Dissertations / Theses: 'High educational institution'

1

Silveira, Daniel Farias. "Evaluation of pre-purchase of technology courses from a private institution of higher education in Fortaleza." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3551.

Full text

Abstract:

The basic necessities of consumers situated in pre â purchase stage are universal. Nevertheless, exist important cultural diferences in manners through which the consumers behaviour is brought about in the practice. Thus, the study of the consumerÂs behaviour is of total relevance in strategies determinations of marketing in an organization. On that standard, a study was developed which aimed to analyse the variables which interfere on choiceÂs decision from technological superior courses in studentÂs perception of superior private education institution in Fortaleza city. In terms of methodology which fundamented the research can be pointed out that the type of relationship among the variables in this study characterized it as descriptive, while the variables nature, on this research, had qualitative character, in its first fase and quantitative in the second one. It was Adopted the ex-post-facto outlining constituting the IES Ateneu in Fortaleza city the studyÂs aim. The dataÂs collection was acomplished in primary sources (survey) and in secondary resources (bibliographic research). The researchÂs sample was composed by 154 students in superior technological courses. The studyÂs result evidence the fact that, among the factors which most influence the option for technological graduation courses is in the first place the feeÂs price and in the second place its duration. it was also verified that the family and friends are the greatest studentÂs contributors in the moment of students choice for a teaching institution. As necessidades bÃsicas do consumidor situadas no estÃgio de prÃ-compra sÃo universais. Existem, contudo, diferenÃas culturais importantes nas maneiras pelas quais o comportamento do consumidor se realiza. Sendo assim, o estudo do comportamento do consumidor Ã de total relevÃncia Ã determinaÃÃo de estratÃgias de marketing de uma organizaÃÃo. Nesse diapasÃo, desenvolveu-se este estudo que objetivou analisar as variÃveis que interferem na decisÃo de escolha dos cursos superiores tecnolÃgicos, na percepÃÃo dos alunos de uma instituiÃÃo de Ensino Superior privada, da cidade de Fortaleza/CE. A metodologia que alicerÃou esta pesquisa, quanto Ã natureza do relacionamento entre as variÃveis caracterizou-se como descritivo; quanto Ã natureza das variÃveis, esta pesquisa teve carÃter qualitativo, em sua primeira fase, e quantitativo em sua segunda. Adotou-se o delineamento ex-post-facto, constituindo-se a IES Ateneu, da cidade de Fortaleza/CE, o objeto de estudo. A coleta de dados foi realizada em fontes primÃrias (levantamento) e em vertentes secundÃrias (pesquisa bibliogrÃfica). A amostra de pesquisa foi formada por 154 alunos de cursos superiores tecnolÃgicos. Os resultados do estudo evidenciam o fato de que, dentre os fatores que mais influenciam a opÃÃo pelos cursos de graduaÃÃo tecnolÃgica, estÃo, em primeiro lugar, o preÃo da mensalidade e, em segundo, o tempo do curso. TambÃm, restou constatado que a famÃlia e os amigos sÃo os maiores influenciadores dos alunos no momento de decisÃo pela escolha da instituiÃÃo de Ensino Superior.

APA, Harvard, Vancouver, ISO, and other styles

2

Razzaq, Jamila. "The management of educational change in Pakistani educational institutions." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3216/.

Full text

Abstract:

This research study aims to explore the process of educational change management in Pakistan through the experiences and views of institution heads and teachers to look at the reality of an externally mandated reform at the school level. Beyond contextualising the process of educational change at the school level within the Pakistani education system, the study aims to contextualise this process in the global perspective by delineating an emergent model of educational change management for Pakistani education system. A change initiative to reform the national curriculum and assessment system for public examinations was investigated to provide the participants of the study a point of reference to express their opinions and to reflect upon and describe their experiences. This particular change initiative was part of a comprehensive reform programme called Education Sector Reform (ESR) programme initiated in 2002. To define the selection of institutions and the sample of teachers within those institutions, the curriculum and assessment system change at Higher Secondary School Certificate (HSSC) level in the subject areas of English, Urdu and Pakistan Studies was focused in the institutions affiliated with the examination board of Federal Board of Intermediate and Secondary Education (FBISE). Beyond affiliation with FBISE, the selection of twenty institutions was made in order to balance a number of factors as the ownership, attraction for admissions, gender representation and administrative structures. The data collection was done at three stages through three research tools. At the first stage, the institution heads of the selected institutions were included in the research through semi-structured interviews. At the second stage an exploratory questionnaire, which was based on the interview data and the related literature, was given to twenty teachers in ten of the institutions included in the study. The data from this exploratory questionnaire was used to develop a structured questionnaire for the third phase of the research, which was given to 124 teachers in the twenty institutions included in the study. The sample was balanced for the subject areas and the length of teaching experience of the participants. The analysis of data from both institution heads and teachers has converged on three overarching themes of student learning and assessment, issues related to the role of teachers in the process of change and the management of the reform process. In summary, participating institution heads and teachers are positive about the need and purpose of the reform; they also consider it good for student learning and attainment but have reservations about the top down approach in change management and poor resourcing. They demand well-resourced institutions and teachers, capacity building for implementers in the institutions and their inclusion in the process of the reform planning. They suggest improved communication and coordination for effective implementation of the reform along with comprehensive, inclusive, consistent and research based approach in the policymaking, planning and implementation strategy of the reform, which needs to be incremental in nature. Based on the data, especially the suggestions of the participants, an emergent model for educational change management in Pakistan has been outlined with strategic management at the core built around incremental, consistent, research based, inclusive and comprehensive, approaches. This model extends into the role of teachers: who are resourced with information, guidance, support, materials, facilities and funds, who are satisfied with the change management process and their professional status in the system and working conditions, and who are ready for the change through acceptance of the change (especially with reference to its effect on student learning), participation in the whole change process and training. This emergent model has been situated in the existing research literature to highlight the similarities as well as the distinctive features of the Pakistani context.

APA, Harvard, Vancouver, ISO, and other styles

3

Castillo, Claudia. "Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.

Full text

Abstract:

For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out. The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce. The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college.

APA, Harvard, Vancouver, ISO, and other styles

4

Baker, Rachel. "Continuation high school graduates' practices of resilient resistance to counteract institutional neglect." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251066.

Full text

Abstract:

Students who are relegated to highly stigmatized, remedial alternative education settings experience forces of school pushout and institutional neglect along their educational and life trajectories. This qualitative research study explores the ways in which former continuation high school students negotiated, made meaning of, and resisted processes of school pushout and broader experiences of institutional neglect. Through life history interviews with recent graduates of a California continuation high school, this study examines the impact of systemic injustice on students’ educational and life trajectories and highlights the ways in which these students exercise agency and engage in practices of resilient resistance along their path toward high school graduation. Guided by the theoretical frameworks of symbolic violence and Critical Race Theory constructs of student resistance, this study reveals how structures of oppression impact the lives of continuation high school students and illuminates the voices of marginalized students who are seldom heard in the existing body of research.

APA, Harvard, Vancouver, ISO, and other styles

5

SIQUEIRA, LEILA CURTY. "INTELLECTUAL PROPERTY POLICY IN HIGH EDUCATIONS INSTITUTIONS: THE PUC-RIO CASE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9047@1.

Full text

Abstract:

Inseridas em ambiente extremamente competitivo, frente às novas tecnologias e à redução contínua dos investimentos governamentais em pesquisa e desenvolvimento, as Instituições de Ensino Superior (IES) são instadas a interagir, constantemente, com vários órgãos governamentais e entidades privadas, por meio de parcerias que visam à realização de pesquisas básicas e aplicadas. Essa necessidade contribui, por outro lado, para o avanço tecnológico do país, melhorando sua competitividade, frente à inevitável globalização da economia, por meio de inovações e da transferência de tecnologia. Neste contexto, a definição e manutenção de políticas de Propriedade Intelectual (PI) passam a ser um requisito para a sobrevivência de qualquer instituição que investe em pesquisa e desenvolvimento tecnológico, por representar uma condição mandatória para o seu sucesso na transferência do conhecimento gerado para a sociedade, colaborando para a inserção e sustentabilidade das organizações brasileiras e do próprio país no mercado, face às regras que norteiam a competitividade global e fazer jus, em contrapartida, ao recebimento de recursos que ajudam a manter as suas atividades de pesquisa. No caso das IES, em geral, este é um desafio especial, na medida em que são organizações com características específicas, talvez nem sempre propícias à implantação de uma política de PI. Para as IES privadas, isto pode representar um caminho essencial para a sustentabilidade das atividades de pesquisa, dada a necessidade crescente de gerarem seus próprios recursos. O objetivo desta pesquisa é o de identificar requisitos, oportunidades e dificuldades organizacionais para a implementação de uma política de PI em uma IES de gestão privada, no Brasil. O objeto de estudo foi o caso da PUC-Rio, uma das mais tradicionais instituições de pesquisa no país. A metodologia fundamenta-se na percepção de diferentes indivíduos envolvidos nas atividades de pesquisa e desenvolvimento. Os resultados apontam que não há uma homogeneidade acerca da importância e da problemática da gestão de PI entre os participantes da pesquisa, bem como predomina a opinião de que a criação e implementação de uma política de PI não pode ser algo determinado verticalmente, de cima para baixo, pela instituição, mas algo que deve emergir ou ser aceito pelos atores da própria atividade de pesquisa e desenvolvimento, institucionalizando-se após amplo debate entre eles. Institutions of undergraduate and graduate studies are in an extremely competitive environment, facing new technologies and the continuous government investment reductions in research and development. They must interact constantly with several governmental institutions and private entities searching partnerships in order to make feasible basic and applied research. On the other hand, these efforts contribute to the technological advancement of the country, improving its competitiveness to face the inevitable economy´s globalization, throw technological transfers and innovation. In this context, the significance and maintenance of intellectual properties (IP) policies become a requisite for the survival of any institution that invests in technological development research. It also represents a mandatory condition for the success of knowledge transfer for the benefits to the sustainability of Brazilian organizations and the insertion of itself in the marketplace, taking into account the global competitiveness rules and proving at the same time that the receipt of resources that assist research activities were well worth it. This is a challenge, especially in the case of IES since they are organizations that have specific characteristics that may not be the best scenario for IP policies. For the private IES, this can represent an essential path for the sustainment of its research activities, given the growing need for themselves generating its own resources. The objective of this research at is to identify organizational requisites, opportunities and difficulties for the implementation o IP policies in a private managed IES in Brazil. The Case study is the case of PUCRio, one of the most traditional research institutions in the country. The methodology bases on the perception of different individuals involved in research and development activities. The results point that it does not have a homogeneity concerning the importance and problematic of IP management between the participants of the research, as well as predominates the opinion of that the creation and implementation of IP policies cannot be something determined vertically, top down, by the institution, but should come about or be accepted by its own research and development activities actors, and that its implementation occurs after extensive debate between them.

APA, Harvard, Vancouver, ISO, and other styles

6

Scott, Eva Siu Mei Poon. "The A levels' resit policy and its effect on student learning in three educational institutions in England : an investigation into the practice of students resitting examinations in A levels in three educational institutions in England with a view to exploring the implications of the A levels' resit policy for student learning in sixth-form education." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7520/.

Full text

Abstract:

This thesis is a qualitative study of the implications of the resit policy of A levels for student learning in sixth-form education in England. In contrast to many other high-stakes examinations which test students only at the end of a course, A levels use a modular format where students are allowed to resit past units within the two-year sixth-form course with no limit or penalty. Since resits were introduced extensively to A levels ten years ago, the A-level results have been improving steadily. Every year, without fail, there are reports of another 'best-ever' A levels. Yet, instead of national elation, there is mistrust, suspicion and doubt about rising standards amid allegations of grade inflation; resits are seen as the key reason for the big increases in A-level results. The research adopts an interpretivistic approach, based on the accounts of students and academic staff from three sixth-form educational institutions and university admissions tutors at two universities in England. It explores the practice of resits in sixth-form education, including how students make resit decisions, how they improve in the resit, how resits affect student learning, what impact resits have on the certification and selection roles of A levels, and how students of differing learner identity approach the resit challenge. It contends that, due to a lack of appreciation of the rationale behind the resit policy, no control of resits and the highly competitive nature of selection by universities, the A levels' resit policy has resulted in some educationally undesirable practices in sixth-form education. Only those who adopt a positive approach to resits, have help from their teachers and work hard to improve their learning and skills gain from the system and these conditions are differentially available to students. For the others, the resit system has resulted in an over-emphasis on A levels in sixth-form education, which involves taking examinations early through rushed teaching, elaborate resit strategies, dubious revision tactics and reliance on second chances. All these contribute to warping students' understanding of what counts as valid knowledge or what it means to learn. The resit system has accentuated the examination-oriented culture in sixth-form education and has resulted in an increased focus on extrinsic rewards, performance goals and a surface approach to learning, which may ill-equip students for success at university or for life-long learning. The research aims to demonstrate how a well-intentioned policy for a high-stakes examination can have unintended consequences when it comes to actual practice in the classroom. It concludes that in developing educational and assessment policies, due consideration needs to be given to their implications for student learning and their impact on education as a whole.

APA, Harvard, Vancouver, ISO, and other styles

7

Sanchez, Juan Gabriel. "Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108371.

Full text

Abstract:

Thesis advisor: Marilyn Cochran-Smith A new phenomenon in teacher education, referred to as new graduate schools of education, or nGSEs (Cochran-Smith, et al., 2016), is gaining traction in the U.S. Profoundly different in program structures and arrangements from most university programs, these non-university affiliated teacher education programs have emerged during the current era of standards- and accountability-based reform. However, limited empirical research has examined how nGSEs conceptualize and enact teaching and learning and how these programs might signal a shift in the field of teacher education. This dissertation attempts to address this empirical lacuna through an in-depth qualitative case study of the first such program, located within High Tech High (HTH), a charter school network. The purpose of this study is to understand the HTH program’s core beliefs and behaviors, as well as the organization’s relationship with its institutional environment (i.e. the broader educational policy, funding, and field-level contexts). Utilizing institutional analysis and sensemaking theory, I argue that teacher education programming at HTH drew on a core logic of constructivism, which informed the school’s instructional work of teaching and learning and its organizational design. Through this constructivist approach, teacher education faculty and students were able to “practice with theory,” bridging the theory-practice dichotomy and informing a relational and actionable conception of knowledge. Finally, HTH took an active stance towards its institutional environment, developing organizational networks to both retain organizational fidelity to its mission and also enact change in accordance with this mission. My analysis has implications for teacher education, organizational analysis, and education policy. Because constructivism dually informed instruction and organizational structures, HTH offers new possibilities for the design of education organizations. The centrality of constructivist logics allowed for both remarkable consistency in values, beliefs, and goals across the organization as well as considerable agency for individual actors. The agency of HTH personnel, paired with the program’s “active stance” towards environmental forces, such as funders and field-level partners, informed how education leaders’ design choices simultaneously supported individual agency and organizational mission as well as ground-up approaches to change. Lastly, the case of HTH indicates that the nGSE phenomenon models new organizational approaches to teacher education, which can challenge and expand the ways in which we understand teaching and learning for educators Thesis (PhD) — Boston College, 2019 Submitted to: Boston College. Lynch School of Education Discipline: Teacher Education, Special Education, Curriculum and Instruction

APA, Harvard, Vancouver, ISO, and other styles

8

Giraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Young, Pamela. "Adult high school learners' experiences with literacy education in institutional upgrading classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40146.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Steinmetz-Benton, Micheala A. "Differences in the Dual Credit Experience between High School and Institutions of Higher Education." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425857.

Full text

Abstract:

Dual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.

APA, Harvard, Vancouver, ISO, and other styles

11

Alcaine, Jose G. "FACTORS AFFECTING INSTITUTIONAL PERFORMANCE AT HIGH AND VERY HIGH RESEARCH UNIVERSITIES: POLICY IMPLICATIONS." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4275.

Full text

Abstract:

Higher education institutions in the Unites States (U.S.) are under stress. Universities and colleges in the U.S. face competing demands marked by steeply declining state and local appropriations and increased competition for research dollars and prestige. This stress is felt most acutely at high and very high research universities who must face these funding challenges while at the same time must serve a multiplicity of missions and stakeholders. This study examines factors that influence institutional performance at high and very high research universities in the U.S. These high and very high research universities, as classified by the Carnegie Foundation for the Advancement of Teaching under the 2010 Basic Classifications, represent doctorate granting institutions with the highest levels of research activity. Drawing from systems theory and neoliberalism, the study employs a non-experimental quantitative research design using secondary analysis of data collected primarily through the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS), the Association of University Technology Managers (AUTM), and the Carnegie Foundation for the Advancement of Teaching. The data was analyzed for the years 2008 through 2012. Given a competitive environment marked by decreasing resources, the findings suggest that universities, whether public or private, will continue to pursue strategies and policies that will favor entrepreneurial activities with clear revenue implications as well as attracting top students in an effort to increase institutional performance. The need for further research into institutional factors and performance models is identified as well as the need for comprehensive institutional data. The concept of policy alignment is introduced as a way to cope with demands at all levels of policy. To the extent that high and very high research universities continue to face a competitive environment with decreasing state and federal resources, greater understanding of institutional factors that can impact revenues will become important as competition for revenues increase. Performance models such as the one explored in this study can help universities, policy makers, and stakeholders make decisions and set policies that can bolster the institutions’ activities given environmental challenges.

APA, Harvard, Vancouver, ISO, and other styles

12

Michael, Christine M. "The relationship of the transformational leadership of the administrators in America's middle college high schools and their feeder institutions to selected indicators of effectiveness." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=230.

Full text

Abstract:

Thesis (Ed. D.)--Marshall University, 2003. Title from document title page. Document formatted into pages; contains p. vii, 141 p. Includes abstract. Includes vita. Includes bibliographical references (p. 91-109).

APA, Harvard, Vancouver, ISO, and other styles

13

Waymark, Bruce. "Exploring photo-elicitation as a research method for teachers conducting research in their own institution : a case-study at St Agnes' School." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/376645/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

ZHANG, ZHENPING. "Enhancing the Performance of Chinese High Education Institutions through Collaborative Governance: A Dynamic Performance Management Approach." Doctoral thesis, Università degli Studi di Palermo, 2021. http://hdl.handle.net/10447/514957.

Full text

Abstract:

With the development of the knowledge economy, knowledge generation and application has been a powerful engine for economic development and global competition. Higher Education Institutions (HEIs) are under great pressure to improve their performance in teaching, research and the third mission, to respond to the changing social needs actively. This doctoral thesis is aimed at proposing a framework to enhance the performance of Chinese HEIs through collaborative governance using a dynamic performance management approach. Based on a literature review of performance management in Chinese HEIs, a conceptual framework is proposed to enhance the performance of teaching, research and the third mission in Chinese HEIs by 1) identifying the end results of the collaborative governance; 2) finding respective performance drivers for achieving end results and 3) building-up, preserving, and deploying a proper endowment of strategic resources. Especially, the performance drivers can be gauged to examine the performance of collaborative governance. A comparative case study of a consulting project and a joint lab was conducted to demonstrate the power of the conceptual framework to foster collaborative governance between HEIs and external organizations to enhance HEIs’ performance, specifically in the Chinese context. Firstly, it provides a framework to map and model the structure and process of collaborative governance. This framework allows us to make explicit expected end results, performance drivers and related strategic resources. Secondly, by the means of the causal loop diagrams depicting the underlying processes and mechanisms of the conceptual framework, this can engage HEIs and external organizations in a learning process to foster understanding, consensus and commitments. Finally, the conceptual framework can facilitate the implementation or improvement of collaborative governance practices by cascading overall organizational goals among different actors and analyzing alternative policies with the “learning device”. The case study shows that collaborative governance can enhance Chinese HEIs’ performance by (1) providing additional resources to support the research activities, such as funding, field research opportunities, data and application scenarios; (2) improving the efficiency of service delivery and relevance of research with field knowledge and external stakeholders’ active participation; (3) contributing to the improvement of teaching through new cases, new knowledge and learning-by-doing opportunities in projects. Furthermore, the active interaction with external stakeholders builds mutual understanding, trust, shared norms and good relationships, which in turn create critical strategic resources to enhance future collaborations. This thesis is a trial to enhance Chinese HEIs’ performance through collaborative governance. Future research can also introduce the objective view and the subjective view of dynamic performance management to further examine the processes and activities, and the responsibility of different decision-makers in the collaborating process. Besides, the development of simulation models can help strengthening the substantive validity of the conceptual framework and the case studies. Finally, it would be worthy to investigate the impact of the proposed framework in non-Chinese HEIs. With the development of the knowledge economy, knowledge generation and application has been a powerful engine for economic development and global competition. Higher Education Institutions (HEIs) are under great pressure to improve their performance in teaching, research and the third mission, to respond to the changing social needs actively. This doctoral thesis is aimed at proposing a framework to enhance the performance of Chinese HEIs through collaborative governance using a dynamic performance management approach. Based on a literature review of performance management in Chinese HEIs, a conceptual framework is proposed to enhance the performance of teaching, research and the third mission in Chinese HEIs by 1) identifying the end results of the collaborative governance; 2) finding respective performance drivers for achieving end results and 3) building-up, preserving, and deploying a proper endowment of strategic resources. Especially, the performance drivers can be gauged to examine the performance of collaborative governance. A comparative case study of a consulting project and a joint lab was conducted to demonstrate the power of the conceptual framework to foster collaborative governance between HEIs and external organizations to enhance HEIs’ performance, specifically in the Chinese context. Firstly, it provides a framework to map and model the structure and process of collaborative governance. This framework allows us to make explicit expected end results, performance drivers and related strategic resources. Secondly, by the means of the causal loop diagrams depicting the underlying processes and mechanisms of the conceptual framework, this can engage HEIs and external organizations in a learning process to foster understanding, consensus and commitments. Finally, the conceptual framework can facilitate the implementation or improvement of collaborative governance practices by cascading overall organizational goals among different actors and analyzing alternative policies with the “learning device”. The case study shows that collaborative governance can enhance Chinese HEIs’ performance by (1) providing additional resources to support the research activities, such as funding, field research opportunities, data and application scenarios; (2) improving the efficiency of service delivery and relevance of research with field knowledge and external stakeholders’ active participation; (3) contributing to the improvement of teaching through new cases, new knowledge and learning-by-doing opportunities in projects. Furthermore, the active interaction with external stakeholders builds mutual understanding, trust, shared norms and good relationships, which in turn create critical strategic resources to enhance future collaborations. This thesis is a trial to enhance Chinese HEIs’ performance through collaborative governance. Future research can also introduce the objective view and the subjective view of dynamic performance management to further examine the processes and activities, and the responsibility of different decision-makers in the collaborating process. Besides, the development of simulation models can help strengthening the substantive validity of the conceptual framework and the case studies. Finally, it would be worthy to investigate the impact of the proposed framework in non-Chinese HEIs.

APA, Harvard, Vancouver, ISO, and other styles

15

Dudnytska, Nataliya. "Opportunities in the Lived Experiences of Successful High-Ability International Doctoral Students at a Selective U.S. Higher Education Institution." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1516639481.

Full text

Abstract:

Supporting the continuous successful talent development of high-ability individuals from various backgrounds has been one of the main goals and issues in gifted education. However, the lack of resources, enrichment supports, and opportunities for talent development often inhibit realization of potential of precocious students. Exploration of successful academic talent development experiences of high-ability international young adults from developing countries offers a unique perspective and highlights universal supports necessary for continuous development of expertise. Internationalization of education, brain circulation, and talent development have been studied in the fields of education, psychology, and sociology. However, no empirical study to date explored the successful talent development path and opportunities in the lives of high-ability doctoral students from developing countries. The present phenomenological study focused on experiences and perceptions of high-ability international doctoral students who are successfully developing expertise in various academic fields at a selective U.S. university. Semi-structured individual and focus group interviews, demographic data and constructed academic talent development trajectories ensured thorough exploration of the participants’ successful academic talent development experiences. Analysis also provided a clearer conceptualization of the construct of opportunity as perceived by the participants. The results of this study will inform research, internationalization of higher education institutions, and academic talent development of high-ability students from various backgrounds.

APA, Harvard, Vancouver, ISO, and other styles

16

Ollis, Peter Rennie. "An investigation into the effect of attending an elite independent boys' school on working class children who were awarded free places." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8737/.

Full text

Abstract:

King Edward's Birmingham, an independent school, provides wholly free places to some 10% of its annual intake of 120 boys. This research investigates how such boys fare academically at school and how their schooling could affect their subsequent lives. Because they have passed the fierce entrance examination without the benefits middle class children might have received through attending feeder prep schools with perhaps additional coaching, the meritocratic thesis suggests they should excel in the school and achieve impressive qualifications. Conversely, the work of Bourdieu and Bernstein indicates that dissonance between home and school environments could create social difficulties and cause these boys to underperform significantly. The results show that most free-place boys achieved results similar to their fee-paying counterparts although few really excelled and a noticeable minority struggled throughout school and gained disappointing final grades. On leaving education, those from the working class prove less likely to enter the elite professions and those who do so advance less than their middle class peers. These differences could be attributed to lower amounts of cultural and social capital. A change in the focus of extra-curricular activities at King Edward's to target the building of these forms of capital could prove beneficial.

APA, Harvard, Vancouver, ISO, and other styles

17

Beratan, Gregg D. "Institutional ableism and the politics of inclusive education : an ethnographic study of an inclusive high school." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020009/.

Full text

Abstract:

This thesis explores some of the ways inequalities are maintained and legitimated within the context of reforms that are focused on them. In particular, it looks at the continued marginalization of disabled students in U.S. public Schools. Central to this is the development of the concept of institutional ableism, the idea that there are discriminatory structures and practices and uninterrogated beliefs embedded within society that subvert even the most well intentioned policies. This thesis is an attempt to examine this oppression on both the macro and micro-political levels. Chapter three looks at how institutional ablism works at a policy level. Using a detailed deconstruction of the Individuals with Disabilities Education Improvement act 2004 (IDEA), the first chapter examines the ways in which institutional ableism subverts the stated intentions of IDEA to maintain disabled peoples marginalised status within the education system. The chapter further deconstructs IDEA, focusing on its attempts to address the disproportionate representation of minority students in special education. The Final three chapters look at the micro-politics of school level reforms. Based on a year long ethnography in an inclusive school in the western United States. Chapter four focuses on the relationship between teachers and disabled students examining the mechanisms used to maintain inequalities when traditional ableism has been made inaccessible. Chapter five focuses on peer relationships. It was found that in filling a gatekeepers role nondisabled students utilise the governance of friendship to preserve and regulate the hierarchical relationship between disabled and nondisabled students. Chapter six using case studies of several students looks at the school's disabled students' experience of the school, their teachers and their peers. It is clear from these cases that even with the extensive efforts to dictate and control the positioning within the school, disabled students are still able to create spaces for resistance.

APA, Harvard, Vancouver, ISO, and other styles

18

Chandler-Grevatt, Andrew J. "The use of levelled assessment tasks and their impact on teaching and learning in science education." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6276/.

Full text

Abstract:

The use of Levelled Assessment Tasks (LATs) in secondary science in England has been increasing over the past five years in response to attempts to encourage more Assessment for Learning (AfL) strategies in the science classroom. This empirical study investigates how LATs are used by teachers and the extent to which such tasks support teaching and learning. An online survey of 106 teachers was used. It showed that teachers did find that the LATs supported their teaching using AfL strategies, but revealed that a majority of teachers do not use the tasks as formatively as they could be used. From the online questionnaire, a descriptive framework for how the LATs support teaching and learning is proposed. Five case studies where teachers used a LAT were observed. The data collected included a post-lesson pupil questionnaire, an interview with a group of pupils and an interview of the teacher. From these cases, a theory seeking approach to educational case studies through fuzzy propositions (Bassey, 1999) was used to develop a model of the relationship between teacher values and pupil values to assessment tasks. The fuzzy generalisations proposed from the case studies were that: (1) Teacher attitudes to the LATs may influence pupil attitudes to the LATs, (2) Teachers with a „big picture of levels‟ may be more likely to use LATs formatively and (3) Teachers who engage pupils with the notion of „levelness‟ may be more likely to improve conceptual development of pupils. The notion of „levelness‟ is explored. This evolves into three issues being explored: whether grades should be shared with pupils, the LATs relationship with summative and formative assessment practices and why such tasks have become popular with science teachers. The latter is considered in the context of the current target-driven culture of schools in England. Finally, the future of assessments like the LATs is discussed in relation to current policy and recommendations for their use and development are considered.

APA, Harvard, Vancouver, ISO, and other styles

19

Bastaki, Maria. "Model United Nations in Greece : senior high school students' perspectives on global citizenship." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7840/.

Full text

Abstract:

A Model United Nations School Conference is a brief role-play simulation, during which senior high school students take on the roles of delegates in various UN Committees. This thesis presents the findings from a qualitative longitudinal research study which followed 26 MUN senior high school delegates, in Athens, Greece, during their preparation and actual participation in three consecutive MUN conferences, from December 20 I 1 to March 2013. The research explored and exposed the MUN participants' perspectives on global citizenship in terms of knowledge, values , attitudes and skills the students saw themselves as developing, in light of their prolonged engagement in MUN. A range of data collection techniques were used, including participant observation and semi-structured interviews where the photo-elicitation technique was employed. The research in this thesis suggests that the senior high school students who participated in MUN were able to identify global citizenship as a potential citizen status, which entailed the acquisition of global knowledge, development of a sense of moral concern about and responsibility for addressing global issues, and a commitment to take collective action for a sustainable future. It also demonstrated that students had varying conceptions of global citizenship , mostly depending on the length of their engagement in MUN. The students who participated in all three MUN conferences related their experience to their development as global citizens, in terms of preparation for active citizenship in the future and a stimulus' for changing their own attitudes and perspectives in this regard. Preparation for and participation in this role play simulation seemed to have provided an ideal opportunity for the students to develop independent research and critical thinking skills, as well as public speaking, team working and problem-solving in an engaging, active learning, out-of-school environment.

APA, Harvard, Vancouver, ISO, and other styles

20

Collins, Emerald R. "Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500112/.

Full text

Abstract:

Transitions are a natural part of life. Youth grow and develop physically, socially, psychologically, and intellectually during primary and secondary school years. The transition from secondary to postsecondary education is an important transition as youth not only move from high school to college, but also from adolescence to young adulthood. It is a time when young adults naturally desire to become more independent in pursuit of their personal dreams and aspirations. The purpose of this study was to examine the impact that academic, psychological, and social factors on youth with high-incidence disabilities as they strive to make successful postsecondary education transitions. Current trends indicate youth with high-incidence disabilities are graduating from high school and are attending vocational schools, colleges, and universities in increasing numbers. Transition barriers still limit many youth who could otherwise attend institutions of higher education regardless of disability type. Findings suggest academic and psychological factors most significantly predict successful postsecondary education transitions. Recommendations for improved transition planning and parental training are suggested.

APA, Harvard, Vancouver, ISO, and other styles

21

Carlson, Gregory Dean. "Determining the Essential Components of State and Institution Dual Credit Program Policy in New Mexico: A Delphi Study with High School and College Experts." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/26566.

Full text

Abstract:

The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, dual credit program will be defined as ?a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate? (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding dual credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies.

APA, Harvard, Vancouver, ISO, and other styles

22

McCrum, Elizabeth M. "Teaching history in postmodern times : history teachers' thinking about the nature and purposes of their subject." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6266/.

Full text

Abstract:

This thesis investigates how secondary school history teachers at the start of their teaching careers view the nature and purposes of their subject and how they think these views impact on their practice. Data were collected through in depth individual qualitative interviews with eleven teachers completing their initial training. These focused on: how these beginning teachers conceived of the nature of their discipline; the rationale they presented for the purposes of their subject in the school curriculum; the origins of their views on the nature and purposes of history; and how they are manifest in what and how they teach. In order to maintain coherence and to represent the richness and complexity of each teacher's own story these were written, analysed and presented as narrative accounts. A summary is given of each the accounts with three presented in full. The accounts show these beginning history teachers' views on the nature of history as reflecting the dominant discourse that characterises history as an academic subject, being largely Constructionist and emphasising the objective analysis of historical evidence. The teachers' rationales for the purpose of history emphasised broader educational, social and moral purposes. More postmodern perspectives are apparent in the emphasis given to the importance of historical interpretations. Family background, lived experiences, literature and the media are significant influences on the teachers' beliefs about the nature and purposes of history. These beliefs seem to impact on classroom practice and pupil learning in the subject. They influence teaching style, choice of learning activities and the areas of historical understanding emphasised, with, for example, views of the past as an uncontested body of knowledge leading to a pedagogy dominated by the transmission of substantive knowledge; and views which emphasise the more constructed nature of history leading to more pupil centred skills based approaches. Teachers' views on the nature and purpose of the subject are a significant influence on their mediation of the National Curriculum. The National Curriculum for History has increasingly provided opportunities for interpretations more sympathetic to the postmodern orientation but research and inspection evidence suggest that these opportunities are often poorly realised in schools. One reason for this is proposed as history teachers' lack of engagement with postmodern perspectives on history. It is important for teachers to engage with such approaches as without further consideration of their implications history teachers are unable to teach aspects of secondary History. Teachers also need to recognise and make explicit different orientations towards history in order to facilitate pupil learning, to engage pupils and to provide them with the skills necessary to be critical consumers of the range of histories presented to them in society. The research has implications for history teaching, pupil learning and the initial training and professional development of teachers. The case is made for further consideration being given to postmodern perspectives on the nature of history in initial and continuing teacher education in order to improve teaching and learning. The initial teacher education of history teachers needs to ensure that those on programmes have the syntactical knowledge necessary to develop effective teaching strategies and approaches, to enable pupil learning, and to develop their own subject knowledge and ability to reflect on their own practice and development. This research also emphasises the need for all those involved in training to critically engage with subject orientations as where beginning teachers' beliefs conflict with the dominant discourse of history teaching this can lead to problematic experiences of teaching and of teacher training.

APA, Harvard, Vancouver, ISO, and other styles

23

Maro, Wadrine. "Design and evaluation of a professional development programme to support activity-based biology teaching and learning in Tanzanian secondary schools." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/350762/.

Full text

Abstract:

This study aims to design, implement and evaluate a professional development programme for biology teachers in Tanzania. The proposed activity-based approach to teaching supported by the 5Es instructional sequence (adapted from Bybee et al., 2006) is new in the Tanzanian secondary schools context. Consequently, this study addresses the following research questions. 1) What are the characteristics of an effective professional development programme that adequately supports learning and teaching of biology in Tanzania? 2) How can a professional development programme be practically designed and implemented to enhance Tanzanian biology teachers’ pedagogical knowledge and skills? 3) What impact does this professional development programme have on teachers’ pedagogy and students’ learning of biology? The study included 675 students, 35 teachers, 7 student teachers, and 3 experts in the field of science education. A design-based research methodology involved both qualitative and quantitative data collection methods and analysis. Teachers’ reactions to the professional development workshop were positive. They were satisfied with the content and follow-up coaching activities. The new knowledge and skills helped teachers to support students through interaction with materials and discussion in small groups to acquire meaningful learning. Findings of classroom observations, teacher interviews, student evaluation questionnaires, and focus group discussions showed that the adoption of the newly developed excitement stage in the 5Es instructional sequence was useful and relevant to teachers’ instructional approaches. It supported them to move away from overly didactic practices to activity-based and student-centred teaching and learning approaches. Student focus group discussions indicated positive opinions about their teachers’ adoption of the new approaches. Students reported differences from their regular classes, which served to enhance better understanding of the taught concepts. These positive changes included, more student involvement in the lesson activities and teachers being more supportive and open to questions. This study has confirmed findings from previous research about the important role of curriculum materials as a component of teachers' professional development experience. In addition, findings of the study demonstrated that the 5Es instructional sequence provided teachers and students with opportunities to practice effective science teaching and learning approaches. It is hoped that this approach is adopted more widely in Tanzanian secondary schools, so that future students may experience success and be inspired to continue their studies of science.

APA, Harvard, Vancouver, ISO, and other styles

24

Hall, Alice A. "Tacit Culture and Change: A Model of Change Constructed From Institutional Assumptions and Beliefs." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30565.

Full text

Abstract:

Higher education today faces a conflict between increasing societal demands and decreasing budgets. Innovation and change in higher education occur in the face of limited institutional resources. Meeting the challenges confronting colleges and universities is best accomplished by applying planned change efforts that recognize tacit culture (underlying assumptions and beliefs) and incorporate these cultural components into the change process. To date, however, change theory in higher education provides limited insight into institutional culture and how culture interacts with change. This is complicated by the fact that there are very few acknowledged methods for revealing tacit components of culture in higher education. This study provides the fields of change theory and institutional culture with, first, knowledge about revealing culture in higher education and, second, a model of change grounded in a single institution’s assumptions and beliefs. Using a variation of Sackmann's (1991) open-ended, issue focused interview method for uncovering tacit components of culture in corporate organizations, this study reveals cultural assumptions and beliefs about a planned change project in a two-year community college. Further, a model of change is constructed from the revealed assumptions and beliefs that explains the role of this tacit culture in the probable outcomes of the change project. Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

25

Dupuis, Phyllis A. "Examination of Faculty Expectations of Technical College Administrators as an Important Factor in High Performing Environments." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1099.

Full text

Abstract:

Popular thought supports the notion that faculty expectations of technical college administrators appear to be linked to the success or failure of an institution at accomplishing its mission. These expectations provide the basis for the development of relationships that foster the growth of technical training and thus the growth of a skilled workforce. Faculty members in technical colleges are responsible for training individuals to meet business and industry needs. Administrators are responsible for efficiently achieving the institution's mission of workforce development. Unknown faculty expectations may inhibit the ability of administrators to achieve the institution's mission in an efficient manner. This project is an exploratory qualitative study of faculty expectations of technical college administrators in a high performing environment. The result of this study increases the administrators' understanding of expectations associated with their role and facilitates the development of an effective workforce training agenda. Five major themes related to expectations of administrator roles emerged from participant interviews: student-, community-, faculty-, administrative-, and attributes-oriented roles as necessary for achieving outcomes in a high performing technical college environment. Study findings reveal major differences in faculty expectations and institutional expectations of the role of technical college administrators. The necessity for reconciliation of these differences in expectations is examined as it relates to the success of high performing institutions. Potential contributions of this study to post-secondary technical and community colleges are numerous. Through the use of Mintzberg's Taxonomy of Managerial Roles (Mintzberg, 1973) as a conceptual framework and actual accounts of eleven technical viii college faculty members, this study seeks to contribute to the training/development of technical and community college administrators, provide a summary of faculty expectations of technical college administrators, identify professional development opportunities to assist faculty in clarification of administrator roles, provide insight into the behaviors deemed necessary for campus administrators to be considered successful, increase faculty job satisfaction and improve morale by providing an opportunity for communication and feedback, and provide insight to current and future leadership development programs and processes.

APA, Harvard, Vancouver, ISO, and other styles

26

Hiesterman, Matthew. "High School Students Attending College: A Study of the Dual Enrollment Program and its Impact on the Postsecondary Institution of Brevard Community College." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5789.

Full text

Abstract:

This study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are made in order to help the program retain its positive attributes. While quality, quantity, and money are all issues concerning the day to day problems that arise in the program, it would appear that the motivation and reason a student is in the dual enrollment program drastically affects all three of these themes as they have the ability to positively or negatively use the opportunity of being in the program. Recommendations are made which may allow the institution and those involved in the dual enrollment program, specifically the faculty, to run as smoothly, efficiently, and productively as possible. M.A. Masters Sociology Sciences Applied Sociology

APA, Harvard, Vancouver, ISO, and other styles

27

Jeyacheya, Fungai. "Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.

Full text

Abstract:

Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provision of education to the disadvantaged Black Africans. Reforms focused on the millennium development goals (MDG) whose aims were to provide (primary school) education for all by 2015. The economy of Zimbabwe, which experienced growth soon after independence, declined rapidly in the late 1990s and 2000 leading to the hyperinflation of 2008. This led to adverse effects on the provision of quality education and teacher demotivation. Some teachers in this study revealed a sense of a compromised professional identity; there was also a sense of a teaching community that included many ‘accidental’ teachers. It was also possible to detect many teachers having a sense of a lack of control; discontentment was high among the teacher respondents. There was also a reluctance to understand the need for accountability and commitment by a significant number of the teacher respondents.

APA, Harvard, Vancouver, ISO, and other styles

28

Boscatto, Juliano Daniel [UNESP]. "Proposta curricular para a Educação Física no Instituto Federal de Santa Catarina: uma construção colaborativa virtual." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151896.

Full text

Abstract:

Submitted by JULIANO DANIEL BOSCATO null (juliano.boscatto@ifsc.edu.br) on 2017-10-10T17:29:00Z No. of bitstreams: 1 Tese Boscatto, Juliano Daniel .pdf: 2886891 bytes, checksum: 7522e02ae865c689fd47657668b638e7 (MD5) Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-10-11T16:58:29Z (GMT) No. of bitstreams: 1 boscatto_jd_dr_rcla.pdf: 2886891 bytes, checksum: 7522e02ae865c689fd47657668b638e7 (MD5) Made available in DSpace on 2017-10-11T16:58:29Z (GMT). No. of bitstreams: 1 boscatto_jd_dr_rcla.pdf: 2886891 bytes, checksum: 7522e02ae865c689fd47657668b638e7 (MD5) Previous issue date: 2017-08-14 Estudos que se dirigem ao planejamento de ensino, à sistematização e à diversificação dos conteúdos de ensino no âmbito da Educação Física escolar são de fundamental importância em tempos de reestruturações curriculares da educação básica. As propostas curriculares, pelo caráter propositivo que possuem, podem auxiliar na organização do processo de ensinar e aprender, pois apresentam fundamentos didático-metodológicos que podem contribuir com o avanço da aprendizagem dos estudantes e a legitimidade pedagógica da Educação Física. Diante da atual conjuntura, objetivou-se analisar como a construção colaborativa virtual de uma proposta curricular pode contribuir com a Educação Física em um instituto federal localizado no estado de Santa Catarina. Esta pesquisa se caracterizou como um trabalho de cunho qualitativo, de caráter essencialmente colaborativo. A amostra foi composta por seis professores de Educação Física que atuam em um instituto federal. O trabalho de campo constituiu-se, inicialmente, em diagnosticar como os professores desenvolviam as suas práticas de ensino para, então, construir coletivamente uma proposta curricular para o ensino médio integrado. Por fim, realizou-se uma avaliação junto aos colaboradores sobre a referida proposta. Todas as etapas da pesquisa foram desenvolvidas com o auxílio de plataformas virtuais como e-mails, Skype e o Google Docs, os quais possibilitaram a interação com os participantes e a realização da pesquisa. Os dados obtidos no diagnóstico inicial possibilitaram verificar os principais elementos que constituíram uma proposta curricular para a Educação Física no ensino médio integrado. O documento foi construído de maneira coletiva e apresentou uma sistematização de saberes curriculares, com base nas práticas corporais: esporte, dança, ginástica, lutas e práticas corporais de aventura e nos conhecimentos sobre o corpo. Foi possível estabelecer uma organização curricular, baseada nas dimensões dos conteúdos (conceitual, procedimental e atitudinal) com seus respectivos objetivos de aprendizagem. Os conhecimentos sobre o corpo possibilitam a análise crítica sobre o modo de produção no âmbito do emprego e os aspectos relacionados à saúde do trabalhador. Os participantes do estudo avaliam que a Proposta Curricular apresenta uma perspectiva de ensino que prima pela reflexão sobre o que está sendo estudado, com possibilidades dos estudantes realizarem a leitura crítica do contexto sociocultural em que fazem parte. Ademais, o documento permite visualizar outras alternativas pedagógicas para as práticas de ensino da Educação Física que podem melhorar as ações educativas dos participantes do estudo. Studies aimed at teaching planning, systematization and diversification of teaching contents within the scope of Physical Education at school are of fundamental importance in times of curricular restructuring of basic education. The curricular proposals for the propositional character they have, can help in the organization of the process of teaching and learning, because they present didactic-methodological foundations that can contribute to the advancement of student learning and the pedagogical legitimacy of Physical Education. The objective was to analyze how the virtual collaborative construction of a Curricular Proposal can contribute to Physical Education in a Federal Institute located in the state of Santa Catarina. This research was characterized as a qualitative, essentially collaborative work. The sample consisted of six Physical Education teachers who work in a Federal Institute. The fieldwork initially consisted of diagnosing how teachers developed their teaching practices and then collectively constructing a Curriculum Proposal for Integrated High School. Finally, an evaluation was carried out with the employees on this proposal. All stages of the research were developed with the help of virtual platforms such as e-mails, Skype and Google Docs, which enabled interaction with the participants and the conduct of the research. The data obtained in the initial diagnosis made it possible to verify the main elements that constituted a Curricular Proposal for Physical Education in Integrated High School. The document was constructed collectively and presented a systematization of curricular knowledge, based on corporal practices: sports, dance, gymnastics, fights and corporal practices of adventure and knowledge about the body. It was possible to establish a curricular organization, based on the content dimensions (conceptual, procedural and attitudinal) with their respective learning objectives. The knowledge about the body, make possible the critical analysis on the mode of production in the scope of the employment and the aspects related to the health of the worker. The participants of the study evaluate that the Curricular Proposal presents a teaching perspective, which is based on the reflection about what is being studied, with the possibility of students doing a critical reading of the sociocultural context in which they are part. In addition, the document allows to visualize other pedagogical alternatives for the practices of teaching of Physical Education that can improve the teaching practices of the participants of the study.

APA, Harvard, Vancouver, ISO, and other styles

29

Monyemangene, Regina. "High access to and low use of Information Communication Technology : a case study of students in higher education institutions in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12022.

Full text

Abstract:

Includes bibliographical references. This study is a response to the need to understand the meaning behind some of the unanticipated behaviour displayed by students in higher education institutions who have high access to information communication technologies (ICTs), but yet display limited use. The main objective of the study is to explore and highlight reasons why students privileged with high access to ICTs make such limited use of them.

APA, Harvard, Vancouver, ISO, and other styles

30

Hallinen, Judith R. "The many quiet tensions| Perceptions of the broader impacts criterion held by NSF career award holders at very high research institutions of higher education." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635744.

Full text

Abstract:

This research explores the intersection of several truths: 1) American research universities are complex organizations with long-standing traditions that guide faculty behavior. 2) For the US to remain competitive in the global economy, education systems must prepare a diverse STEM workforce to conduct innovative research and development activities. Educators, students, and all citizens must understand the importance of and pathway to STEM careers. 3) Faculty rely on external funds to support their research. 4) The US government distributes tax dollars to support university research activities. The National Science Foundation (NSF) allocates the second largest percentage of federal research funds. 5) The NSF proposal review process includes Intellectual Merit and Broader Impacts Criteria, through which faculty must address areas of national need. These realities are merged in the experiences of new faculty in engineering colleges at research universities in the United States. Junior faculty members who hold a prestigious NSF Faculty Early Career Development or CAREER award frequently struggle to develop a broader impacts strategy that satisfies the expectations of NSF and the expectations of their university. This work examined broader impacts from three perspectives: CAREER awardees from four institutions, faculty and staff who assist awardees with broader impacts planning and implementation, and current and former NSF officials who clarified the Agency's intent in maintaining broader impacts as a factor in distributing funds. The findings revealed many tensions or inconsistencies. Broader impacts is described as "annunciating existing behavior" or as a mechanism to "change the mindset" of faculty. Faculty perceptions, attitudes and behaviors are shaped by messages, often conflicting, that are sent by NSF and colleagues. CAREER holders had positive opinions of broader impacts but provided many different explanations of the intent. Their combined comments suggest changes that could ease tensions related to broader impacts work. Although the goal of broader impacts was not to change universities, this is a consequence as institutions have created mechanisms to support broader impacts work. Faculty noted broader impacts activities are not necessarily considered in promotion and tenure decisions, suggesting that changes represent resource-dependence responses and not true transformation of university traditions and expected behaviors.

APA, Harvard, Vancouver, ISO, and other styles

31

Zhu, Chuanyan. "Students' understanding of values diversity : an examination of the process and outcomes of values communication in English lessons in a high school in mainland China." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/11037/.

Full text

Abstract:

The recent transformations in Chinese society are creating a society with diverse values where individuals suffer values conflict and values confusion generally. The socialist core values system is still consistently promoted by the government, and transmitting these core values to students is the main goal of moral education in schools. In the recent curriculum reform, this goal has again been stressed. These values are built into all the academic subjects and extra curricular activities and the implementation of values education has been advocated through every element in schools. However, Confucian values are also deeply engrained in Chinese society, while at the same time increased economic activity is generating a greater openness to the influence of western values. Against such a social backdrop, this study explores what values are communicated in the English lessons in a class in a senior high school in Beijing and how the students understand values. The processes and outcomes of the communication of values in the English lessons are examined from a symbolic interactionist perspective. The focus of this examination is the discourses of the students and the English teacher, through which the values in their communications and their personal values are manifested. Observation and interviews are used to collect the discourses of the students and the English teacher. The values communicated in the English lessons and the personal values of the students and teachers are analyzed through comparisons with the values promoted through the educational system, with those communicated in the English lessons in three other classes and with the personal values of their counterparts. The analysis reveals that: a) the English teachers do convey the values which they are expected to transmit to the students through the English curriculum, while they also subconsciously convey the values which they take for granted as commonsense; b) the students do understand the values communicated through the curriculum and the hidden curriculum in the English lessons, while their understanding reflects the individual differences in their personal values systems and the diverse values in society. A constructivist lens is used to examine further the process of understanding and to clarify the relationship between students’ understanding of values and the processes and outcomes of the values communication, and the relationship between students’ understanding of values and their cognitive background, moral judgement, moral decision making, and moral development. Based on the analysis and interpretation, a new approach to assessing moral development is discussed and suggestions for moral education in schools are given in the conclusion.

APA, Harvard, Vancouver, ISO, and other styles

32

Wango, Geoffrey Mbugua. "Policy and practice in guidance and counselling in secondary schools in Kenya." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/604/.

Full text

Abstract:

This thesis explores the policy and practice of the secondary school guidance and counselling programme in Kenya in the context of the school. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two. At the third stage of the study, discussions were held with various stakeholders including a focus group discussion with students. The theoretical framework for the study is based on prismatic society (Riggs, 1964; Harber and Davies, 1997), and Fullan’s (2001) model of educational change, using the person centred counselling approach as the background to counselling. Findings suggest that despite the emphasis on guidance and counselling in schools, the provision of guidance and counselling services is highly variable and somewhat fragmented in scope largely depending on individual schools. The main implication of the study is the need for a more comprehensive guidance and counselling policy in this increasingly important area of education. These relate to the appointment of counsellors, professional issues including a code of conduct for counsellors and the need for a more comprehensive programme that is learner friendly.

APA, Harvard, Vancouver, ISO, and other styles

33

Bravo, Gonzalo. "An investigation of stakeholder influence and institutional pressures on budget strategies of high school athletic departments." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1090950584.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Weeden, Paul. "An investigation of changing patterns of entry for GCSE geography : choice, diversity and competition." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3667/.

Full text

Abstract:

This study investigates issues of subject choice at 14. Geography is a popular optional subject choice in England and Wales at age 14 but between 1996 and 2010 numbers entering for the General Certificate of Secondary Education (GCSE) examination declined by 35.6% although total entries for GCSE had increased. This study sought to help the geography subject community better understand the reasons for this decline. The research has used NPD/PLASC data to investigate patterns of entry for geography at the national level. This secondary data analysis was developed further through a study of five schools which investigated curriculum diversity and competition between subjects at the school level. A conceptual model of the option choice system is used as the framework for analysis. The results showed there was segregation in entry patterns with high attaining students and students in less deprived rural counties being more likely to study geography. Government policy had both direct and indirect influences on geography entries through curriculum decisions made by schools. Teachers and their pedagogy played a significant part in student choice but their influence on numbers choosing the subject can be constrained by whole school curriculum and option choice systems.

APA, Harvard, Vancouver, ISO, and other styles

35

Moreira, Alexandre 1962. "Formação e atuação do bacharel-professor na área de telecomunicações do Instituto Federal de Santa Catarina : Campos São José." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250926.

Full text

Abstract:

Orientador: Jorge Megid Neto Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Made available in DSpace on 2018-08-20T23:46:25Z (GMT). No. of bitstreams: 1 Moreira_Alexandre_M.pdf: 2063437 bytes, checksum: d606f5c3b5f40648a52b9e5c01bbc97e (MD5) Previous issue date: 2012 Resumo: Ao desempenhar as atividades de docente e de coordenador no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IF-SC), Campus São José, na área de Telecomunicações, este pesquisador estabeleceu um convívio diário com as dificuldades associadas ao fazer educativo e aos processos de ensino-aprendizagem ali desenvolvidos. Nesse sentido, este estudo se propõe a investigar o processo de formação, de atuação e da prática profissional dos bacharéis-professores (graduados, mas sem curso de Licenciatura) que atuam como docentes na modalidade dos cursos Técnico Integrado de Nível Médio e Pós-Médio no Instituto. O problema de investigação refere-se à seguinte questão: quais são as dificuldades e os desafios teórico-pedagógicos encontrados pelos bacharéis-professores da área de Telecomunicações do IF-SC, Campus São José e quais as ações de superação que eles utilizam para enfrentar ou solucionar essas dificuldades e desafios no processo do seu desenvolvimento profissional? O aporte teórico conta, principalmente, com a contribuição de autores como Tardif, Saviani, Shulman, Gauthier e Pimenta. A pesquisa assume os pressupostos da investigação qualitativa com o uso de questionários e entrevistas semi-estruturadas e uma amostra de onze professores da Instituição. O tratamento dos dados foi feito através de análise de conteúdo. A análise aponta as dificuldades e os desafios dos bacharéis-professores no ensinar e aprender cotidianos de diversas ordens, tais como: o compromisso em assumir disciplinas que não estão relacionadas diretamente com a sua formação face às demandas institucionais; a relação professor-aluno que envolve problemas associados à falta de motivação do aluno e às diferenças individuais de ordem pessoal, cognitiva e sociorrelacional no trabalho e afins; o acompanhamento do avanço dos conhecimentos técnico-científicos e a respectiva contextualização curricular prático-teórica; a falta de oportunidades para trocas de experiências entre docentes e o Suporte Educacional; a limitação para a interatividade reflexiva e contínua no grupo docente durante o ano letivo; a morosidade no tratamento dos processos estruturais para o funcionamento institucional, entre outros. Como ações de superação impetradas pelos bacharéis-professores, a análise sugere que, na sua grande maioria, são atitudes individuais calcadas na própria experiência de vida dos docentes. Entendemos, assim, que os conhecimentos didático-pedagógicos e, por conseguinte, as contribuições advindas da área de Educação, em seu conjunto para o exercício da profissão docente, são minimizadas ou até mesmo desvalorizadas pela maioria dos docentes entrevistados. Concluímos, portanto, que a formação pedagógica inicial e/ou contínua se faz necessária para o desenvolvimento profissional dos professores de Educação Profissional Tecnológica (EPT), na perspectiva de uma formação mais adequada ao desempenho da prática docente e superação de dificuldades e desafios. Abstract: During my activities as a teacher and coordinator at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus São José, in the Telecommunication Area, I was used to deal with the difficulties of teachers (holders of a bachelor's degree, but devoid of teaching qualification) on their pedagogical involvement-doing in the teaching-learning processes in technical courses. Accordingly, this research aims at investigating the educational process and the bachelor-teachers' professional practices in relation to the Professional Technological Education of high and post-high school integrated courses at the Institute. The investigation problem refers to the following question: what are the difficulties and the theoretical-pedagogical challenges that bachelor-teachers who work in the Telecommunication Area at IF-SC, Campus São José, have to overcome, and what are the actions they are used to come up with in order to find a way of dealing or solving these difficulties and challenges in their professional development process? The theoretical background of this research includes contributions from authors such as Tardif, Saviani, Shulman, Gauthier and Pimenta. This research has a qualitative character, with quizzes and half-structured interviews, which were applied to eleven teachers of the Institute. Data analysis was made through content analysis. The analysis points out several types of everyday bachelor-teachers' difficulties, as well as challenges in their teaching-learning processes, such as: taking responsibility on subjects that are not directly connected to their education degree, due to institutional demands; the teacher-student relationship, which presents problems concerned with the students' lack of motivation, as well as cognitive, social-relational differences at work and so on; monitoring the development of the scientific and technological knowledge and its respective practical-theoretical curricular contextualization; the lack of opportunities for the exchange of experiences between teachers and the Educational Support; the limitation for the reflexive and continuous interactivity in the teachers' group during the school year; delay in the treatment of structural processes for the institutional functioning, and so on. The analysis suggests that most teachers use their personal experiences as a way of overcoming problems in their professional lives. Therefore, we understand that there is a minimization of the didactic-pedagogical knowledge, as well as of the contributions from the Education area to the professional teachers' practices - they were even undervalued by most of the teachers who participated in the interview. Thus, we conclude that the initial and/or continual pedagogical qualification is needful to Professional Technological Education (PTE) teachers' professional development with the purpose of acquiring a straight qualification to their performances, as well as to overcome difficulties and challenges. Mestrado Ensino e Práticas Culturais Mestre em Educação

APA, Harvard, Vancouver, ISO, and other styles

36

Andreani, Fabiana. "O ensino da educação física no Instituto Federal de São Paulo." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153692.

Full text

Abstract:

Submitted by Fabiana Andreani (fabiandreani@yahoo.com.br) on 2018-04-20T17:18:47Z No. of bitstreams: 1 Dissertação_Produto - Fabiana Andreani.pdf: 5205489 bytes, checksum: 5749a171ade9324ae3b61ac5b867212b (MD5) Rejected by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - corrigir título da capa e da página de rosto, pois diferem do título da Ata de defesa. Agradecemos a compreensão. on 2018-04-20T18:29:15Z (GMT) Submitted by Fabiana Andreani (fabiandreani@yahoo.com.br) on 2018-04-21T16:51:43Z No. of bitstreams: 1 Dissertação-produto_Fabiana Andreani.pdf: 5205697 bytes, checksum: 3818e83d39a5b1d1294155a163f6d88d (MD5) Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-04-24T12:30:58Z (GMT) No. of bitstreams: 1 andreani_f_me_bauru.pdf: 5205697 bytes, checksum: 3818e83d39a5b1d1294155a163f6d88d (MD5) Made available in DSpace on 2018-04-24T12:30:58Z (GMT). No. of bitstreams: 1 andreani_f_me_bauru.pdf: 5205697 bytes, checksum: 3818e83d39a5b1d1294155a163f6d88d (MD5) Previous issue date: 2018-02-23 A Educação Física está presente no ensino profissional apenas nos cursos técnicos integrados ao Ensino Médio, com base na obrigatoriedade expressa pela Lei 10.328/2001. No contexto do IFSP ainda são poucos os estudos relacionados à Educação Física, evidenciando um campo carente e com necessidade de mais investigações. Diante dessa escassez de estudos, da crescente expansão dos cursos técnicos integrados e da ampla contratação de professores, o objetivo da presente pesquisa é analisar como tem se dado o ensino da Educação Física no IFSP. Orientada por uma pesquisa qualitativa com característica descritivo-interpretativa, o estudo envolveu a análise documental dos projetos pedagógicos dos cursos de ensino técnico integrado ao médio de 33 campi e entrevista semiestruturada com 15 docentes da área. Na discussão dos resultados, apresentamos os retratos da Educação Física no IFSP com base em duas categorias de análise: 1. O que dizem os planos de ensino versus o que pensam os docentes; 2. Desafios e possibilidades no ensino da Educação Física no IFSP. Podemos apontar que os planos de ensino evidenciaram os seguintes objetivos, em consonância com as perspectivas docentes: a formação do cidadão crítico, a promoção da saúde e o ensino pautado nos conteúdos da cultura corporal de movimento. As diferenças se apresentaram em relação à maior preocupação dos docentes com a problematização de questões sociais atreladas às práticas corporais, em diagnosticar os conhecimentos prévios dos alunos, em realizar um planejamento participativo para a escolha dos conteúdos e no ensino pautado nas dimensões conceitual, procedimental e atitudinal. A metodologia evidenciou convergências entre os planos de ensino e as falas dos professores, ao apontar a defesa por aulas teóricas e práticas. Os docentes revelaram uma diversificação metodológica, bem como, de critérios avaliativos (conceitual, procedimental, atitudinal), com o entendimento de que a avaliação também serve para rever as próprias metodologias de ensino. Sobre os desafios para ensinar Educação Física no IFSP, foram denunciados: o restrito número de aulas de Educação Física, o comprometimento do espaço físico e dos materiais para a realização das aulas e as dificuldades de aproximação do componente curricular Educação Física com a área técnica do curso. Ainda que marcados por esses desafios, os docentes sinalizaram que vêm buscando desenvolver uma Educação Física que, de fato, possa contribuir com a formação humana dos estudantes. Nossa expectativa com a presente pesquisa é favorecer a elaboração de um referencial institucionalizado sobre o ensino da Educação Física no IFSP, numa perspectiva crítica. E, além disso, impulsionar novos estudos, especialmente sobre as aproximações desse componente com a área técnica e possibilidades interdisciplinares. Physical Education is only found in professional education in Vocational Schools, which combine Technical Education and High School. The inclusion of this school subject is enforced by law 10.328/2001. In the context of IFSP, there still are few studies related to Physical Education, which indicates it is a field that needs to be further investigated. We develop this research faced with the shortage of studies in the area, the growing expansion of vocational courses and the large scale hiring of teachers. Our aim is to analyze how the teaching of Physical Education has been carried out up to the present. This descriptive-interpretative qualitative research involved the documental analysis of the pedagogical projects of Vocational courses from the 33 campuses and a semi-structured interview with 15 teachers. In the results discussion section, we introduce the characterization of Physical Education in IFSP based on two categories of analysis: 1. What the teaching plans indicate versus what the teachers think; 2. The challenges and possibilities of teaching Physical Education in IFSP. The teaching plans show that the following objectives were aligned to the teachers’ perspectives: development of a critical citizen, health promotion and the teaching of content related to body and movement culture. The differences were connected to a greater concern of teachers with the problematization of social issues associated to the corporal practices, to diagnosing students’ previous knowledge, to the participative planning for the choice of contents and to the teaching based on conceptual, procedural and attitudinal dimensions. The methodology demonstrated convergence between the teaching plans and teachers’ speeches, both arguing for theoretical and practical classes. Teachers revealed methodological diversity as well as a variety in assessment (conceptual, procedural and attitudinal), with the understanding that assessment is also an asset for the teacher to review his/her own teaching methodologies. Regarding the challenges to teaching Physical Education in IFSP, the following were exposed: the restricted number of Physical Education classes, the conditions of space and material available for classes and the difficulties in trying to bring closer Physical Education curriculum and the technical area of the courses. Despite the challenges, teachers indicated they are trying to teach Physical Education classes that may indeed contribute to students’ human development. We expect to promote the creation of an institutionalized guide about the teaching of Physical Education in IFSP, in a critical perspective. Besides that, we intend to encourage new studies, especially those concerned with bringing closer the technical studies and Physical Education and interdisciplinary possibilities.

APA, Harvard, Vancouver, ISO, and other styles

37

Trajano, Tayane da Cruz. "A educação musical no Ensino Médio: um estudo de caso no contexto do Instituto Federal do Maranhão." Universidade Federal do Maranhão, 2016. http://tedebc.ufma.br:8080/jspui/handle/tede/1473.

Full text

Abstract:

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-23T17:54:13Z No. of bitstreams: 1 TayaneCruzTrajano.pdf: 1180988 bytes, checksum: 25e3eae7344b0ddc50547afb2178f140 (MD5) Made available in DSpace on 2017-05-23T17:54:13Z (GMT). No. of bitstreams: 1 TayaneCruzTrajano.pdf: 1180988 bytes, checksum: 25e3eae7344b0ddc50547afb2178f140 (MD5) Previous issue date: 2016-07-19 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) This research seeks to understand how the music education is configured in Instituto Federal do Maranhão based on two campuses in the capital: Centro Histórico and Monte Castelo. Investigating the theoretical concepts and the legal basis for the teaching of arts/music at the Instituto Federal do Maranhão, seeks to know the pedagogical and musical concepts that direct the teaching work, analyzes the documents that constitute the musical practices in these institutions, identifying them as the projection and legitimation within the Instituto Federal do Maranhao. Based on authors who study the issue with research focused on music education problems in the country met the authors: Figueiredo (1997); Penna (2012); Fonterrada (2008); Bushman and Souza (2009); Loureiro (2003); Ahmad (2014); Esperieião (2012); those who study the relationship Music, Education and high school: Dayrell (2015); Santos (2009); Oliveira (2012); Souza (2009); Carrano and Falcao (2011), who study on pedagogical-musical concepts: Kraemer (2000); Bellochio (2014); Brito (2011); Souza (2015; 2009); Materiro (2011); Hentschke, Souza and Oliveira (1999), also specifically on the high school at the Federal Institute: Rego (2013) and Aguiar Junior (2012), still sought to research that bring related clearly to practices in the classroom, such as Del Ben (2001); Hentschke, Souza and Oliveira (1999). All this theoretical deeply led to the critical points that encouraged this research based on the importance of analyzing the legitimacy of music education in schools. Descriptive and qualitative approach this research uses the case study method. The data were recorded by observation, semi-structured interviews with the school community and the analysis of the documents that guide the music education at this institution. The results reveal that the IFMA is an institution with a clear historical apparatus and influencer in the integrated formation of the human being and therefore enables all due art / music on your academic context so that the process of legitimation of pedagogical-musical practices is evident in the two campuses studied. It also reveals that the campuses are differ by their peculiarities, which will be shown to an end through an analogy. Esta pesquisa procura compreender como o ensino de música configura-se no Instituto Federal do Maranhão com base em dois campi da capital: Centro Histórico e Monte Castelo. Investigando as concepções teóricas e as bases legais para o ensino de artes/música no Instituto Federal do Maranhão, busca conhecer as concepções pedagógico-musicais que dirigem o trabalho docente, analisa os documentos que constituem as práticas musicais nessas instituições, identificando-as quanto à projeção e à legitimação dentro do Instituto Federal no Maranhão. Com base em autores que estudam o tema com pesquisas voltadas para os problemas do ensino de música no país encontrou-se os autores: Figueiredo (1997); Penna (2012); Fonterrada (2008); Mateiro e Souza (2009); Loureiro (2003); Ahmad (2014); Esperieião (2012); os que estudam sobre a relação Música, Educação e ensino médio: Dayrell (2015); Santos (2009); Oliveira (2012); Souza (2009); Carrano e Falcao (2011), os que estudam sobre concepções pedagógico-musicais: Kraemer (2000); Bellochio (2014); Brito (2011); Souza (2015; 2009); Materiro (2011); Hentschke, Souza e Oliveira (1999), também especificamente sobre o ensino médio no Instituto Federal: Rego (2013) e Aguiar Junior (2012), ainda assim buscou-se pesquisas que trouxessem clareza relacionada às práticas em sala de aula, como: Del Ben (2001); Hentschke, Souza e Oliveira (1999). Todo esse referencial teórico levou profundamente aos pontos críticos que incentivaram esta pesquisa baseada na importância da análise da legitimação da educação musical nas escolas. De caráter descritivo e abordagem qualitativa esta pesquisa se utiliza da modalidade de estudo de caso. Os dados foram constituídos através de observação, entrevistas semiestruturadas com a comunidade escolar e a análise dos documentos que orientam o ensino de música nessa instituição. Os resultados revelam que o IFMA é uma instituição com um aparato histórico evidente e influenciador na formação integrada do ser humano e que por isso possibilita o devido espaço da Arte/música em seu contexto acadêmico de forma que o processo de legitimação das práticas pedagógico-musicais seja evidente nos dois campi estudados. Revela também que os campi se divergem por suas peculiaridades as quais serão mostradas ao fim através de uma analogia.

APA, Harvard, Vancouver, ISO, and other styles

38

Pedrosa, Elinete Maria Pinto. "IMPLICAÇÕES DO ENSINO MÉDIO INTEGRADO PARA A FORMAÇÃO DO TRABALHADOR: uma análise no Instituto Federal de Educação, Ciência e Tecnologia do Maranhão IFMA Campus São Luís Monte Castelo." Universidade Federal do Maranhão, 2013. http://tedebc.ufma.br:8080/jspui/handle/tede/256.

Full text

Abstract:

Made available in DSpace on 2016-08-17T13:54:38Z (GMT). No. of bitstreams: 1 DISSERTACAO ELINETE.pdf: 1121079 bytes, checksum: 1ba011529f915a06ca1f1affdc4c5c0d (MD5) Previous issue date: 2013-10-26 In this work, we investigate the implications of the "Ensino Médio Integrado" to worker formation, in one analisis at Instituto Federal de Educação, Ciência e Tecnologia do Maranhão- IFMA , Campus São Luís Monte Castelo.The object of study is the Technical Course on Computer Integrated high school.Thus, secondary and vocational education in Brazil since the first state initiatives, has been characterized by a structural duality, constituting two networks of differentiated teaching, one focused on general training and the other for professional.The Law of Guidelines and Bases of National Education Law No. 9.394/1996, enacted in a context marked by the correlation of forces, paved the way for high school reform and professional,signaling for a type of training aligned to the prescriptions of neoliberal ideological current.Decree No. 5.154/2004, which revoked Decree 2.208/1997, brought the possibility of the integration of vocational education to high school,based on a single curriculum proposal that, in an integrated manner, assure the fulfillment of the objectives established for general education and the preparation conditions for the exercise of technical professions.In this context, we investigated the challenges and prospects for achieving the goals of integrated training and that implications have brought to worker training.The objective was to analyze the implications and explicit elements that hinder the realization of this proposal.We as a theoretical contributions of Marx (1983.1992), Engels (1983), Gramsci (1991, 1995, 2001), Pistrak (1981),Frigotto (1988, 1998, 2001, 2005, 2006), Kuenzer (2000, 2001, 2002, 2005), Ciavatta (2005), Ramos (2002, 2005), among others. The locus of The study as the campus IFMA - São Luís Monte Castelo.The research subjects were teachers and students from the Technical Course on Computer Integrated.Used as instrument to collect data open and closed questionnaires.It was found in the analysis of data from the object of our study, the Technical Course in Computing,the Secondary Campus Integrated IFMA Monte Castelo São Luís is not forming to work and yes,preparing students for ENEM where they target a graduation,where they target a graduation, mostly to medical school or law school.Then one realizes that the proposed integration of the mentioned course can be more effective for education be understood coherently, where young people can have access to the domain knowledge that may allow a cognitive training and development,beyond a critical view of reality that is called, including to combat it. Neste trabalho, investigam-se as implicações do Ensino Médio Integrado para a formação do trabalhador, em uma análise no Instituto Federal de Educação, Ciência e Tecnologia do Maranhão IFMA, Campus São Luís Monte Castelo. O objeto de estudo é o Curso Técnico em Informática Integrado ao Ensino Médio. Assim, o ensino médio e profissional no Brasil, desde as primeiras iniciativas estatais, tem se caracterizado por uma dualidade estrutural, constituindo duas redes de ensino diferenciadas, uma voltada para a formação geral e outra para a profissional. A Lei de Diretrizes e Bases da Educação Nacional, Lei nº 9.394/1996, promulgada em um contexto marcado pela correlação de forças contrárias, abriu espaço para a reforma do ensino médio e profissional, sinalizando para um tipo de formação profissional alinhada ao receituário da corrente ideológica neoliberal. O Decreto nº 5.154/2004, que revogou o Decreto nº 2.208/1997, trouxe a possibilidade da integração da educação profissional ao ensino médio, com base em uma proposta curricular única que, de forma integrada, assegurasse o cumprimento das finalidades estabelecidas para a formação geral e as condições de preparação para o exercício das profissões técnicas. Neste contexto, foram investigados os desafios e as perspectivas para o cumprimento dos objetivos da formação integrada e que implicações têm trazido para a formação do trabalhador. O objetivo foi analisar essas implicações e explicitar que elementos obstaculizam a concretização dessa proposta. Tivemos como referencial teórico as contribuições de Marx (1983,1992), Engels (1983), Gramsci (1991, 1995, 2001), Pistrak (1981), Frigotto (1988, 1998, 2001, 2005, 2006), Kuenzer (2000, 2001, 2002, 2005), Ciavatta (2005), Ramos (2002, 2005), dentre outros. O locus de estudo foi o IFMA Campus São Luís Monte Castelo. Os sujeitos da investigação foram professores e alunos do Curso Técnico em Informática Integrado. Utilizamos como instrumento de coleta de dados questionários abertos e fechados. Constatou-se, na análise dos dados, a partir do nosso objeto de estudo, o Curso Técnico em Informática, que o Ensino Médio Integrado do IFMA Campus São Luís Monte Castelo não está formando para o trabalho e sim, preparando os alunos para o ENEM, onde os mesmos almejam uma graduação, em sua maioria, para o Curso de Medicina ou o Curso de Direito. Percebe-se, então, que a proposta de integração do referido Curso pode ser mais eficaz para a educação, se compreendido de forma coerente, onde os jovens poderão ter acesso ao domínio dos conhecimentos que possam permitir um desenvolvimento cognitivo e formativo, além de uma visão crítica da realidade que está posta, inclusive para combatê-la.

APA, Harvard, Vancouver, ISO, and other styles

39

Hurd, Angela Susan. "Creating culture from scratch : a multiple case study into creating culture in English free schools." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7084/.

Full text

Abstract:

This thesis considers the introduction of the free school, questioning whether the culture of such start-up schools differs to that of existing schools. The research focuses on the extent to which the founding headteacher controls the formation and continuation of culture, and by what methods. The research builds on existing theories of organisational culture to establish a current understanding of leadership of school culture within English schools and compares this it five secondary free schools. Within each case study a range of stake holders were interviewed, and documents analysed to investigate how the intended culture was planned for the schools, and what emergent culture has resulted. The findings presented show an explicit need to plan and embed a new culture and give some practical suggestions as to how to achieve this. Free schools studied demonstrated some distinctive cultural elements, unique in the consistency with which they were embedded. It is postulated these cultural facets are as a direct result of the political turmoil surrounding the free school, and largely result from the external opposition to such schools. The importance and power of the founding generation of staff and students in creating new culture has also emerged as a critical theme.

APA, Harvard, Vancouver, ISO, and other styles

40

Gibson, Sierra M. "Increasing the High School Graduation Rate of Native American Students in Public Schools." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1045.

Full text

Abstract:

Native American students obtain the lowest on-time high school graduation rate among all races and ethnicities in the United States. Through an analysis of previously published literature and seven interviews conducted by the author, this paper sets out to identify the key barriers Native students face when working toward their high school diploma. This paper will argue that, together, a history of abusive educational tactics and an institutionally racist policies and practices adopted by the U.S. Department of Education have made it challenging for Native students to complete high school on time.

APA, Harvard, Vancouver, ISO, and other styles

41

Silveira, Priscilla Bacalhau Velloso da. "The economic benefits of higher education: from high school to labor market." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/24161.

Full text

Abstract:

Submitted by Priscilla Bacalhau Velloso da Silveira (priscillabvs@gmail.com) on 2018-06-21T12:13:31Z No. of bitstreams: 1 PriscillaBacalhau_Thesis.pdf: 2860519 bytes, checksum: e1380a290aef63cb810e6662593d647f (MD5) Approved for entry into archive by Katia Menezes de Souza (katia.menezes@fgv.br) on 2018-06-21T12:32:25Z (GMT) No. of bitstreams: 1 PriscillaBacalhau_Thesis.pdf: 2860519 bytes, checksum: e1380a290aef63cb810e6662593d647f (MD5) Approved for entry into archive by Isabele Garcia (isabele.garcia@fgv.br) on 2018-06-21T19:17:58Z (GMT) No. of bitstreams: 1 PriscillaBacalhau_Thesis.pdf: 2860519 bytes, checksum: e1380a290aef63cb810e6662593d647f (MD5) Made available in DSpace on 2018-06-21T19:17:58Z (GMT). No. of bitstreams: 1 PriscillaBacalhau_Thesis.pdf: 2860519 bytes, checksum: e1380a290aef63cb810e6662593d647f (MD5) Previous issue date: 2018-05-25 Attaining tertiary education has noteworthy implications for both individuals and society. This thesis is composed of three essays related to Economics of Education. The first chapter investigates whether the informational barriers prevent young students from completing high school and starting higher education, by performing an evaluation of a corporate volunteer program that aims to inform students about the benefits of finishing this level of education. The second chapter estimates the returns to college quality and to individual abilities on early career outcomes in Brazil. A new measure of the signal for college quality is proposed for these estimates. The third and last chapter performs a cost-effectiveness analysis of the public provision of higher education compared to private provision in Brazil. Completar um curso de ensino superior tem implicações notáveis para os indivíduos e para a sociedade. Esta tese é composta por três ensaios relacionados à Economia da Educação. O primeiro capítulo investiga se as barreiras informacionais impedem que os jovens concluam o ensino médio e iniciem o ensino superior, realizando uma avaliação de um programa de voluntariado corporativo que visa informar os jovens sobre os benefícios de terminar esse nível de ensino. O segundo capítulo estima o retorno à qualidade da faculdade e às habilidades individuais nos resultados iniciais de carreira no Brasil. Uma nova medida do sinal de qualidade do ensino superior é proposta para essas estimativas. O terceiro e último capítulo realiza uma análise de custo-efetividade da provisão pública de ensino superior comparada à provisão privada no Brasil.

APA, Harvard, Vancouver, ISO, and other styles

42

Eliphas, Foster. "Exploring school leadership development in Tanzania : a survey study of twenty newly appointed heads of schools in contextually different state secondary schools in the Dar es Salaam region of Tanzania." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2885/.

Full text

Abstract:

This research study draws on the experience of twenty newly appointed head teachers, those in year one and two of their headship role in secondary schools in Tanzania. The study gathered the head teachers’ experience, perceptions, and suggestions about their own continuing professional development and that of others in schools. It strived to understand how and when these new heads of schools are trained, and whether they receive sufficient training before taking on a headship role. It further sought to understand the significance of mandatory leadership qualifications in enhancing the head teachers’ knowledge, skills and abilities to lead schools. In particular, it argues that despite the rhetoric on better education management at district, regional and ministry level at present, there is still a widespread need for education leaders, researchers and all other education providers to emphasise the importance of school leadership development programs for school leaders. The research findings indicate that head teachers can gain the required knowledge and skills to lead their schools through short and long term leadership training programs and also through accession to headship in schools. Consequently, the majority participants commented on mentoring and coaching, as significant programs in head teacher development. Moreover, the study recommends that there is a need for the Ministry of Education and Vocational Training to increase budgets for school leadership development programs and to ensure that clear policies and directives shape leadership development in schools, and those directives demarcate how formal training for newly appointed head teachers can be achieved.

APA, Harvard, Vancouver, ISO, and other styles

43

Santos, Ricardo Simões. "Estudo de implementação de um modelo EFQM numa instituição de ensino superior : Instituto Superior de Engenharia de Lisboa (ISEL)." Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/6274.

Full text

Abstract:

Mestrado em Gestão e Estratégia Industrial Num setor cada vez mais competitivo, como o do ensino, as Instituições de Ensino Superior (IES), dependem cada vez mais, da qualidade dos serviços prestados, dado que o sucesso obtido através da gestão de Qualidade, não depende apenas do reconhecimento dos seus utilizadores, mas sim e cada vez mais, da capacidade de atração de financiamento, assegurando a sustentabilidade presente e futura da organização. Deste modo, não basta apenas, satisfazer os “requisitos mínimos de qualidade”, mas sim, superar as expectativas criadas, o que levanta dificuldades, dada a natureza organizacional muito própria das IES. Atendendo ao desafio criado, as IES, tendem a incorporar na sua estratégia, Sistemas Internos de Garantia da Qualidade (SIGQ), com vista a melhoria contínua, do seu desempenho. Recorrendo à metodologia de estudo de caso, pretende-se com o presente trabalho, analisar a aplicabilidade de um SIGQ no desempenho organizacional de uma IES, baseado no modelo da European Foundation for Quality Management (EFQM), e implementado no Instituto Superior de Engenharia de Lisboa (ISEL). Procura-se identificar as vantagens e as dificuldades sentidas durante a sua implementação, contribuindo ao mesmo tempo com uma análise crítica à viabilidade da aplicação do modelo em estudo. Por último realiza-se uma aplicação do modelo EFQM numa área funcional, da organização, com vista à melhoria do seu desempenho, contribuindo adicionalmente para a discussão da problemática levantada inicialmente. In an increasingly competitive sector, such as education, the Higher Education Institutions (IES) are increasingly dependent on the quality of services, given the success achieved through the management of quality, they’re not only depend on the recognition of their stakeholders, but also depend increasingly, of the ability to attract funding, ensuring this way, the actual and future sustainability of this organization. Thus, it is not enough, to satisfy the "minimum quality", but also it should exceed the expectations created, which raises difficulties, given the nature of organization itself. Given the challenge created IES tends to incorporate into their strategy, Internal Systems of Quality Assurance (SIGQ), in order to get a continuous improvement of its performance. By using the case study methodology, it is intended with this work, to analyze the applicability of a SIGQ on an IES trough his organizational performance, based on the model of the European Foundation for Quality Management (EFQM), and implemented at the Lisbon Institute of Engineering (ISEL). It is attempted to identify the advantages and difficulties during his implementation, while contributing at the same time with a critical analysis of its feasibility in applying the model under study. Finally we make an application of the EFQM model in a functional area of the organization, in order to get the improvement of their performance, contributing further to the discussion of the issues initially created.

APA, Harvard, Vancouver, ISO, and other styles

44

Asker, Adel. "Future self-guides and language learning engagement of English-major secondary school students in Libya : understanding the interplay between possible selves and the L2 learning situation." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3486/.

Full text

Abstract:

In 1990, secondary schools in Libya were transformed into specialized schools; a move, which require all Libyan students to choose a specialty subject which would become the focus of their secondary school learning and determine the academic direction of their future education. This ethnographically-oriented mixed-methods study is concerned with the motivation to learn English as a Foreign Language (EFL) among students in English-specialty secondary schools in Libya. Conceptually, this study builds on Dörnyei’s (2005) L2 Motivational Self-System with the aim to investigate empirically a largely unexplored area within this theoretical framework: the relationship between the learners’ possible L2 selves and their L2 learning situation. The study was conducted in one secondary school in the north west of Libya over a period of one academic year. The data come from a combination of qualitative and quantitative methods. The quantitative data provide a bigger picture of English specialty secondary school students’ motivational orientations, future self guides and their interaction with classroom-specific variables. The focus of the qualitative component is on three key student participants from the same school with the aim to obtain a fine-grained picture from interviews, classroom observations and student diaries of the interaction between their future self guides, their learning experience and their engagement in learning tasks in EFL classes. The findings show that the relationship between the L2 learning situation and the L2 selves is an intricate and complex one. First, the L2-self construct itself has emerged from this study as a complex nested system of multiple L2 visions that the students entertain in their working self-concept as they choose their specialty. The findings further indicate that the L2 learning situation plays a key role in foregrounding or, in contrast, rendering irrelevant specific L2 selves that the students bring to the L2 learning situation. And finally, the study shows that the students constantly negotiate the relationship between their future guides and their L2 learning situation by either adjusting and adapting their L2 visions in order to give meaning to their L2 learning experience or by actively engaging or disengaging with aspects of their learning situation in order to remain connected with their well defined future L2 selves.

APA, Harvard, Vancouver, ISO, and other styles

45

McPherson, Rhonda. "THE IMPACT OF POLICY ON STUDENT SUCCESS IN SECONDARY ONLINE EDUCATION: A CASE STUDY OF FLORIDA VIRTUAL SCHOOL." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2283.

Full text

Abstract:

Florida Virtual School (FLVS) was established in 1997 as an online education alternative for the residents of Florida. The purpose of this study was to identify policy changes at the organizational, state, and federal levels that had the propensity to impact student success (as measured by student's final letter grade) at FLVS. In addition, this study identified which type of institutional isomporphic policy (coercive, mimetic, or normative) best classified major policy changes in the organization from 1997-2007. The use of institutional theory as the guiding framework for this study proved to be beneficial and enabled the researcher to conclude which types of policy are the most effective in increasing student success in the secondary online education environment. This study utilized ANOVA and regression analysis to detect whether or not changes in policy at the organizational and federal level have a statistically significant impact on student success in the secondary online education environment. This study reveals that student success at FLVS is consistently decreasing and that the change is statistically significant. Regression analysis found that the policy changes at FLVS in this study explain some of the variance detected in the change in the mean, or GPA, of the school. This study found that both coercive and mimetic policies have a statistically significant impact on student success in the secondary online education environment as identified in the isomorphic mechanisms outlined in institutional theory. This study is important to the field of literature regarding secondary online education in that it opens the discussion regarding types of policy and the potential impact that policy changes have on student success in the secondary online education environment. In addition, this study serves as a framework upon which future studies can be conducted and are recommended in this study. Ph.D. Other Health and Public Affairs Public Affairs PhD

APA, Harvard, Vancouver, ISO, and other styles

46

Drummond, Urvi. "Music education in South African Schools after apartheid : teacher perceptions of Western and African music." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6298/.

Full text

Abstract:

The South African classroom music curriculum has changed in the twenty years since the transition from apartheid to democracy in 1994. The broad imperative for the main music education policy shifts is a political agenda of social transformation and reconciliation. Policy aims are to include many more learners in the music classroom by promoting the study of diverse musics that were previously marginalised and by providing a framework for music education that allows learners to progress at their own pace. This research study investigated to what extent music teachers are able and likely to fulfil the requirements of the new, post-apartheid curriculum, with particular reference to the National Curriculum Statement music policies (NCS). Specifically, it considered whether teachers have a particular allegiance to Western and/or African music. Twelve South African music teachers were interviewed for this purpose. The latest music curriculum revision in the form of the Curriculum and Assessment Policy Statement (CAPS, 2011) has modified knowledge content by streaming music into three distinct but parallel genres. In addition to Western music, the curriculum incorporates Indigenous African music and Jazz as representative of the diverse cultural interests of South Africans. An analysis of post-apartheid music policy documents draws on post-colonial thought to frame the affirmation of African music by giving it a prominent place in the curriculum. In order to appreciate the role different musics are expected to play in the curriculum, the work of prominent ethnomusicologists provides a means to conceptualise the range of emerging musics, including World Music, Global Music and Cosmopolitan Music, and their differences. For teachers to comply with the policy directive to teach different musics to diverse learners, they are required to expand their knowledge and adapt their teaching styles to achieve these aims. This study highlights a lack of resources and of structured teaching support through continuing professional development as well as a need for policy to give clearer direction in the way it instructs teachers to execute the changes demanded of them in the curriculum. An investigation of teachers’ own musical education and their views of the new curriculum reveals that they are willing to teach a variety of musics. Their perceptions of the differences between Western and African music illustrate a reflective understanding of the challenges they face in this undertaking.

APA, Harvard, Vancouver, ISO, and other styles

47

Antestenis, Gwendolen K. "An Examination of the Effects of Students SES, School Funding, and Teaching Resources on Test Scores Among Ohio High School Students." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1175781770.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Tian, Weishuai. "L’Institut des Hautes Etudes Industrielles et Commerciales de Tianjin (Tientsin) : une institution missionnaire française en Chine, de 1923 à 1951." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040104.

Full text

Abstract:

L’Institut des Hautes Etudes Industrielles et Commerciales de Tianjin, fondé en 1923 et dirigé par les jésuites français, est destiné à la jeunesse chinoise : leur fournir une formation professionnelle de haut niveau comme dans les établissements d’enseignement supérieur de l’Europe, et par eux gagner une bienveillance pour la mission catholique en Chine ; les autorités françaises, espérant distribuer l’influence française, subventionnent cette œuvre dès l’origine et la soutiennent en cas de besoin. L’Institut fut officiellement reconnu par le gouvernement chinois comme « Collège de Gong Shang » en 1933, et « Université de Jingu » en 1948. Il fut enfin nationalisé par le régime communiste en 1951. Cette thèse vise la fondation de l’Ecole, ses évolutions et ses développements dans les changements politiques et sociaux de la Chine moderne ; elle analyse ses rapports avec le monde catholique et les autorités chinoises et étrangères. Malgré une courte période d’existence, comment l’Ecole a écrit ses pages d’histoires ? Est-elle parvenue au but de sa fondation ? Et enfin, sa fermeture est-elle une histoire de héros ? Kung Shang University of Tianjin, founded in 1923 and directed by the Jesuits, was meant for Chinese youth: provide them with a vocational training of high level like in the educational establishments in Europe and through them gain some favour for the Catholic Mission in China; French authorities, hoping an expansion of the French influence, support this enterprise from the beginning and support it again whenever needed. The Institute was officially recognized by the Chinese Government as “Gongshang College” in 1933, and “Jingu University” in 1948. It was later nationalized by the Communist Regime in 1951. This thesis questions the foundation of this school, its evolution and developments in the context of the socio-political changes of Modern China. It analyses its interactions between the Catholic world and the political authorities, Chinese and Foreign. Within a short period of existence, how did the school write its pages of history? Which pages did it write? Has it reached out the purpose of its foundation? Lastly, its closure. A Hero’s story?

APA, Harvard, Vancouver, ISO, and other styles

49

Coura, Helena Luiza Oliveira. "A possível integração curricular no Instituto Federal de Educação, Ciência e Tecnologia Baiano: análise do curso técnico em agropecuária." Programa de Pós-Graduação em Educação da UFBA, 2012. http://www.repositorio.ufba.br/ri/handle/ri/9268.

Full text

Abstract:

p. 1-161 Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-03-26T17:34:11Z No. of bitstreams: 1 555555llp.pdf: 2157170 bytes, checksum: 7dcb47e97dd5422d7ae280a45a4bc122 (MD5) Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-03-26T20:11:16Z (GMT) No. of bitstreams: 1 555555llp.pdf: 2157170 bytes, checksum: 7dcb47e97dd5422d7ae280a45a4bc122 (MD5) Made available in DSpace on 2013-03-26T20:11:16Z (GMT). No. of bitstreams: 1 555555llp.pdf: 2157170 bytes, checksum: 7dcb47e97dd5422d7ae280a45a4bc122 (MD5) Previous issue date: 2012 Neste estudo analisamos e discutimos em que medida os princípios da integração curricular estão presentes no IF Baiano, a partir do Curso Técnico em Agropecuária Integrado, ofertado pelo Campus Catu. O Ensino Integrado é considerado uma forma de superar a formação unilateral, restrita e especializada, adotada pelas políticas que orientam o currículo dos cursos da Educação Profissional, desde a época do Brasil Colônia, através das quais é perpetuada a dualidade estrutural entre ensino acadêmico e profissional. Durante o governo de Fernando Henrique Cardoso, com a publicação do Decreto 2.208/1997, houve um grande retrocesso em relação à equivalência entre o Ensino Médio e a Educação Profissional, estabelecida pela Lei nº. 4.024/1961, pois a Educação Profissional passou a ter organização curricular própria e independente do Ensino Médio, referenciada pelos interesses mais imediatos do setor produtivo. Em 2004, já no governo de Luiz Inácio Lula da Silva, o Decreto nº. 2.208/1997 é revogado, após a publicação do Decreto nº. 5.154/2004, que instituiu, como uma das formas de oferta da Educação Profissional, o Ensino Integrado, cuja formação geral (de Nível Médio) e a profissional passam a compor um só currículo. Entretanto, para que essa determinação se reverta na possibilidade concreta da formação omnilateral dos sujeitos, é preciso um projeto curricular que inclua uma metodologia capaz de integrar trabalho, ciência e cultura durante todo o desenvolvimento do curso. A pesquisa que realizamos foi um Estudo de Caso, do tipo exploratória e analítica. Para que o objetivo central dessa pesquisa fosse alcançado, precisamos desdobrá-lo em objetivos intermediários, ou seja: a) examinar se o Projeto Pedagógico do Curso orienta no sentido da integração entre as diversas áreas do conhecimento; b) analisar se existe um planejamento compartilhado entre os docentes do Curso Técnico em Agropecuária Integrado; c) verificar qual é a compreensão dos educadores sobre a concepção de Ensino Integrado e se estes aplicam os seus princípios na sua práxis. Para isso, adotamos os seguintes procedimentos científicos que foram seguidos durante todo o curso desta pesquisa: revisão da literatura, aplicação de questionários com docentes, entrevistas com a Equipe Técnico-Pedagógica e análise do Projeto Pedagógico do Curso de Agropecuária Integrado. A análise e discussão, tanto da pesquisa empírica, como do Projeto Pedagógico do Curso, privilegiaram uma proposta de formação integrada que abrange três dimensões: a formação omnilateral; a que integra o Ensino Médio e Educação Profissional; e a que estabelece relações entre parte e totalidade do conhecimento. Nesse sentido, verificamos que a integração curricular, dentro da concepção esperada, não se verifica no curso analisado, fato evidenciado, sobretudo, pela falta do entendimento dos docentes sobre a proposta do ensino integrado, agravada pela ausência do planejamento compartilhado, o que inviabiliza a realização de atividades integradoras do conhecimento. Em relação à análise do Projeto do Curso Técnico em Agropecuária Integrado, constatamos que este documento não orienta no sentido da integração curricular, tanto pela sua proposta e estruturação, como pela omissão sobre questões metodológicas adequadas a esse propósito. Salvador

APA, Harvard, Vancouver, ISO, and other styles

50

GUJANWSKI, Cassiano Perini. "Percep??o ambiental dos alunos dos cursos t?cnicos integrados ao ensino m?dio do instituto Federal do Esp?rito Santo - Campus Itapina." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1509.

Full text

Abstract:

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-04-07T18:55:36Z No. of bitstreams: 1 2016 - Cassiano Perini Gujanwski.pdf: 1203197 bytes, checksum: be71c542174de10a2b08c0a6262ce181 (MD5) Made available in DSpace on 2017-04-07T18:55:36Z (GMT). No. of bitstreams: 1 2016 - Cassiano Perini Gujanwski.pdf: 1203197 bytes, checksum: be71c542174de10a2b08c0a6262ce181 (MD5) Previous issue date: 2016-04-11 The studies of environmental perception contribute to a major understanding of the relationships between mankind/nature in specific contexts. They help in the drafting of public policies, guide educational programs and projects . The objective of this study is to identify and analyze the student?s environmental perception in Technical Course Integrated to the High School from the Federal Institute from Esp?rito Santo, Campus Itapina, in Colatina city, state of Espirito Santo, Brazil, identify if there is any differences in the environmental perceptions between the students who come from farm and those who come from the city and which they are, relate the student?s environmental perceptions and their local realities and identify in the Technical Course Integrated to the High School?s the Teaching Planes the contents exposed in the student?s perceptions. This was a qualitative research with students who attend Technical Course Integrated to the High School from the Federal Institute from Esp?rito Santo, Campus Itapina who are registered in the first and in the last grade of the first Semester in the academic year of 2015. The data gathering was done by a semi-structured questionnaire, with variables considered identifying information in environmental perception which has open and half -open questions. The results indicate that the environmental conception as a resource is predominant between the students of both grades, but it?s still stronger between the students from the third grade, showing the influence of the Environmental Education Recursista/Conservacionista Tendency. It is hoped with this, subsidize the promotion of actions that changes the existing paradigms, cooperating with the preparation of program contents in the High School from the Federal Institute of Brazil courses Teaching Plans. Os estudos de percep??es ambientais contribuem para um melhor entendimento das rela??es Homem/Natureza em contextos espec?ficos, ajudando, dentre outras coisas, na elabora??o de pol?ticas p?blicas, orientam programas e projetos educacionais. Este estudo teve objetivo de identificar e analisar a percep??o ambiental dos alunos dos Cursos T?cnicos Integrados ao Ensino M?dio do Instituto Federal do Esp?rito Santo, Campus Itapina, no munic?pio de Colatina ? ES, identificando se ocorrem diferen?as nas percep??es ambientais entre alunos provenientes do campo e da cidade e quais s?o elas; relacionar as percep??es ambientais dos alunos e suas realidades locais e identificar nos Planos de Ensino desses Cursos os conte?dos apresentados nas percep??es dos alunos. Trata-se de uma pesquisa qualitativa, com alunos frequentadores dos Cursos Profissionalizantes Integrados ao Ensino M?dio do IFES Campus Itapina, que est?o matriculados na primeira e na ?ltima s?rie do primeiro semestre do letivo de 2015. A coleta de dados foi realizada atrav?s da aplica??o de question?rio semiestruturado, contendo perguntas abertas e semi abertas com vari?veis consideradas como identificadoras da percep??o ambiental. Os resultados indicaram que a concep??o de meio ambiente como recurso natural ? predominante entre os alunos pesquisados, mas ? ainda mais forte entre os alunos da 3? s?rie (?ltima s?rie), demonstrando a influ?ncia da corrente de Educa??o Ambiental Recursista/Conservacionista. Espera-se assim subsidiar a promo??o de a??es que mudem os paradigmas existentes, colaborando com a elabora??o dos conte?dos program?ticos dos planos de ensino dos cursos de ensino m?dio dos Institutos Federais no Brasil.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'High educational institution'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles