtual information, available on the internet through digital devices such as laptops, tablets and smartphones, contributes to a way of learning beyond school, at any time and place. Therefore, it becomes relevant to grasp through students realization the technological influence on their daily lives and how technology contributes to the different ways of learning. This study aims to evaluate the relationship between virtual informal learning and formal school learning through the perception of students about the influence of digital technologies on their knowledge acquisition processes. Empirical research was carried out from the administration of a semi-structured interview to students between 14 and 18 years old from high school of four different schools of Rio de Janeiro, two of them belonged to the private school system whereas the others belonged to the public one. The data show that young people are hyper-connected to digital information and communication technologies, they are digital natives and although their daily routine is filled with virtual networks experience, they do not disqualify the school experience. Despite addressing some critical view about traditional learning methodology, school is still described by students as a scenario that brings advantages as it is able to provide direction for learning, through teacher-student relationship as support, besides its ability to set up social networks. Eventually, digital devices are used by young people not only for leisure, but also for educational purposes and that can become an enabler tool for teachers on their teaching process.
Atualmente, algumas transforma??es no cen?rio escolar v?m sendo proporcionadas pelo avan?o tecnol?gico e uma delas ? a rela??o que a escola estabelece com a nova gera??o de alunos, os quais, em geral, crescem cercados por tecnologias digitais desde o seu nascimento, os chamados Nativos Digitais. A virtualidade das informa??es acess?veis atrav?s da internet por dispositivos digitais como notebooks, tablets e smartphones concorre para uma forma de aprendizagem para al?m dos muros da escola, a qualquer momento e local. Assim, torna-se importante compreender atrav?s dos pr?prios alunos a influ?ncia que exerce a tecnologia no seu cotidiano e de que modo a tecnologia contribui para as diferentes formas de aprender. O presente trabalho tem por objetivo avaliar a rela??o entre a aprendizagem informal digital e a aprendizagem formal escolar atrav?s da percep??o de alunos sobre a influ?ncia das tecnologias digitais nos seus processos de aquisi??o de conhecimento. A pesquisa emp?rica foi realizada a partir da aplica??o de um roteiro de entrevista semi-estruturado a alunos entre 14 e 18 anos do ensino m?dio de quatro escolas do Rio de Janeiro, duas da rede de ensino privada e duas da rede p?blica. Os dados obtidos revelam que os jovens est?o hiperconectados ?s tecnologias digitais de informa??o e comunica??o, s?o nativos digitais e, embora o cotidiano desses jovens seja marcado pelas experi?ncias nas redes virtuais, eles n?o desqualificam a experi?ncia escolar. Apesar de apresentarem cr?ticas ao modelo tradicional de ensino, a escola ? descrita pelos jovens como um cen?rio que traz vantagens por ser capaz de oferecer um direcionamento para aprendizagem, por apresentar na rela??o professor-aluno um suporte, al?m de se configurar como um ambiente de forma??o de la?os sociais. Por fim, os dispositivos digitais s?o utilizados pelos jovens n?o s? para o lazer, mas para fins educacionais e se apresentam como recursos de estudos individuais e coletivos, o que indica que podem se tornar potenciais ferramentas facilitadoras para o professor no processo de ensino.

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Svensson, Elin. "ETIP – A tip to help develop IT systems for rural Kenyan education. : Exploring the potential of ICT for informal, non-formal and formal learning in the slums of Nairobi." Thesis, Karlstads universitet, Handelshögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63933.

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This thesis explores the existing IT conditions of a Kenyan upper secondary school, with the purpose of identifying obstacles and opportunities that need to be considered in developing an IT solution. There has been previous research on IT learning in developing countries, like Jobe’s Do-It-Yourself Learning in Kenya: Exploring mobile technologies for merging non-formal and informal learning from 2014, or Marwan’s Empowering English through Project-Based Learning with ICT from 2015. The infrastructure for IT is rapidly improving in Kenya. With projects such as the laptop project they are showing the world that they are serious about IT usage in education. This thesis overall approach adheres to the ambitions of Action-Design-Research on a single case study made on a charity funded school in the outskirts of Nairobi. In order to establish an understanding of how IT was currently used, and desires for future developments 5 teachers and 4 students were interviewed, and 4 classroom observations were conducted. Results from his study highlights the most pressing factors and a set of design principles named the ETIP-model and the 7-ETIP design principles, named after the identified areas Educational IT-usage, TPACK-competence, Infrastructure, and Personal attitude. The conclusion is that it is important to consider all aspects of the ETIP-model and the 7-ETIP design principles, to insure important aspects of creating an IT system for rural Kenyan schools are taken into account.

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Woodard, William A. "Maintaining technical currency among computer professionals: a multiple-case investigation of the role of formal and informal learning." Diss., Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/53608.

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Virtually all government and industry information and control systems rely upon computer professionals for systems development and maintenance. With the national workforce growing at only one percent annually and enrollments in computer and information sciences college programs declining, the need exists to obtain a continued contribution of good work from our existing workforce. A multiple-phase, multiple-case study research project was performed to develop an understanding of how technical currency is maintained, not as a discrete phenomenon, but within the setting of the work environment, considering project experiences, organizational relationships, professional preparation and continuing professional education, and individual motivation. Previous research indicated that project experiences contributed to, or provided a vehicle for, maintaining technical currency. Maintaining technical currency was found to require a continuous process involving organizational relationships, the individual's perceived value in the organization, constant assessments and evaluations of current and desired project involvement or position attainment, repeated and varied learning episodes, and actual project experiences. Individuals were motivated to take specific actions, such as participating in training courses, when such action was expected to yield a benefit. Project experiences alone were not sufficient to maintain technical currency, although they were an essential element. While formal education in preparation for a career was critical, formal courses did not contribute as significantly as other forms of continuing professional education to maintaining technical currency. A Technical Currency Model was generated that explains how individuals expend energy in one or more of five focus areas depending on their motivation at the time: (a) technical qualification for a project or position; (b) political qualification for a project or position; (c) performing on a project or in a position; (d) determining that change is appropriate; and (e) seeking the next project or position.
Ph. D.

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Christian, Brittany Nicole. "Improving outcomes at science museums: Blending formal and informal environments to evaluate a chemical and physical change exhibit." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1343506653.

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Ithindi, Elina Tangeni. "An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12967.

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Includes bibliographical references.
Mobile phones are hardly used for teaching and learning in the study setting, the Polytechnic of Namibia. Formal learning that is widespread in the study setting does not allow the design of authentic learning tasks. Nevertheless, mobile learning allows the design of authentic learning tasks and enables students to construct knowledge socially in an informal learning environment that facilitates interaction and collaboration. Learning is a boundless social activity that takes place through engagement with others. As learning takes place through interaction, it cannot be confined to the classroom; it should involve transition between formal and informal learning. Learning is hence not confined to didactic methods and does not only take place through transmission of knowledge. New forms of learning are emerging whereby student interaction is enabled by technological tools, unlike formal learning that does not necessitate online tools. Mobile devices might thus be used to mediate convergence of formal and informal learning. This study was aimed to investigate how mobile-mediated social learning converges formal and informal learning, using a socio-constructivist approach. The study was conducted in the Department of Languages at the Polytechnic of Namibia in two phases, the pilot phase that was conducted in 2012, and the main study that was conducted in 2013. The study involved a total of ten students doing Language in Practice. Mobile applications, social media tools inclusive, have potential to change the traditional pattern of learning. They enable social construction of knowledge. As a social media tool, WhatsApp was used in this study as a platform for the participants in the study to exchange ideas and construct knowledge collaboratively.

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Choi, Woojae. "Influences of Formal Learning, Personal Characteristics, and Work Environment Characteristics on Informal Learning among Middle Managers in the Korean Banking Sector." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258387882.

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Amburgey, Brent Harrison. "Informal Learning Choices of Japanese ESL Students in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.

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This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.

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Ormeño, Quintana Andrea del Pilar. "Uso de las tecnologías digitales en el aprendizaje formal, no formal e informal en estudiantes de la carrera de Odontología de la Universidad de los Andes, Santiago, Chile." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/402107.

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La educación en Chile ha sufrido un proceso de crecimiento y cambio que ha ido generando una apertura a toda la población desde la educación primaria a la universitaria. Todo este avance, ha llevado a una mayor implementación de los diferentes niveles educacionales fomentando el acceso a las tecnologías digitales y buscando acercar a los alumnos a este mundo de la información. Esta investigación tiene como finalidad explorar el o los usos potenciales y reales de las tecnologías digitales, desarrollados en la práctica educativa formal, no formal e informal para analizar eventual transformación de los procesos de enseñanza y aprendizaje en la carrera de Odontología de la Universidad de los Andes, Santiago. Chile. En el presente estudio, la muestra estuvo conformada por 292 participantes que correspondieron aproximadamente al 90% de los estudiantes universitarios, previo solicitud de consentimiento informado firmado. La investigación fue multimétodo porque utilizó técnicas cualitativas y cuantitativas. La información cuantitativa (cuestionarios) fue procesada por medio del software SPSS-18. Además se empleó el software SPAD para generar el análisis de perfiles. El análisis cualitativo (diario de registro) fue un análisis de tipo transversal, ya que lo relevante para la investigación fue conocer el uso y las preferencias hacia las tecnologías digitales desarrolladas por parte de los estudiantes universitarios en situaciones de aprendizaje. En el caso de los relatos discursivos como se trabajó con datos textuales, se optó por utilizar el software Iramuteq que permite efectuar un análisis multidimensional de textos. Las conclusiones nos permiten percibir que los estudiantes emplean las tecnologías digitales aproximadamente las 24 hrs. del día, pero no asociado a sus procesos de enseñanza-aprendizaje, sino para relacionarse en redes sociales primordialmente. En sus actividades lectivas emplean el computador, pero están tratando de incorporar algunos dispositivos (celular, ipad). Pero para todas las actividades que tienen que ver con su mundo de relaciones comunicacionales y sociales se identifican plenamente con el uso del celular. En el contexto formal, no formal e informal se pudo percibir que no hay homogeneidad en relación al uso de tecnología, pues van haciéndose dueños de la web social u obteniendo mayor competencia en el uso de ella a mayor edad. En relación al sexo, los hombres usan las tecnologías con fines recreativos sin importar el contexto en que se desenvuelven a diferencia de las mujeres que se percibe que ven dos aspectos a valorar del uso que hacen de las tecnologías por un lado como web social en el contexto no formal e informal y por el otro el uso de fotografía digital en contexto formal. Por último, ellos identifican el campus de la universidad como el espacio para efectuar su proceso de enseñanza-aprendizaje, Donde de pudo observar una brecha clara entre las actividades que realiza con respecto a su actuar profesional en relación al global de actividades independiente el contexto (formal, no formal e informal). Esto genera un gran desafío pues el estudiante no está dividido en un área global y un área profesional, sino que es un solo individuo que debe de manera integral lograr las competencias necesarias de vida ejerciendo su profesión.
Chilean education has suffered deep changes that have generated an opening to all population from elementary school to university. This advance has made a better implementation of all different levels of education encouraging the access to digital technologies and making the students closer to this kind of information. This investigation aimed to explore the uses or potential real uses of digital technologies, developed in the formal non-formal and informal education process, to analyze and eventual change in the teaching-learning process in the odontology career in Los Andes University, Santiago, Chile. The sample has 292 participants that were 90% of the university students and signed an informed consent to participate. The investigation was multimethod. The quantitative information (surveys) was processed by SPSS-18 software. The SPAD software was used to generate the profile analysis. The qualitative analysis (diary) was a transversal analysis to get to know the use and preferences towards digital technologies in learning situations. With speeches the Iramuteq software was used that allows a multidimensional text analysis. The analysis shows that students use digital technologies 24hrs a day, not associated with teaching-learning process but to relate in social media. In their lecture activities the use their computer, but they are trying to add other devices like cell pone and ipad. In the non-formal and informal environment there is heterogeneity about the use of technology. Analyzing by sex, man use technology with recreation purpose no matter the context where they are as opposed to women who use social web in non-formal and informal context and digital photography in the formal context. About their diary activities there is a large breach related to the activities that they make as professionals in relation to all the activities in their life independent of the context. This generates a great challenge because the student is not divided in a personal and professional area, but they should be only one integral individual that is able to reach life competences while practicing their profession.

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Stokes, Michael. "The Career Paths of African American Male Senior Administrators in Student Affairs at Predominantly White Institutions: Formal and Informal Leadership Experiences." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/326.

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Existing research literature indicates a scarcity of African American males attaining senior administrative positions at predominantly White institutions (PWIs). The previous research often lacks an empirical focus, resulting in a substantial gap in the literature (Jackson, 2004; Lewis, 2007; Pickron, 1991). This qualitative study examines the career paths and leadership experiences of nineteen African American male senior administrators in student affairs at four-year predominantly White institutions across the United States. The rationale for this study emerges from the researcher's frustration with the paucity of male senior administrators of color in student affairs at PWIs as role models, and a lack of clarity as to the steps needed to attain such a position. An exploration into the attainment of senior administrative positions in student affairs would disclose the necessary leadership skills and training appropriate to lead a student affairs organization. Critical race theory (CRT) frames this study and provides a framework for analyzing the lived experiences of people of color whose voices are least heard in the academy. Through qualitative methods, African American males are allowed to reflect on their career trajectory, leadership experiences, and attainments in becoming senior administrators in student affairs at PWIs. The criterion sample selection (19 of 43, or 44%) was comprised of African American male vice presidents in student affairs at PWIs, and identified for this study as members of the Student Affairs Administrators in Higher Education (NASPA) organization. This study reveals the importance of having a doctoral degree, general skill sets, influential mentors, and membership in professional organizations that serve as a resource for the best practices in student affairs. Without the necessary credentials, it seems highly unlikely that many African American males will be able to attain senior leadership positions in student affairs. The study offers recommendations for further research, which could prove valuable for African American male and female aspirants pursuing senior administrative positions in student affairs at PWIs.

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Aroca, Silvia Calbo. "Ensino de física solar em um espaço não formal de educação." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/76/76131/tde-13032009-100501/.

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Planetários e observatórios oferecem a possibilidade de desenvolver um ensino contextualizado de Astronomia, permitindo a realização de atividades educativas que proporcionam acesso a uma ciência escolar mais autêntica. Com isso em vista, esta pesquisa consistiu no desenvolvimento, aplicação e análise de minicursos sobre o Sol, para o ensino fundamental e física solar, para o ensino médio em um espaço não formal de educação, o Observatório Astronômico do CDCC/USP. Tópicos como a composição química, temperatura e evolução estelar foram ensinados a partir de experimentos clássicos em uma sala totalmente dedicada ao Sol, a Sala Solar com equipamentos de baixo custo. Os cursos enfatizaram atividades práticas, observacionais e questionadoras, como discussões sobre a natureza do Sol, manchas solares e proeminências, estimativas da temperatura da fotosfera, observaçã do espectro solar na região do visível e identicação das linhas de absorção entendendo como são produzidas e que tipo de informações podem ser extraídas a partir delas. O objetivo do curso do ensino fundamental foi mostrar que o Sol e um astro dinâmico e que influencia a Terra de diversas maneiras, além de contextualizar o conteúudo ensinado com atividades práticas. O objetivo do curso do ensino médio foi compreender o papel chave desempenhado pela espectroscopia na astrofísica e permitir abordagens interdisciplinares incluíndo física moderna e química no ensino de Astronomia. A metodologia de pesquisa consistiu de uma abordagem qualitativa com a realização de questionários escritos, entrevistas semi-estruturadas e lmagens. Antes dos cursos, muitos alunos concebiam o Sol como sendo uma esfera quente de fogo, as manchas solares como sendo buracos no Sol e as proeminências como magma expelido por vulcões. Após a realizaçã dos cursos os alunos apresentaram ideias sobre o Sol e aspectos de física solar mais próximas das aceitas hoje em dia pela comunidade cientca. Esta pesquisa não ficou restrita aos ganhos cognitivos dos alunos após a realização dos minicursos, pois considerou a interação de diferentes contextos responsáveis pela aprendizagem em museus de ciências. Isso foi possível pelo referencial teórico adotado: o Modelo Contextual de Aprendizagem de Falk e Dierking. Trabalhar conteudos astronômicos de forma interdisciplinar e ao mesmo tempo de maneira ativa e questionadora traz alguns desafios para as equipes de instituições como o Observatório. As atividades elaboradas nos centros de ciências devem ter como principal objetivo despertar o interesse do aprendiz pela ciência, mas também destacamos a necessidade da oferta de minicursos para voluntários, pois a linguagem, conteúdos e metodologias em atividades mais longas podem facilitar abordagens interdisciplinares e integradoras da Astronomia com outras áreas do conhecimento científico pouco exploradas nas salas de aula. Isso pode ocorrer quando o projeto pedagógico da escola é construído coletivamente, envolvendo museus de ciências, professores, escola e alunos buscando conciliar propostas de um ensino de ciências que considere o contexto fora da escola e que ao mesmo tempo tenha relação com o que o aluno está estudando em sala de aula.
Observatories and planetariums offer the possibility of developing contextualized astronomy teaching by fostering educational activities that provide access to a more authentic school science. Thus, this research consisted in developing, applying and evaluating courses about the Sun for middle, junior high school students and solar physics for high school students in an informal educational space, the CDCC/USP Astronomical Observatory. Topics of chemical composition, temperature and stellar evolution were taught in a room totally dedicated to the study of the Sun, a Solar Room, designed with simple and inexpensive equipment. The course strongly emphasized practical, observational and inquirybased activities, such as estimation of the solar surface temperature, observation of the visible solar spectrum, identication of solar absorption lines, understanding how they are produced, and what kind of information can be extracted from the observed spectral lines. Some of the course goals were to foster the comprehension of the key role played by spectroscopy in astrophysics, to contextualize contents with practical activities, and to allow interdisciplinary approaches including modern physics and chemistry in physics teaching. The research methodology consisted of a qualitative approach by fillming the whole course and performing written questionnaires and semi-structured interviews. Before the courses were applied most students conceived the Sun as a hot sphere composed of fire, sunspots as holes in the Sun and solar prominences as magma expelled by volcanoes. After the courses students presented ideas about the Sun and solar physics more closely related to the ones accepted by contemporary science. This research was not restricted to students\' cognitive gains after concluding the courses, since it considered the interaction of different contexts responsible for learning in science museums. This was possible due to the theoretical framework adopted: The Contextual Model of Learning of Falk and Dierking. Some challenges have to be faced by institutions such as the Astronomical Observatory in order to teach astronomy in an interdisciplinary form and with inquiry-based activities The activities developed at science centers must have as their main objective to motivate the public towards science, but it is also important to offer courses for volunteers, since language, contents and methodologies in longer activities can facilitate interdisciplinary approaches of Astronomy with other areas of scientic knowledge seldom explored in classrooms. This can happen when the school\'s educational project is collectively constructed including science museums, teachers, school and students by seeking to enhance teaching proposals that consider the out of school context and is related to contents taught in the classroom.

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Bakar, Corez Aysegul. "The Perceptions And Experiences Of Students And Teachers In Formal And Informal Learning Settings That Uses Muves: Quest Atlantis Case." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613791/index.pdf.

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This dissertation aimed to investigate the use of Multi-User Virtual Environments (MUVEs) as supportive materials in students&rsquo
learning process. In this respect, a MUVE named Quest Atlantis had been used by students in formal and informal learning settings. The students participated in a project that was developed based on an ecological problem resulted in fish decline in a river. As being a multiple case study research, data were collected from four separate cases, selected from three different places. Specifically, students&rsquo
and teachers&rsquo
perceptions were gathered, and challenges and barriers of implementations were investigated. The research results indicated that most of the students liked learning in environments using MUVEs. Besides being intrinsically motivated towards learning science topics, the students stated that it was a good way of reinforcing what they learn in school settings. Students found MUVEs effective learning environments as it allowed them to learn with active participation
rather than being taught as it usually happens in school context. The teachers had positive opinions about the use of MUVEs. They claimed that MUVEs have the potential to support students&rsquo
learning visually and let students learn through an inquiry-based learning approach with situated information to virtual settings. According to the teachers, MUVEs allowed various skill developments of the students and it created a dynamic learning environment in which students interacted and collaborated with each other. Even though students and teachers have positive perception about the use of MUVEs in learning setting, it is quite challenging to place these applications to learning settings, especially to formal ones. There are numerous challenges and barriers that can be faced with during the implementation process. In this research, the challenges and barriers are grouped under four main categories: 1) teacher related, 2) student related, 3) system related, and 4) technology related. When the implementation results of formal and informal learning setting were compared, it was possible to see how the very dimensions of formal learning settings made the innovative technology-based implementations difficult. On the other hand, informal learning settings were more flexible learning environments allowing a better learning experience for the students.

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Čiháková, Hana. "Možnosti implementace systému uznávání výsledků neformálního vzdělávání a informálního učení v ČR." Doctoral thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-76128.

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The main actor of lifelong learning (LLL) is a learner. It is important to assess and support their entire learning -- i.e. to value learning -- not only that occurring within formal education system but non-formal and informal learning as well. However, non-formal and informal learning outcomes have been not certified by certificates recognized by society as a whole yet. Moreover, informal learning occurs without curricula and teaching. These are the reasons why it is technically necessary to develop suitable instruments and schemes for recognizing learning outcomes which enable implementation of the LLL system. With regard to implementation of the LLL system in the Czech Republic, there are realized various projects and initiatives, national and sector equivalents of European instruments are created or European instruments for implementation of the European LLL concept are introduced (the National occupations system, the National qualifications framework, a system of recognition non-formal and informal learning outcomes, the Law no. 179/2006, Coll. on recognition of further education outcomes, the European Credit transfer system for Vocational Education and Training). The paper is concerned with opportunities and obstacles in the way of implementation of all the instruments mentioned above into LLL concept of the Czech Republic.

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Peters, Mitchell Joseph. "The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/670302.

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Les institucions d'ensenyament superior s'han hagut d'adaptar cada vegada més a la digitalització de l'educació, així com a una àmplia demografia d'estudiants que es tornen a incorporar a la formació acadèmica en diferents etapes de la seva carrera. Aquests estudiants, que aprenen al llarg de la vida, sovint han de combinar els estudis amb responsabilitats professionals paral·leles. El propòsit d'aquest estudi interpretatiu és comprendre les experiències dels estudiants en diferents contextos -des d'una perspectiva d'ecologies d'aprenentatge (learning ecologies, LE)- en el context de l'ensenyament superior en línia. L'estudi de cas múltiple de mètodes mixtos principalment qualitatius es va desenvolupar en tres programes de postgrau totalment en línia. Els resultats obtinguts mitjançant l'ús d'un marc analític de LE han demostrat l'efectivitat del constructe a l'hora d'analitzar la complexitat de l'aprenentatge en diferents contextos. Els resultats destaquen la centralitat de l'activitat de l'alumne com un component clau que impulsa les LE d'un individu en combinació amb el suport dels companys i els recursos d'aprenentatge digital en sistemes oberts, dinàmics i fluids que abasten múltiples contextos.
Las instituciones de educación superior han tenido que adaptarse cada vez más a la digitalización de la educación, así como a una amplia demografía de estudiantes que vuelven a incorporarse a la educación formal en diferentes etapas de su carrera. Estos estudiantes, que aprenden a lo largo de su vida, a menudo deben combinar los estudios con responsabilidades profesionales paralelas. El propósito de este estudio interpretativo es comprender las experiencias de los estudiantes en distintos contextos -desde una perspectiva de ecologías de aprendizaje (learning ecologies, LE)- en el contexto de la educación superior en línea. El estudio de caso múltiple de métodos mixtos principalmente cualitativos se desarrolló en tres de programas de posgrado totalmente en línea. Los resultados obtenidos mediante el uso de un marco analítico de LE han demostrado la efectividad del constructo a la hora de analizar la complejidad del aprendizaje en distintos contextos. Los resultados destacan la centralidad de la actividad del alumno como un componente clave que impulsa las LE de un individuo en combinación con el apoyo de los compañeros y los recursos de aprendizaje digital dentro de sistemas abiertos, dinámicos y fluidos que abarcan múltiples contextos.
Higher Education institutions have increasingly had to adapt to both the digitalization of education and a broad global demographic of students re-entering formal education at different stages of their careers as lifelong learners, often in combination with parallel professional responsibilities. The purpose of this interpretive study is to understand student experiences and conceptions of learning across contexts - from a learning ecologies perspective - in the context of online HE. The primarily qualitative mixed methods multiple case study was developed across three sites of fully online graduate level programs (master's or 1st year doctoral students) at the UOC and at UIUC. The results obtained using a Learning Ecologies (LE) analytical framework have demonstrated the effectiveness of the construct for analyzing the complexity of learning across multiple contexts. The findings highlight the centrality of learner activity as a key component which drives an individual's LE in combination with peer support and digital learning resources within open, dynamic and fluid systems spanning multiple contexts.

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Nery, Marcos de Abreu. "O uso das tecnologias digitais da internet na educação superior. representações docentes - entre o formal e o informal, as marcas da presença do possível." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15082016-121559/.

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A literatura da última década tem revelado a existência de tensões e conflitos, no uso das Tecnologias Digitais de Informação e Comunicação da Internet TDIC por docentes na Educação Superior, que vêm dificultando a adoção do uso dessas tecnologias por eles em seu cotidiano de ensino. A tese que se apresenta resulta de um estudo de caso, realizado em uma Instituição de Ensino Superior: a IES-P, no qual se investigou as representações de seus docentes sobre o uso educacional das TDIC pela perspectiva da Antropologia Dialética de Henry Lefebvre. Essa investigação buscou responder a seguinte questão: Qual seria a natureza das tensões e conflitos no uso educacional das TDIC que predominariam nessas representações? Teve-se como objetivo verificar quais seriam as implicações dessa natureza sobre a relação que se estabelece entre os propósitos e práticas educacionais desenvolvidos pelos docentes. Esse estudo desenvolveu-se em duas fases. Na primeira, aplicou-se um questionário que foi respondido por 62 dos 439 docentes da IES-P, com o objetivo de identificar, descrever e caracterizar o cenário da pesquisa e o perfil dos participantes. Na segunda fase, realizou-se uma entrevista semi-estruturada com 12 docentes participantes da primeira fase, sendo seus dados submetidos à análise de conteúdo com o objetivo oferecer subsídios para a análise das representações desses docentes sobre o uso das TDIC. Os resultados dessa pesquisa revelaram a predominância de uma dupla natureza para essas tensões e conflitos. Apoiando-se em autores como Bruno Latour e Pierre Lévy, chegou-se a uma proposição que explica essa dupla natureza como resultado da coexistência de dois domínios do uso educacional das TDIC: o sociotécnico e o socioeducacional, sendo que neles, atores sociais desses dois domínios associaram-se e interagiram uns com os outros estabelecendo inter-relações entre aspectos que identificam as ações entre eles nesses domínios, que podem ser tanto de tensão e conflito como de articulação e integração. O que se verificou como um dos resultados mais relevantes deste estudo foi que existiram representações, situadas no domínio socioeducacional e em contextos de uso das TDIC abertos na Internet, em que as inter-relações entre atributos da educação formal e informal ocorreram de forma articulada e integrada para um grupo de professores que transformaram seus propósitos e práticas educacionais ao apropriarem-se dessas tecnologias. Desse resultado, concluiu-se que a margem do que se encontrou como representações dominantes, que tendem a reproduzir formas de uso das TDIC programadas por uma cotidianidade, encontraram-se representações que revelaram marcas da presença de uma possível transformação efetiva de propósitos e práticas educacionais desenvolvidos por docentes na Educação Superior atendendo a demandas emergentes da sociedade por mudanças na relação com o saber na atualidade
Literature from last decade has disclosed the existence of tensions and conflicts in the use of Digital Information and Communication Technologies (DICTs) from internet by higher education teachers, which have been preventing them from adopting those Technologies in their everyday practice. The thesis that follows presents the results of a case study carried out in a Higher Education Institution: HEU-P, in which the teachers representations about the educational use of DICTs are investigated based on Henri Lefebvre dialectic anthropological theory. It is an attempt to answer the following question: what would be the nature of the tensions and conflicts in the use of educational DICTs that prevailed in those representations? The aim is to check which would be their implications on the relationships that are established between the educational purposes and practices developed by teachers. This study is developed in two parts. In the first, a questionnaire was applied to and answered by 62 of the 439 teachers from HEI-P. The aim was to identify, describe and characterize research scenario and participants profiles. In the second part, a semi-structured interview was carried out with 12 teachers from the first part, their data undergoing content analysis in order to get information for the analysis of their representation on the use of the DICTs. The results of this research reveal the predominance of a two-faced nature for those tensions and conflicts. According to Bruno Latour and Pierre Lévy, it is possible to infer a proposition that explains the two-faced nature because of the coexistence of two domains of the educational use of the DICTs: the socio-technical and the socio-educational. In both of the domains, the social actors got together and interacted, establishing interrelations among aspects that identify actions between them in those domains, which can be either of tension and conflict or of articulation and integration. What was observed as one of the most relevant results of this study was that for a group of teachers, who transformed their educational purposes and practices when they took hold of those technologies, there were representations, located in the socio-educational domain and in contexts of use of open DICTs from internet, in which the interrelations between attributes of formal and informal education occurred in an articulated and integrated way. The conclusion from this result is that, besides the most important representations, which tend to reproduce usages of DICTs programmed by an everydayness, there were representations that revealed clues of the presence of a possible effective transformation of educational purposes and practices developed by teachers of higher education answering society\'s emerging demands for changes in relation with todays knowledges.

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Ruas, Fernando Manuel Batista de Brito. "Carta educacional do Concelho de Aljustrel como elemento impulsionador do enriquecimento educativo local." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/10808.

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Efetuamos, numa primeira fase do trabalho, uma abordagem teórica, definindo alguns conceitos fundamentais para o desenvolvimento e fundamentação deste estudo. Ainda no campo teórico, realizámos a caraterização do território em estudo nas suas diversas vertentes. Esta investigação procura conhecer as instituições concelhias mais relevantes, caraterizar a sua atividade e perceber quais são os seus contextos de aprendizagem. Por parte das instituições, há disponibilidade para estabelecer parcerias e colaborar com a escola, podendo esta articulação contribuir para aumentar e diversificar a sua capacidade e oferta educativa, através da mobilização dos conhecimentos existentes nas instituições locais. O estudo empírico foi quantitativo, recorrendo ao inquérito por questionário como meio de recolha de dados. Foram estudadas 25 instituições num universo de 73 associações existentes. Procedeu-se à apresentação, análise e interpretação dos dados e principais conclusões do estudo. Foram feitas algumas recomendações e sugestões; ### ABSTRACT: We established a theorethical approach in the initial stage of our work, defining some crucial concepts for the development and grounding of this study. We also characterized the territory under study in its several forms. The research aims at knowing the most important municipal institutions, characterizing their activities and understanding what are their learning contexts. By the institutions, there is will to establish partnerships and co-operate with the school. This linkage may contribute to increase and diversify their ability and educational provision by harnessing existing knowledge in local institutions. The study was quantitative, using the inquiry and survey as a way to collect data. 25 institutions were studied within a total number of 72 existing associations. Afterwards, the data and main conclusions of the study were presented, analysed and interpreted. Some recommendations and suggestions were made.

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Yaqub, Naveed, and Atif Iqbal. "Mobile Learning Effectiveness in Higher Education." Thesis, Linnaeus University, School of Computer Science, Physics and Mathematics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5949.

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This research investigates mobile learning effectiveness in higher education. Mobile learning is composition of two words Mobile and Learning. In simple words mobile learning is mobility of learners by using mobile technologies in learning environment. Many researches addressed mobile learning but few of them covered mobile learning effectiveness. This study explores mobile learning effectiveness with the help of learning theories and models. Behaviorist, cognitive, humanistic, situational, and mobile learning theories are discussed that elaborate social, psychological, and philosophical aspects of learning. Detailed evolution of learning is also part of this report that covers the literature of distance learning, electronic learning as well as formal and informal learning. Three effective learning models are taken in consideration: the Garrison’s Community of Inquiry, the Swan’s Interactivity and Online Learning, and the Danaher and his colleagues’ model of mobile learning and teaching evaluation model. Danaher’s model is selected as a conceptual framework of the study that is composed of three elements that are engagement, presence and flexibility. Engagement is the active participation of the learner in learning activities. Presence means being there, physically or mentally, in learning activity or place. Flexibility is how easy and facilitative the system is for teachers and students. These three elements are used to determine mobile learning effectiveness. Survey method was used as our research approach. Empirical data was collected from Linnaeus University (prev. Växjö University) Sweden, by using two separate questionnaires for students and teachers. Collected data was analyzed with respect to learning theories and the theoretical model. The result reveals the potential of mobile learning as an effective mode of learning in terms of engagement and presence but flexibilty approved to be weaker in mobile learning.

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Dissertations / Theses on the topic 'Formal and Informal Education'

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