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Dissertations / Theses on the topic 'Formal, non-formal and informal education'

Author: Grafiati

Published: 8 September 2021

Last updated: 6 February 2022

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1

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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2

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

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3

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, fam

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4

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 bro

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5

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

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6

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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7

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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8

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 tra

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9

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

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10

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

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11

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

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12

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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Made available in DSpace on 2015-03-04T20:01:03Z (GMT). No. of bitstreams: 0 Previous issue date: 28<br>Nenhuma<br>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

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13

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 i

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14

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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15

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 dese

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16

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 showi

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17

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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18

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 di

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19

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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Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-05-05T19:33:22Z No. of bitstreams: 1 Magda Suzana Novo.pdf: 1107081 bytes, checksum: 0c286462dcef82554b89d91a9299c1d9 (MD5)<br>Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-05-08T15:32:10Z (GMT) No. of bitstreams: 1 Magda Suzana Novo.pdf: 1107081 bytes, checksum: 0c286462dcef82554b89d91a9299c1d9 (MD5)<br>Made available in DSpace on 2015-05-08T15:32:10Z (GMT). No. of bitstreams: 1 Magda Suzana Novo.pdf: 1107081 bytes, checksum: 0c286462dcef82554b89d91a9299c1d9 (MD5) Previous issue da

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20

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 experie

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21

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 pedago

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22

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

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23

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. T

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24

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 le

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25

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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26

Schlochauer, Conrado. "Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-21092012-112003/.

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Esse trabalho teve como principal objetivo investigar o processo de aprendizagem autodirigida em aprendizes adultos com formação universitária. Destaca-se a relevância de se identificar modalidades autônomas e intencionais de aprendizagem adulta, a fim de se atingir os objetivos propostos pela UNESCO relacionados à aprendizagem ao longo da vida em um ambiente de mudanças constantes e profundas do ponto de vista social, cultural, ambiental e econômico. O trabalho procura identificar, de modo específico, a incidência de projetos de aprendizagem com características autodirigida, o perfil do apren

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27

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

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28

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 nota

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29

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 a

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30

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 inter

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31

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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32

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) identifica

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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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<p> 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 abou

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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

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Murray, Eric A. "Tradition and Innovation in the Pedagogy of Brazilian Instrumental Choro." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1365782281.

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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 to

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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 transformaci

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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

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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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40

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,

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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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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<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica<br>Made available in DSpace on 2018-08-07T03:57:10Z (GMT). No. of bitstreams: 1 Marciano_ReginaHelenadeCampos_M.pdf: 3370253 bytes, checksum: 918c3039c56b7f9e9c98f5cf485c3104 (MD5) Previous issue date: 2006<br>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

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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 singu

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Namutenya, Martina. "An investigation of how the Namibian Environmental Education Course has shaped and informed the practice of non-formal environmental educators in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1015225.

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Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independen

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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.<br>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 interacti

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Faria, Thais. "INCENTIVO À LEITURA: UMA REFLEXÃO A PARTIR DA ANÁLISE DE PROJETOS DO COLE." Universidade Metodista de São Paulo, 2006. http://tede.metodista.br/jspui/handle/tede/1060.

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Made available in DSpace on 2016-08-03T16:15:52Z (GMT). No. of bitstreams: 1 Thais Faria.pdf: 430042 bytes, checksum: 6684296ef83102ecdcf97d854113e55d (MD5) Previous issue date: 2006-08-03<br>This work has the object to analise the resums of the notebooks in the three last COLEs (Reading Congress) - years 2001, 2003 and 2005-, looking for the incentives of reading projects, to recognize what is produced in our country about this theme. After this kno wleged, we intend to come back to Project Vô Di- Leitores de Luz made by me, looking for to analise your fundaments theorics medotology. By the

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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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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<br>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<br>and teachers&rsquo<br>perceptions were gathered, an

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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 frustra

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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 implementatio

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