Dissertations / Theses: 'Periodic teaching'

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H-Duke, Michelle, and University of Lethbridge Faculty of Education. "The chemistry of education : a periodic relationship." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/221.

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The purpose and focus of this research is to examine a chemistry of education and to build a metacognitive bridge between the two disciplines, chemistry and education, through autobiographical narrative development of a relational periodic table for education. The elements of teaching are integrated using the actual model of the chemical periodic table of elements as a working metaphor to re-understand teaching and education. Through the narrative analysis of the inter-and intra-relationships (the educational chemical reactions), this thesis posits a new understanding of the complex matrical relationships of education and thus expands this relational knowledge toward developing new and better methods for teachers, students and for all investors of education to engage in and experience the chemistry of education.
xiii, 312 leaves ; 28 cm.

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Aghlzad, Mojdeh. "Matematikundervisning i Waldorfskola respektive kommunal skola : En kvalitativ undersökning av två olika grundskolor." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18856.

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The purpose of this study has been to compare teachers' differing methods of teaching mathematics and their perspectives on the learning process in a municipal school to a Waldorf school. The study has examined which approach best promotes student engagement and learning in mathematics in the first three years of schooling. The study is based on four interviews. The informants’ accounts are interpreted using theories from previous research. The study shows that the municipal schools and Waldorf schools use different methods in mathematics teaching. In the public school, the focus is mostly on the students achieving curriculum goals and passing the national tests in the third year of primary school. "Silent counting" and individualized education” are methods that teachers in the municipal school make use of in mathematics teaching. In the Waldorf school students make their own textbooks, and through longer periods of teaching the teachers are aiming for deeper understanding of mathematics and its relations to the world around. The study favors the approach to teaching used in the Waldorf school in primary schools. It is assumed that students in a Waldorf school masters and have a deeper understanding of mathematics, than students in the municipal school where they work with pre-written math books.

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Targino, Arcenira Resende Lopes. "Textos literários de divulgação científica na elaboração e aplicação de uma sequência didática sobre a lei periódica dos elementos químicos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30012018-132817/.

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A lei periódica é uma ideia central na Química, relevante na educação científica, pois permite explicar e prever diversas propriedades da matéria, sendo que a tabela periódica, que consiste em sua representação gráfica, é considerada um dos ícones fundamentais da ciência. Para o ensino deste tema, textos literários de divulgação científica (TLDC) podem trazer contribuições, pois além de fomentarem o desenvolvimento das competências de leitura e escrita, podem promover uma boa problematização do conhecimento científico com aspectos socioculturais por possibilitarem discutir questões referentes à ciência e à tecnologia e suas relações com outras áreas da cultura, e, por isso, favorecem uma abordagem interdisciplinar. Desta forma, o objetivo deste trabalho é elaborar, aplicar e validar uma sequência didática (SD) para o ensino da lei periódica, a qual foi elaborada utilizando excertos de textos literários de divulgação científica, para assim verificar potencialidades e limitações dos TLDC em contextos de sala de aula de Química. A SD foi desenvolvida fundamentada no Modelo Topológico de Ensino e avaliada mediante o processo de Elaboração, Aplicação e Reelaboração. O resultado da aplicação foi avaliado principalmente de acordo interações discursivas observadas nos registros audiovisuais das aulas, nos quais foram caracterizados episódios de ensino em que ocorreram retextualizações dos TLDC. Nessas retextualizações foi constatado que foi predominante a abordagem comunicativa do tipo interativa de autoridade, o que sugere uma forma específica de adaptação do discurso de divulgação científica à esfera escolar. Além disso, embora tenham sido observadas dificuldades de interpretação de metáforas presentes nos TLDC, o que exigiu um esforço dos professores e alunos para transposição do discurso de divulgação científica para a linguagem científica escolar, também foram observadas reflexões sobre propriedades de elementos químicos, o que sugere uma potencialidade didática dos TLDC.
The periodic law is a central idea in Chemistry and also relevant in scientific education because it allows to explain and predict several properties of matter, and the periodic table, which consists of its graphical representation, is considered one of the fundamental icons of science. For teaching this topic, literary texts of scientific communication (LTSC) have been applied in this research because besides fomenting the development of reading and writing skills, they might promote a good problematization of the scientific knowledge with sociocultural aspects, allowing the discussion of many questions related to science and Technology and their relationships with others areas of culture, as well as promoting an interdisciplinary approach. In this way, the objective of this work is to elaborate, apply and validate a didactic sequence (DS) for the teaching of the periodic law, which was elaborated using excerpts from LTSC, in order to verify the affordances of the LTSC in contexts of Chemistry classroom. DS was developed based on the Topological Model of Teaching and evaluated through the Elaboration, Application and Re-elaboration process. The result of the application was evaluated mainly according to discursive interactions that were observed in the audiovisual records of the classes, from where teaching episodes were characterized in terms of the occurrency of retextualizations of the LTSC. In these retextualizations it was observed that the interactive/authoratative communicative approach has prevailed, which suggests a particular form of adaptating the discourse of public communication of science to the school sphere. In addition, although difficulties were observed in the interpretation of metaphors present in the LTSC, which has required an effort by teachers and students to translate the discourse of public communication of science into scientific school language, reflections on the properties of chemical elements were also observed, which suggests a didactic potentiality of the LTSC.

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Ignácio, Andréia Christina. "O RPG eletrônico no ensino de química: uma atividade lúdica aplicada ao conhecimento de tabela periódica." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/728.

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Tabela Periódica é um dos importantes conteúdos da química, porém dificilmente desperta o interesse dos alunos para o seu estudo. O intuito deste trabalho foi a criação de um jogo eletrônico, no estilo RPG (Role Playing Game), elaborado de acordo com conteúdos relacionados ao conhecimento de Tabela Periódica. O jogo tem como material de consulta o diagrama de Linus Pauling e é sugerido que o aluno utilize a Tabela Periódica enquanto joga. A associação da tecnologia à atividade lúdica contribuiu no desenvolvimento do jogo de RPG eletrônico que, segundo os resultados do presente trabalho, auxilia no processo de ensino e aprendizagem da Tabela Periódica devido aos seus desafios e propostas que motivam e despertam o interesse do aluno.
The Periodic Table is the most essential item in chemistry, however it hardly attracts its due interest with students. The objective of this project is to create an electronic game, the RPG (Role Playing Game), with the aim of stimulating interest, and knowledge regarding the Periodic Table. The game uses material from Linus Pauling’s diagram and it is suggested that his Periodic Table model be used while playing. The association of technology and playful activity contributed to the development of the electronic RPG game that, according to the results of this project, assists in the process of teaching and learning the Periodic Table. Due to its challenges, this game motivates and arouses students' interest.

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Ozturk, Mustafa. "Induction Into Teaching: Adaptation Challenges Of Novice Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609585/index.pdf.

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This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo
adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.

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Silva, António Franco Pereira da. "Os programas de educação física do ensino primário em Portugal nas décadas de 60, 70 e 80, do século XX-contextos, conteúdos e modelos de implementação." Phd thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Motricidade Humana, 2003. http://dited.bn.pt:80/30186.

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Indzic, Dujso Aleksandra. "Nationella minoriteter i historieundervisningen : bilder av romer i Utbildningsradions program under perioden 1975-2013." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20272.

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In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority. The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013. The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.

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Silva, Rodrigo Pedroso da. "A tabela periódica como tecnologia assistiva na educação em química para discentes cegos e com baixa visão." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2795.

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Acompanha produto: A tabela periódica...
As Ciências Naturais constituem um ramo da Educação Básica e cujo valor está na transformação do olhar e postura dos educandos frente aos fenômenos que ocorrem em seu cotidiano. Apesar de sua importância ao interpretar o mundo e suas transformações, os estudantes em geral têm apresentado um alto nível de desinteresse e descaso com relação a esta área do conhecimento. Alerta maior se faz quando se está diante do fenômeno da inclusão escolar que traz para a sala de aula diferentes perfis do alunado, como é o caso daqueles que têm insuficiência visual plena ou parcial. Segundo o Ministério da Educação, existem cerca de 930.683 brasileiros com algum tipo de deficiência, dos quais 75.433 são especificamente cegos ou com baixa visão. No ensino de ciência, a tabela periódica e a compreensão das propriedades periódicas dos elementos apresenta-se como um recurso fundamental para o aprendizado na disciplina de Química, o que faz surgir o questionamento sobre quais adaptações este recurso deve conter no atendimento de discentes cegos. Com o objetivo de propor um recurso assistivo que promova este acesso às informações da tabela periódica, cumprindo requisitos de Desenho Universal, foi realizado um estudo bibliográfico que mapeou as propostas apresentadas na última década (2006-2017), segundo a taxonomia de Bardin, nos principais eventos de Química e Educação categorizando-as segundo suas propostas e objetivos, evidenciando-se um importante campo de pesquisa para inúmeros pesquisadores licenciados. Este trabalho adotou então um dos recursos pedagógicos denominado Tabela FD14 (tabela periódica adaptada para cegos), apresentada no Congresso Nacional de Educação-EDUCERE/2015, que foi revisada e aperfeiçoada para melhor satisfazer as necessidades da educação inclusiva, enquadrando-a dentro de exigências legais quanto à qualidade do Braille e requisitos de Desenho Universal. O novo recurso foi aplicado em dinâmica de sala de aula durante o processo de ensino/aprendizagem, obtendo benefícios no suporte instrumental docente, na ação didática do professor de Ciências e no processo de aprendizagem de estudantes cegos e com baixa visão, removendo as barreiras de acesso ao currículo comum, fomentando ainda mais a possibilidade de uma educação realmente inclusiva.
The Natural Sciences constitute a branch of Basic Education and whose value lies in the transformation of the students' gaze and posture towards the phenomena that occur in their daily life. Despite their importance in interpreting the world and its transformations, students in general have shown a high level of disinterest and disregard for this area of knowledge. Greater alert is made when faced with the phenomenon of school inclusion that brings to the classroom different profiles of the student, as is the case of those who have visual impairment full or partial. According to the Ministry of Education, there are about 930,683 Brazilians with some type of disability, of whom 75,433 are specifically blind or with low vision. In science teaching, the periodic table and the comprehension of the periodic properties of the elements presents itself as a fundamental resource for learning in the discipline of Chemistry, which raises the question about what adaptations this resource should contain in the care of blind students. With the objective of proposing an assistive resource that promotes this access to the information of the periodic table, fulfilling Universal Design requirements, a bibliographic study was carried out that mapped the proposals presented in the last decade (2006-2017), according to Bardin taxonomy, in main events of Chemistry and Education categorizing them according to their proposals and objectives, evidencing an important field of research for numerous licensed researchers. This work then adopted one of the pedagogical resources called Table FD14 (periodic table adapted for the blind), presented at the National Congress of EducationEDUCERE/2015, which was revised and improved to better meet the needs of inclusive education, framing it within requirements legal requirements regarding Braille quality and Universal Design requirements. The new resource was applied in classroom dynamics during the teaching / learning process, obtaining benefits in the instrumental teaching support, in the didactic action of the science teacher and in the learning process of blind and low vision students, removing the barriers of access to the common curriculum, further fostering the possibility of truly inclusive education.

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Aleman, Marilyn K. "Korean celadon pottery : "first under heaven"." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345332.

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The primary objective of this creative project is the exploration of Korean celadon pottery. This unassuming style of pottery has been highly revered in Asian cultures and has been called the "first under heaven" by the Chinese scholar Hsu Ching (Covall 46). But for Westerners, little is known. This makes the unique features of Korean celadon pottery a subject worthy of study, particularly the celadon vessels of the Koryo Dynasty.For this research, I first studied the Goryeo or Koryo Dynasty (918-1392 A.D.) during which time Korean celadon was revealed, developed to its zenith and declined. Secondly, I concentrated on the clay body, the style and shape, and the glaze and decorating techniques used in celadon vessels of the Koryo Dynasty.As a result of this study I have used the knowledge gained to 1). develop a body of pottery work which will incorporate Korean type clay, celadon glaze and the decorating techniques of incising, relief, impressed designs, inlay and carving or open work. 2). I have produced a disciplined-based art education curriculum which can be used in teaching advanced ceramics (10th-12th grades) high school level.
Department of Art

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Lacerda, Daniela Ferreira de. "Caracterização do ensino programado no Brasil: um estudo com base na análise de periódicos científicos." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16827.

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In his work Technology of teaching, Skinner displays the characteristics that a teaching program should have, so that the students would reach the given objectives with the least number of mistakes possible. In this book the author proposes a model for displaying the teaching contingencies that became known as programmed instruction. The present work analyzes national articles of scientific publications about the application of such principles of Behavior Analysis to Brazilian Education, in the period between 1961 and 2007, that derived from Skinner s original propositions concerning programmed instruction, aiming at identifying the characteristics that such application gained here. For the analysis, 93 articles were selected based on a list of keywords, applied to a set of articles withdrawn from previous studies (especially Freitas, 1987 and César, 2002) as well as articles available on the internet, from online journals databases. The article selection was based on the presence in the title, in the keywords of the article or in the abstract ― of words such as: programmed instruction, personalized system of instruction, teaching programming, teaching contingencies, among others. Articles that contained words referring to other theoretical approaches and/or that didn t mention Behavior Analysis, nor referred to publications from that approach, were excluded. The results show that research on programmed instruction had a peak in the 1970 s and has diminished ever since. In the past three decades, there was an average of less than one publication a year in the journals that have been studied. The results also show that characteristics of programmed instruction have been found in many teaching programs present in the articles, with special emphasis on: successive approach to final behavior through small steps; students progression based on high performance; and respect for students individual rhythm. The most frequently found teaching program formats were, in decreasing order: (1) ways of teaching programming that do not reproduce any standard model; (2) Personalized System of Instruction (PSI); and (3) programmed instruction, according to the model proposed by Skinner (1972/1968)
Em sua obra Tecnologia do ensino, Skinner explicita as características que um programa de ensino deveria ter, para levar os aprendizes a atingirem os objetivos propostos com um mínimo de erros. Nessa obra, o autor propõe um modelo de disposição de contingências de ensino que veio a ser conhecida como instrução programada. O presente trabalho teve como objetivo analisar artigos de periódicos científicos nacionais sobre a aplicação dos princípios da Análise do Comportamento à Educação no Brasil, no período de 1961 a 2007, decorrentes da proposta original de Skinner de instrução programada, a fim de identificar características que essa aplicação assumiu entre nós. Para essa análise, foram selecionados 93 artigos, com base em uma lista de palavras-chave, aplicadas a artigos de relações de periódicos utilizados em estudos anteriores (em especial Freitas, 1987 e César, 2002) e também a artigos de periódicos encontrados em algumas bases de dados disponíveis na internet. A seleção dos artigos baseou-se na presença no título, nas palavras-chave ou no resumo ― de termos como: instrução programada, sistema personalizado de ensino, programação de ensino, contingências de ensino, entre outros. Artigos foram excluídos quando estavam presentes termos que remetiam a outras abordagens teóricas e/ou quando não faziam menção a análise do comportamento nem continham citação bibliográfica desta abordagem. Os resultados mostram que os estudos em ensino programado tiveram seu auge na década de 1970 e vêm diminuindo desde então, sendo que nas décadas de 1980, 1990 e 2000 foi publicado, em média, menos de um desses artigos por ano nas revistas pesquisadas. Mostram também que características da instrução programada estão presentes em muitos dos programas de ensino tratados nesses artigos, em especial as características: aproximações sucessivas ao comportamento final através de pequenos passos; progressão dos alunos baseada no alto domínio; e respeito ao ritmo do estudante. Os formatos de programas de ensino mais frequentemente encontrados foram, em ordem decrescente: (1) formas de programação de ensino que não reproduzem um modelo padrão; (2) Personalysed System of Instruction (PSI); e (3) instrução programada, conforme o modelo proposto por Skinner (1972/1968)

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Bulhões, Ricardo Magalhães [UNESP]. "A periodização literária: uma análise dos materiais didáticos em dois momentos do século XX." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/103678.

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A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.
This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.

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Groenen, Marc. "Diachronie et synchronie dans l'approche du paléolithique, des origines de la science préhistorique au milieu du XXème siècle: analyse interne des méthodes et concepts fondamentaux." Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212663.

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Brandão, Dulce Maria Ribeiro. "Expectativas e importância atribuída à disciplina de educação física-estudo comparativo por género nos alunos do 12 ano de escolaridade nas escolas secundárias do Concelho de V. N. de Gaia." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2002. http://dited.bn.pt:80/29605.

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Ito, Elaine Emi. "O estágio curricular segundo a percepção dos enfermeiros assistenciais de um hospital de ensino." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/7/7131/tde-23102006-131145/.

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O estudo tem como tema a percepção dos enfermeiros assistenciais sobre os Estágios Curriculares do curso de graduação em Enfermagem desenvolvidos nas unidades de trabalho de um hospital de ensino. O objetivo geral da pesquisa foi conhecer as percepções do enfermeiro assistencial em relação ao Estágio Curricular desenvolvido em sua unidade de trabalho e os objetivos específicos foram: conhecer a percepção dos enfermeiros assistenciais em relação ao seu papel na formação dos alunos em Estágio Curricular; conhecer a influência que os alunos trazem para a unidade de trabalho onde se realiza o referido estágio; identificar os fatores que facilitam e dificultam nas atividades diárias do enfermeiro com a presença dos alunos em estágio; conhecer a percepção dos enfermeiros em relação a estrutura do estágio e sugestões de aprimoramento para o desenvolvimento desta disciplina em ambiente hospitalar e contribuir para o aprimoramento no desenvolvimento de estágios realizados em instituições de saúde. No estudo, denominamos o Estágio Curricular como a última disciplina que o aluno desenvolve no curso de graduação em Enfermagem, oferecida no último semestre do curso, possui uma carga horária abrangente e tem o acompanhamento e a supervisão indireta do docente responsável pela disciplina e o aluno fica em contato direto e constante com o enfermeiro assistencial da unidade a qual realiza o estágio. Com relação ao delineamento metodológico, tratou-se de um estudo exploratório, descritivo e com abordagem qualitativa. A pesquisa foi desenvolvida em uma instituição hospitalar caracterizada como hospital de ensino, filantrópico, geral, localizado no município de São Paulo. Os sujeitos do estudo foram 12 enfermeiros assistenciais que acompanharam alunos em Estágio Curricular. Os dados foram coletados por meio de entrevista utilizando um roteiro norteador contendo questões abertas, estas foram gravadas e transcritas na íntegra. A técnica utilizada para inferência sobre os resultados foi baseada na análise de conteúdo de Bardin (1977). Os resultados desse estudo reveleram que a maioria dos enfermeiros assistenciais reconhece o seu papel de educador na formação dos alunos de enfermagem nos Estágios Curriculares. Os enfermeiros consideram que os alunos trazem uma influência positiva para as unidades onde se realiza o estágio, principalmente no aspecto da introdução de novos conhecimentos para os profissionais e para o setor. Os entrevistados expressam também que tanto para os fatores que facilitam como para os fatores que dificultam o desenvolvimento das atividades do enfermeiro na unidade com a presença do aluno, é relatada a questão da importância da característica deste aluno. Na percepção da maioria dos enfermeiros a estrutura do estágio está adequada, porém sugerem algumas ações para o aprimoramento no desenvolvimento da disciplina em unidades hospitalares. Acreditamos que este estudo despertou para a reflexão da importância do entrosamento e participação efetiva de todos os atores envolvidos no processo de formação do profissional de enfermagem, ou seja, do docente, do aluno e do enfermeiro assistencial, especialmente no desenvolvimento da disciplina do Estágio Curricular. Tal fato, certamente, possibilitará um ensino de qualidade cada vez melhor e uma maior interação ensino/serviço.
The theme of the study is the hospital nurses perception about Curriculum Period of a Undergraduate Nursing Course developed in the work unities of a Training Hospital. The general objective of the research was to know the hospital nurses perceptions regarding to the Curriculum Period of Training developed in their work unity and the specific objectives were: to know the hospital nurses´ perception regarding their role in the Curriculum Period of Training students training; to know the influence that the students bring to the work unity where is accomplished the reported training; to identify the factors that make easy and make difficult the nurse diary activities with the presence of the students in training; to know the nurses´ perception regarding the training structure and improvement suggestions for this discipline development in a hospital and to cooperate for the improvement of training development accomplished in health institutions. In the study, we denominate the Curriculum Period of Training as the last discipline that the student develop in the Undergraduate Nursing Course, offered in the last semester of the course, it has a broad schedule and indirect attendance and supervision of the teacher responsible for the discipline and the student keep direct and constant contact with the hospital nurses of the unity where he accomplishes the training. Regarding the methodological outline, it was an exploratory study, descriptive with qualitative boarding. The research was developed in a hospital distinguished as a teaching hospital, philanthropic, general and located in Sao Paulo city. The subjects of the study were 12 social nurses which followed students in Curriculum Period of Training. The data were collected by interview using a guide containing open questions, which were recorded and transcribed in totality. The technique used to infer the results was based on the Bardin (1977) content analysis. The results of this study revealed that most of the hospital nurses recognize their role as educator of the Nursing students´ training in the Curriculum Period of training. The nurses consider that the students bring positive influence for the unities where the training is accomplished, mainly regarding the introduction of new knowledge for the professionals and for the sector. The interviewed ones also express that either for the factors that make easy or for the factors that make difficult the nurse activities development in the unity with the student presence, it is mentioned the importance of this student characteristic. According to the most of the nurses perception the training structure is suitable; however, they suggest some actions for the discipline development improvement in hospital unities. We believe that this research achieved a thought about the importance of the involvement and effective participation of all the actors involved in the nursing professional training process, which means, the teacher, the student and the hospital nurses, especially for the discipline development of Curriculum Period of Training. Such fact, certainly, will make possible a teaching of quality much better and more interactive education/service.

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Jordão, Rosana dos Santos. "Tutoria e pesquisa-ação no estágio supervisionado: contribuições para a formação de professores de biologia." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07082007-164822/.

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Esta pesquisa está inserida no campo das investigações sobre a formação inicial de professores e assume que a docência é uma profissão. Como tal, envolve um corpo de saberes específicos. Além disso, fundamenta-se na necessidade de se superar o modelo da racionalidade técnica na formação docente, em direção ao modelo da prática reflexiva, centrado na investigação do próprio trabalho em sala de aula. Com base nesses pressupostos, seu foco de estudo é o estágio supervisionado caracterizado, neste trabalho, por um desenvolvimento coletivo, tutorado por uma professora da escola básica e centrado numa pesquisa-ação. Considerando-se essas características, a investigação visava analisar as possíveis contribuições dessa modalidade de estágio para a elaboração dos saberes profissionais dos licenciandos de um curso de Ciências Biológicas. A pesquisa foi desenvolvida na Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo, sendo que a pesquisadora era simultaneamente professora dessa escola e tutora do estágio. O grupo de estagiários era formado por seis licenciandos, que trabalharam com alunos do primeiro ano do Ensino Médio. Além da atuação nas aulas, os estagiários se reuniam semanalmente com a tutora, por um período de duas horas, no qual planejavam, analisavam e replanejavam coletivamente as ações pedagógicas que eram implementadas junto aos alunos. Dentre as metodologias possíveis, optou-se pelo estudo de caso. Os dados foram obtidos através de: observações da pesquisadora, registradas em seu caderno de campo; correspondência eletrônica trocada entre a tutora e os estagiários; diversos documentos escritos, tais como relatórios de estágio, questionários de avaliação, textos de auto-avaliação; gravações em vídeo das reuniões e entrevistas semi-estruturadas gravadas em áudio. A análise dos dados foi feita em duas etapas. Na primeira, analisou-se um módulo de aulas a fim de se descrever um conjunto de ciclos reflexivos da pesquisa-ação e de se evidenciar os contextos nos quais os saberes dos estagiários eram manifestados e transformados. A segunda visava à identificação de elaborações de saberes ao longo de todo o processo.Os resultados obtidos revelaram transformações nos saberes mais atrelados ao contexto da sala de aula, isto é, nos saberes: pedagógicos do conteúdo, práticos e pedagógicos gerais (sobre aprendizagem, ensino, ações pedagógicas, avaliação, gestão de classe, alunos e conceitos biológicos). Saberes curriculares e saberes sobre os fins educacionais, que englobam reflexões sobre o papel social da escola e do professor de Biologia, não foram muito favorecidos por essa proposta. A análise desses resultados mostrou como o principal limite do estágio a predominância dos enfoques técnico e prático na pesquisa-ação realizada. O enfoque emancipatório esteve pouco presente no processo. A despeito desse limite, foi possível identificar importantes contribuições do processo vivenciado para a formação dos futuros professores, como a elaboração de saberes essenciais à docência e melhorias no desenvolvimento pessoal. Assim sendo, conclui-se que os estágios tutorados e centrados na pesquisa-ação se constituem num caminho promissor a ser considerado e explorado na busca da tão necessária melhoria da formação docente.
This study belongs to the field of investigating the preservice teacher education. It assumes that teaching is a profession, and, as such, it involves a body of specific knowledge. It also includes the idea of the need to overcome the model of technical reasoning in teacher training in order to assume the model of reflective practice, centered on investigating the own work which is occurring in the classroom. Based on these presuppositions, the study focuses on the supervised training period, which has the features of being collective, tutored by a teacher of basic education and centered on action research. Taking into account these features, it aimed to investigate how it can contribute to forming the professional knowledge of the preservice teachers for a degree in a course of Biological Science. The study was developed in the Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo, and the researcher was simultaneously a teacher of this school and a tutor of the training period. The group of student teachers was formed of six teacher candidates, who worked with pupils of the first year of High School. As well as giving lessons, they met the tutor weekly, for a period of two hours, during which they planned, analyzed and replanned together the pedagogical actions which were implemented with the pupils. Among possible methodologies, we opted for the case study. The data were obtained by means of: observations of the researcher, recorded in her field notebook; electronic mail exchanged between the tutor and the student teachers; different written documents, such as reports of a training period, questionnaires of evaluation, texts of self-evaluation; video recordings of the meetings and semi-structured interviews recorded on a tape recorder. The data was analyzed in two stages. In the first one, a module of lessons was analyzed in order to describe a set of reflective cycles of the action research and so as to show clearly the contexts in which the knowledge of the student teachers was displayed and transformed. The second one aimed at identifying how the knowledge was composed throughout all the process. The results obtained revealed transformations in the knowledge more linked to the context of the classroom, i.e. the pedagogical content knowledge, the practical knowledge and the general pedagogical knowledge (about learning, teaching, pedagogical actions, evaluation, class management, pupils and biological concepts). Knowledge of the curriculum and about educational objectives, which encompass reflections about the social role of the school and the teacher of Biology, were not looked at very much in this study. The analysis of these results showed that the main limit of the training period was the predominance of technical and practical focus points in the action research executed. The emancipatory focus was hardly present in the process. In spite of this limit, it was possible to identify improvements, in both the personal and the professional development of the students teachers, associated with the tutoring and the action research. Based on these results, the conclusion is that training periods which are tutored and centered on action research is a promising line to be considered and explored in the search for the much-needed improvement in training teachers.

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Ramires, Regina Rizzo. "A formação docente em geografia na PUCSP a partir do projeto de reorientação curricular da licenciatura no periodo de 2005 a 2009." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9625.

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Conselho de Ensino e Pesquisas
This thesis follows and analyzes the debates and activities involved in the building of a new Major curriculum by the Geography Department of PUCSP, between 2005 through 2009. It seeks to highlight the resulting conceptions about teacher training in this area of knowledge. It covers the very first discussions about the needs for change in the Major courses across the university in the period studied, starting with its conceptual construction when there was an intense concern with the Brazilian federal legislation for Higher Education, and reaching its approval in the decision-making bodies of the Institution and, afterwards, its implementation made explicit in the new Project for the Major in Geography. This is a theoretical effort based on qualitative research which utilizes the procedure of documental analysis of a portion of the federal legislation on the matter, and also internal documents from PUCSP, required to normalize the several undergraduate courses provided by the university. The thesis is focused on the issue of teacher training, taken from a specific viewpoint: the building of project for curriculum reorientation in the course of Geography as a Major, which sought to give new meanings to the practices of teacher training with the purpose of providing broader thinking over the role of geography teaching
A presente tese trata do acompanhamento do processo de debates e atividades envolvidas na construção de um novo currículo de licenciatura pelo Departamento de Geografia da PUCSP, no período de 2005 a 2009, buscando evidenciar as concepções resultantes sobre formação docente nessa área do conhecimento. Foram abordadas desde as primeiras discussões sobre as necessidades de mudanças nos cursos de licenciatura ocorridas em toda a universidade no período estudado, passando por sua construção conceitual onde houve intensa relação com a legislação federal a respeito do Ensino Superior Brasileiro, até alcançar sua aprovação nas instâncias deliberativas da Instituição e, na seqüência, sua implementação explicitada no novo Projeto de Curso de Licenciatura em Geografia. Trata-se de um trabalho teórico, embasado na pesquisa qualitativa, utilizando como procedimento a análise documental de parte da legislação federal sobre o assunto, além de documentos internos da PUCSP, responsáveis pela normatização dos diversos cursos de graduação na universidade. O eixo central de discussão é a questão da formação docente, estudada a partir de um viés específico que foi a construção de um projeto de reorientação curricular no curso de Geografia, o qual buscou dar novos significados às práticas de formação docente, visando proporcionar uma maior reflexão sobre o papel do ensino de geografia

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Bulhões, Ricardo Magalhães. "A periodização literária : uma análise dos materiais didáticos em dois momentos do século XX /." Assis : [s.n.], 2007. http://hdl.handle.net/11449/103678.

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Orientador: Odil José de Oliveira Filho
Banca: Vera Teixeira de Aguiar
Banca: Maria de Lourdes Zizi Trevisan Perez
Banca: João Luís Cardoso Tápias Ceccantini
Banca: Juvenal Zanchetta Júnior
Resumo: A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.
Abstract: This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.
Doutor

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Skygebjerg, Hanna. "En bro mellan då och nu : En komparativ studie om litteraturhistoriens roll i ämnesplaner och läroböcker för svenskämnet." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50639.

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The aim of the essay is to investigate how the historical societal context is presented in curricula and textbooks. The studied material consists of the curricula Lpf 94 and Gy 11, and four textbooks on literature intended for teaching the subject of Swedish in upper secondary school. The literary eras that are studied are the Enlightenment and the Romantic period. The study of the textbooks proceeds from the analytical schema of the historian Niklas Ammert. Theories of literary and social conceptual worlds are applied to analyse the textbooks and a curriculum-theory perspective is used to analyse the steering documents. The analysis shows that there is a greater focus on the relationship between literature and societal development in Gy 11 and that there are stricter learning requirements. One difference between the textbooks is the approach they have chosen to get at the historical societal context. Den levande litteraturen and Texter och tankar från antiken till 1900 do this chiefly through a type of presentation that uses explanations and sometimes simple statements of fact. Svenska impulser 2 establishes connections with the present day in a reflective way. Människans texter – litteraturen gives the biggest allround picture based on different societal contexts. This textbook is also the one that most clearly corresponds to the current subject plans for teaching Swedish.

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Castillo-Chumpitaz, Karolayn Angélica, and Gargurevich Sandra Gutiérrez. "El aprendizaje colaborativo en la educación de intérpretes a través de un VLE: perspectivas de los docentes y estudiantes de la UPC durante el periodo de enseñanza completamente remota." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656984.

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La enseñanza remota de la interpretación es un campo de investigación interdisciplinario que se aborda desde enfoques teóricos y prácticos diversos en las últimas dos décadas. Los estudios exploran desde las experiencias de los docentes y estudiantes de interpretación que participan en comunidades de aprendizaje a distancia, hasta la evaluación de la efectividad de los entornos de aprendizaje virtual (VLE) diseñados para el desarrollo de las competencias del intérprete. Las investigaciones revelan que los modelos pedagógicos socioconstructivistas, como el aula centrada en el estudiante y el aprendizaje colaborativo, no caen en desuso en las aulas virtuales: e incluso pueden potenciarse con las nuevas tecnologías. Algunas regiones del mundo experimentaron este salto a la educación virtual por primera vez en 2020, con la pandemia por COVID-19 y la restricción prolongada de la educación en modalidad presencial. En el caso del programa de pregrado en Traducción e Interpretación Profesional (TIP) de la Universidad Peruana de Ciencias Aplicadas (UPC), el proceso de transición a la virtualidad en la línea de interpretación implicó la rápida adaptación de un VLE que permitiera a los estudiantes alcanzar los objetivos formativos de los cursos, a la par de replicar los modelos pedagógicos de la institución. Este estudio de corte cualitativo explora, por medio de entrevistas personales, las experiencias de siete docentes de interpretación, en torno al proceso de adaptación de un VLE que busca replicar, entre otros aspectos, el modelo de aprendizaje colaborativo en los cuatro talleres de interpretación del programa en TIP de la UPC durante 2020. El estudio también recoge, por medio de dos grupos focales, las percepciones de quince estudiantes de interpretación en relación con el VLE y el aprendizaje colaborativo durante los cuatro talleres dictados en modalidad completamente remota.
Due to its interdisciplinary nature, remote interpreting training has been studied from different theoretical and applied approaches in the past two decades. Research topics range from analyzing instructors’ and learners’ perspectives as members of a long-distance learning community to evaluating the effectiveness of tailored virtual learning environments (VLEs) in the development of interpreter’s skills. Findings reveal that socio-constructivist educational models such as student-centered environments and collaborative learning are not losing ground in virtual classes—in some cases they are even boosted by new technologies. Some regions in the world made the big technological leap into e-learning for the first time in 2020, amidst the COVID-19 pandemic and extended sanitary restrictions for on-site education. In this particular study’s case, the undergraduate program for Professional Translation and Interpreting (TIP) at Universidad Peruana de Ciencias Aplicadas (UPC), the transition to fully-remote interpreting training demanded a fast adaptation of the previously non-core VLE to one capable of enabling students to accomplish their courses’ learning objectives and teachers to replicate UPC teaching approaches. Through several personal interviews, this qualitative study looks into seven teachers’ experiences on the process of adapting one VLE to replicate, among other things, collaborative learning in each of the four interpreting courses in the TIP program during 2020. Through two separate focus groups, this paper also explores the perspective of fifteen students regarding the VLE and collaborative learning during the fully-remote education period.
Trabajo de investigación

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Carneiro, Suely Oliveira. "Opini?es sobre est?gio curricular e pr?tica de ensino na licenciatura em qu?mica: o caso do CEFET-PB." Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16044.

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The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality
Os documentos legais brasileiros est?o orientando a reformula??o dos cursos de forma??o de professores. Em todo o pa?s muitas institui??es procuram se adequar a tais documentos. Outras Institui??es de Ensino Superior IES j? na implanta??o dos cursos procuravam se adequar ?s novas pol?ticas p?blicas. Com base nas Diretrizes Curriculares Nacionais, para a forma??o de professores da Educa??o B?sica, em n?vel superior, cria-se em 2004 o Curso de Licenciatura em Qu?mica no CEFET-PB, cuja organiza??o curricular atende as solicita??es dos documentos legais. Este trabalho apresenta os resultados de uma pesquisa de natureza fenomenol?gica que visou compreender as opini?es de professores, no ?mbito das discuss?es sobre as atuais pol?ticas de forma??o, particularmente as relativas ?s resolu??es CNE/CP 1 e CNE/CP 2/2002. Ap?ia-se na proposta curricular para o curso de Licenciatura em Qu?mica, apresenta a quest?o da rela??o entre o est?gio e a pr?tica de ensino no CEFET-PB, a fim de contribuir acerca de uma reflex?o sobre estas categorias para esclarecer os professores formadores. Partiu da considera??o de que as mudan?as operadas na sociedade contempor?nea implicam mudan?as nas pr?ticas dos professores. A coleta de dados contou com dois instrumentos: um question?rio com quest?es fechadas e abertas e entrevistas gravadas. Participaram 9 professores do CEFET-PB e 4 licenciandos. Fundamentou-se em um quadro te?rico como suporte para as discuss?es sobre os diferentes modelos de forma??o docente. Conclu?mos que as representa??es de professores sobre est?gio e pr?tica de ensino como eixo articulador entre teoria e pr?tica na atividade de forma??o docente est? fortemente ancorada em elementos caracter?sticos da tend?ncia formativa de uma institui??o que historicamente atuava na forma??o de t?cnicos, e os resultados apontam para fortes ind?cios de atitudes baseadas no modelo da racionalidade t?cnica

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Zhan, Le. "William Gillock's Contributions to Piano Pedagogy: A Comparison of Three Works of Gillock with Selected Stylistic Models from the Baroque, Classical, and Romantic Repertoire." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609147/.

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William Gillock, a 20th-century American composer and pedagogue, composed numerous works in the styles of different periods for early intermediate-level piano students. The purpose of this dissertation is to introduce Gillock's pieces to teachers of early intermediate students and illustrate how they can be used as a bridge to the study of similar music from Baroque, Classical, and Romantic periods. Gillock's Little Suite in Baroque Style is compared with Handel's Suite in E Major, HWV 430; his Accent on Analytical Sonatinas (Classical) is compared with Clementi's Piano Sonatinas, Op. 36, No. 3, 5, 6; and his Lyric Preludes in Romantic Style (Romantic) is compared with Chopin's 24 Preludes, Op. 28, No. 3, 6, 9, 16, 18, and 24. Each work is examined to reveal its compositional and technical elements along with pedagogical concepts.

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Mendes, Paulo Sérgio Neves Quintano. "A formação inicial de professores e o choque com a realidade: Expectativas e vivências sobre o ano de estágio." Master's thesis, Universidade de Évora, 2002. http://hdl.handle.net/10174/15082.

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Este estudo, inserido na problemática da formação inicial de professores, revela, de um modo geral, o percurso académico efectuado na Universidade de Évora por 20 docentes e, mais concretamente, as suas experiências pessoais e profissionais nos momentos anteriores ao estágio pedagógico e durante o mesmo. Toda a investigação foi orientada no sentido de se obterem respostas às seguintes questões. Qual a imagem que os estagiários do Curso de Licenciatura em Ensino de Física e Química da Universidade de Évora, concretamente no ano lectivo de 2000/2001, tinham acerca da formação inicial anterior ao estágio pedagógico proporcionada pela instituição? De que forma os mesmos estagiários perspectivaram e vivenciaram o ano de estágio? Qual o balanço por eles efectuado sobre esse mesmo ano? No estudo, de natureza tendencialmente descritiva e interpretativa, foi adoptada uma modalidade de pesquisa inspirada no estudo de caso, à qual se associaram técnicas e instrumentos diversos de recolha de dados, nomeadamente entrevistas e registos episódicos, dados esses posteriormente submetidos a adequada análise de conteúdo. Foi possível encontrar nos discursos destes futuros professores alguns traços característicos das fases de sobrevivência e de descoberta, nomeadamente preocupações com a transmissão dos conhecimentos, o relacionamento diPicil com os alunos e o entusiasmo inicial face à profissão. Choque com a realidade, fruto de um desajustamento entre a imagem da escola concebida durante os primeiros anos da formação inicial e a realidade, encontra-se bem patente nos sefil mentos experienciados e veiculados através das palavras dos inquiridos. Apesar das limitações inerentes a este tipo de investigação, é nossa convicção que a divulgação dos seus resultados, para além da utilidade que poderá ter junto dos futuros professores, possibilita à Universidade o acesso a uma base de dados que, após reflexão, poderá conduzir a reformulações na licenciatura que possam ajudar a colmatar a descontinuidade sentida no ano de estágio. Como possível contribuição, apresentamos como sugestão o Programa de Inserção na Profissão Docente (P.I.P.D.). *** - Abstract - The present research, in the field of initial teacher education, examines, describes and analyses the academicals way of twenty student teachers who took their degree in the Universidade de Évora. More specifically this work deals with the personal and professional experiences of those student teachers in two of the most important phases of their professional development: one, before the beginning of the teaching practice period, the other during the supervisioned teaching practice period. This research was carried out in order to answer the following questions: Which are the Physics and Chemistry 2000/2001 student teachers' representations about their teacher education curriculum? How did these student teachers live and prospect this practice year? How do they take the same practice year into account, after all? The essentially descriptive and interpretative structure of this study recommended a research approach inspired in case study associated to various technics and instruments of data collection namely interviews and anedoctal records. These ones were then submitted to a content analysis. The results reveal that student teachers' narratives seem to show some traces which characterize the survival and discovery phases, especially some concerns about knowledge transmission, problematic relationship with their students and the initial enthusiastic feeling for their job. Reality shock resulting from a discrepancy between their representations of reality shaped by their model of teacher education and reality itself appears to be clearly shown in the feelings expressed in the questioned people's words. In spite of some typical limitations of this type of research, these results can possibly be useful in two ways: they can help future Physics and Chemistry student teachers; the data collected can be used to adapt the curriculum of teacher education in Physics and Chemistry in order to be able to meet actual imperative professional needs. An example of this can be the Programa de Inserção na Profissão Docente

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Toledo, Fabiano Bernardes de. "O silêncio dos aprendizes: um estudo sobre o período silencioso prolongado de aprendizes de língua estrangeira (inglês)." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/5725.

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Made available in DSpace on 2016-06-02T20:25:11Z (GMT). No. of bitstreams: 1 3882.pdf: 2333238 bytes, checksum: 163f8e99897c5680633e31a2687b2553 (MD5) Previous issue date: 2010-10-19
The aim of this work was to investigate factors that could be related to the silence (in the classroom) of students of English as a foreign language at advanced levels of study, a phenomenon that we will call prolonged silence period, based on Krashen‟s silent period concept. According to this concept, it is natural that students at the beginning of the learning process of a new language go through a period in which they remain silent, just receiving linguistic input, until they have acquired some knowledge and the necessary confidence to start talking. Some students, however, tend to remain silent in class, even at higher levels of language study. In this investigation, we focus on how these students act in class. This work is based on studies about affective factors involved in the language teaching and learning process carried out by Brown (2000), Almeida Filho (1993) and Krashen & Terrell (1998), on studies about students beliefs regarding this process, carried out by Vieira-Abrahão and Barcelos (2006), Barcelos (2001) and Almeida Filho (1993), among others. The methodology of the research involves interviews, field notes, questionnaires, student´s retrospective selfevaluation, and audio and video recordings with students from two intermediateadvanced level groups and three advanced level groups of a private language institute. The goal is to identify and discuss possible factors that contribute to the lack of oral participation of these students in class, as well as their beliefs regarding the foreign language teaching and learning process, especially as it is related to oral practice. Through this work we verified, for example, the existence of a belief according to which being at an advanced level of learning of the target language means not being allowed to make mistakes, due to the thought that at this level of studies the oral production must be free from errors. Consequently, to avoid making such errors, some students opt to remain silent in class.
O foco deste trabalho está voltado para a investigação de fatores que possam estar relacionados ao silêncio (em sala de aula) de alunos de língua inglesa de níveis intermediário-avançado e avançado, fenômeno que denominaremos período silencioso prolongado, a partir do conceito de silent period (período silencioso) de Krashen. De acordo com esse conceito, é natural que alunos no início do processo de aprendizagem de uma nova língua vivenciem um período no qual permaneçam em silêncio, apenas recebendo insumo lingüístico, até que tenham adquirido certo conhecimento e a confiança necessária para começarem a falar. Alguns alunos, no entanto, tendem a permanecer em silêncio durante as aulas, mesmo já em estágios mais avançados de estudos da língua. Focalizamos, em nossa análise, a atuação desses alunos. O trabalho baseia-se em estudos sobre fatores afetivos envolvidos no processo de ensino e aprendizagem de línguas realizados por Brown (2000), Almeida Filho (1993) e Krashen e Terrell (1998), em estudos sobre crenças de alunos a respeito desse processo, realizados por Vieira-Abrahão e Barcelos (2006), Barcelos (2001) e Almeida Filho (1993), entre outros. A metodologia da pesquisa envolve entrevistas, notas de campo, questionários, auto-avaliação retrospectiva de aprendizes e gravações em áudio e vídeo com alunos de duas turmas de nível intermediário-avançado e três turmas de nível avançado em um instituto privado de idiomas. O objetivo é identificar e discutir possíveis motivos que levam alguns desses alunos a não interagir em sala de aula, assim como suas crenças a respeito do processo de ensino e aprendizagem de língua estrangeira, notadamente no que se refere à prática da oralidade. Por meio deste estudo, constatamos, por exemplo, a existência de uma crença segundo a qual estar em nível avançado de aprendizagem da língua significa a impossibilidade de que erros sejam cometidos, em virtude da expectativa de que nesse nível de estudos a produção oral deve estar isenta de erros. Consequentemente, para evitar que tais erros ocorram, alguns aprendizes optam por ficar em silêncio em sala de aula.

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Molyneaux, M. E. "The impact of a change in political constitution on early Palestinian Judaism during the period 175-161 B.C.E." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53121.

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Thesis (MA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This study looks at a watershed period in the history of Judaism. In 175 B.C.E. a group of Jews sought to break Judaea out of the isolation in which it had stood since the Persian period. They wished to develop closer ties with their neighbours in Coele-Syria and Phoenicia and the Greek world in general. Since the Persian period the people of Judaea had been governed by high priests according to the 'ancestral laws' i.e. the Torah and its interpretation by Ezra. This 'ancestral law' had been confirmed as binding on all Jews by Antiochus III in his decree of 198 B.C.E. In order to move beyond the restrictions placed on contact between Jews and other peoples, it would be necessary to have the political status of Judaea changed. A change of political status could only be brought about by the king or one of his successors. In 175 B.C.E. a group of Jews requested Antiochus IV to permit them to transform Judaea from an ethnos into a polis. He agreed and the transformation was begun. It is these events of 175 B.C.E. that form the base of this study. The writer uses the model of Cultural Anthropology to form a framework in which these and subsequent events can be analysed. In this way we can get a better understanding of how events progressed. How a political reform ended in a religious suppression and persecution and finally a successful revolt against the Seleucid kingdom. The Torah and its interpretation stood at the center of Jewish life. Each group interpreted the law in their own way and understood events in relation to this interpretation. Therefore no analysis of this period can be undertaken without taking the law and its various interpretations into account. The law is the thread that holds all facets of this work together.
AFRIKAANSE OPSOMMING: Hierdie studie handeloor 'n tydperk van waterskeiding in die geskiedenis van die Judaïsme. In 175 ve. wou 'n groep Jode in Palestina wegbreek uit die isolasie waarin hulle hulleself bevind het sedert die oorname deur die Persiese ryk. Hulle wou graag nouer bande met hulle buurstate en die Griekse wêreld aanknoop. Sedert die Persiese tydperk is die mense van Juda deur hëepriesters regeer, volgens die 'voorvaderlike wette', dws die Torah en sy vertolking volgens Esra. Alle Jode was gebind deur hierdie 'voorvaderlike wette' deur Antiogus III se dekreet van 198 ve. Indien die mense die beperkings teen kontak met ander volke sou wou ophef, sou dit nodig wees om die politieke status van Juda te verander. Net die koning of een van sy opvolgers kon die politieke status van Juda verander. In 175 ve. word Antiogus IV deur 'n groep Jode gevra om verlof om Jerusalem in 'n Griekse polis te omskep. Hy het ingestem en die omskepping het begin. Hierdie gebeurtenisse van 175 ve. vorm die basis van hierdie studie. Die skrywer gebruik die kutuur-antropologiese teoretiese model as raamwerk vir die ontleding van hierdie en opvolgende gebeurtenisse. Hierdie model stelons in staat om die ontwikkelinge in Juda beter te verstaan en meer spesifiek 'n antwoord op die volgende vraag te kry: "Hoekom het politieke hervorming tot godsdienstige verdrukking en vervolging aanleiding gegee en in die finale instansie tot 'n suksesvolle opstand teen die Seleukied koninkryk gelei?" Die Torah en sy vertolking het die sentrum van die Joodse lewe gevorm. Elke groep in Juda het die 'wet' op sy eie manier vertolk en ontwikkelinge in verband daarmee probeer verstaan. Daarom is dit nie moontlik om hierdie tydperk te bestudeer sonder 'n erkenning van die waarde van die 'wet' en sy verskillende vertolkings nie. Die 'wet' is die goue draad wat hierdie studie byeen hou.

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Tamussin, Catherine. "La didactique du français dans la Hongrie de l'entre-deux-guerres : acteurs, outils, représentations." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCF037/document.

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Le traité de paix signé en 1920 à Trianon, réduisant des deux-tiers le territoire et la population de la Hongrie vaincue, engendre une crise diplomatique franco-hongroise. Ce contentieux a-t-il eu un impact sur l’enseignement du français et sur la représentation de la culture française en Hongrie ? La réforme de l’enseignement secondaire de 1924 introduit le français, l’anglais et l’italien à côté de l’allemand obligatoire. On constate alors un essor spectaculaire du français dans les lycées. Cet essor ainsi que la création du premier lycée bilingue français-hongrois montrent l’influence de la culture française et le rôle actif des diplomates français en poste à Budapest malgré les consignes restrictives de Paris. Le Collège Eötvös, créé en 1895 sur le modèle français de l’École Normale Supérieure joue aussi un rôle déterminant dans la formation d’une élite enseignante francophone et francophile. L’approche allemande Kulturkunde, visant l’étude de l’esprit d’un peuple à travers sa littérature, pénètre dans les cercles pédagogiques hongrois. L’accueil est ouvert mais réservé quant aux dérives nationalistes possibles. L’analyse des manuels de français montre que les auteurs inscrivent cette approche dans la tradition francophile de l’élite intellectuelle hongroise en reliant la représentation de l’esprit français aux valeurs humanistes universelles véhiculées par la littérature française. L’absence d’amalgame entre culture et politique, l’attitude distanciée et humaine des enseignants hongrois, dont certains avaient même souffert personnellement de la situation politique entre la France et la Hongrie, montrent que des choix individuels peuvent transcender les contingences politiques et les dérives méthodologiques
The peace treaty signed at Trianon in 1920 reduced by two-thirds the territory and population of defeated Hungary, thus creating a French-Hungarian diplomatic crisis. Might this strife had an impact on French language teaching and on the way French culture was depicted in textbooks? Actually, in 1924, a secondary education reform provided the possibility to learn English, French and Italian besides compulsory German. The result is a huge rise of French language in secondary schools. This rise and also the creation of the first French bilingual school show how influent French culture was in the country and how French diplomats in Budapest supported the reform in spite of limitative instructions from Foreign Office in Paris. Eötvös College, created in 1895 on the model of French Ecole Normale Supérieure, played also a decisive role in French teachers’ training and in the growth of a French-speaking elite. The german Kulturkunde approach, aimed to study the “mind or esprit of a nation” in teaching literature, penetrates into Hungarian educational circles. Hungarian teachers welcomed this new approach but expressed reserves about possible nationalistic drifts. The analysis of French textbooks shows that the authors applied Kulturkunde by making a strict distinction between politics and culture and by associating it with the humanist and universal values conveyed by French culture, in accordance with the francophile tradition of the Hungarian intellectual elite. The balanced and kind attitude of the Hungarian teachers, some of whom had to suffer personally from the political situation between France and Hungary, shows that individual choices can transcend political contingencies and methodological drifts

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Fung, Hsiao, and 呂小鳳. "The teaching effectiveness and feasibility study of incorporating chemistry periodic table in science curriculum of the fifth and sixth graders : an action research." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03502100573197460432.

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碩士
朝陽科技大學
應用化學系碩士班
101
ABSTRACT The study aimed at investigating the feasibility of integrating the chemistry periodic table into science curriculum of the fifth and sixth grades in elementary schools. Based on the teaching effectiveness, an assessment of the feasibility was carried out. 178 fifth and sixth graders at an elementary school in Taichung were chosen as the object of the study for one and a half year. The questionnaire with a total of 214 copies was conducted. After the statistical analysis, the findings were summarized as follows. After being taught with the chemical elements, the students’ overall learning attitudes were revealed as follows. I. The students reacted positively as learning the chemical elements and the chemistry periodic table. Among the cognitive factors, affective factors and the scientific attitude factors, the scientific attitudes presented the best. There is a significant and highly positive correlation between the three factors and the scientific attitudes presented the best among the three factors. II. The fifith and sixth graders’ ability for learning the chemistry periodic table is able to be expected. III. And the overall opinion revealed from the questionnaire was that the adoption of teaching the fifth and sixth graders chemical elements was agreed. On the whole, it is proposed that intergrating the chemistry periodic table into science curriculum of the fifthe and sixth grade is able to be promoted.

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MATOUŠEK, Michal. "Počítačová hra ve výuce chemie na SŠ." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-187919.

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This thesis is focused on usage of computer game (adventure game) in teaching of chemistry. Game is situated to the town of Český Krumlov and contains set of tests from nomenclature (names and symbols of chemical elements). This game can be used to motivate students to study chemistry on lower grades of grammar schools and higher grades of elementary schools.

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涂婉琳. "The case study on teaching by a chemical famous teacher in cramming school in the curriculum of " the Atom Structure and the Periodic Table"." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/98908338648153488546.

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碩士
國立高雄師範大學
科學教育研究所
95
The purpose of this study was to understand the cramming school`s famous chmical teacher`s teaching. To know what representations the teacher use and how to use those representations make important knowledge link to each other,and help students efficient in study. And to understand the teacher`s value and theory behind those representations. In Taiwan, attend cram school was very popular, and everybody want to know the study about cram school , so researcher used qualitative methods for data collection in the study .They were systematic classroom observation, teacher-student interview, and questionnaire investigation. Following are the results from the study: 1. The teacher usually guided question , review appeal students`attention. Coming content ,representations are full. 2. The teacher`s teaching structure is first: clear the main study object in the curriculum , secend is to find the trait and the point in the curriculum , third is to say concept and use practical things to explain not easy understand contents. The teacher use better ways to explain harder question ,and always talk to students. Fourth is help students know what lows of vhose contents and do analyze. 3. The value of the teacher is help students were understand content .Not only remember those content, but help students study deeply, and help students got points .

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"Sparky the Saguaro: Teaching Experiments Examining Students' Development of the Idea of Logarithm." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49296.

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abstract: There have been a number of studies that have examined students’ difficulties in understanding the idea of logarithm and the effectiveness of non-traditional interventions. However, there have been few studies that have examined the understandings students develop and need to develop when completing conceptually oriented logarithmic lessons. In this document, I present the three papers of my dissertation study. The first paper examines two students’ development of concepts foundational to the idea of logarithm. This paper discusses two essential understandings that were revealed to be problematic and essential for students’ development of productive meanings for exponents, logarithms and logarithmic properties. The findings of this study informed my later work to support students in understanding logarithms, their properties and logarithmic functions. The second paper examines two students’ development of the idea of logarithm. This paper describes the reasoning abilities two students exhibited as they engaged with tasks designed to foster their construction of more productive meanings for the idea of logarithm. The findings of this study provide novel insights for supporting students in understanding the idea of logarithm meaningfully. Finally, the third paper begins with an examination of the historical development of the idea of logarithm. I then leveraged the insights of this literature review and the first two papers to perform a conceptual analysis of what is involved in learning and understanding the idea of logarithm. The literature review and conceptual analysis contributes novel and useful information for curriculum developers, instructors, and other researchers studying student learning of this idea.
Dissertation/Thesis
Doctoral Dissertation Mathematics 2018

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Gjoci, Bukurie. "Analyzing Mathematics High School State Examinations in Albania in the 1970s and 2006-2015: Two Decades, Two Historical Periods." Thesis, 2017. https://doi.org/10.7916/D8805DVK.

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This dissertation is devoted to the history of the Albanian system of education in general, its mathematics education program in particular, and, specifically, the Albanian high school mathematics assessment. Historical in terms of its research methodology, and mathematical-pedagogical in terms of the objects of the study, this research explores and compares the Albanian high school mathematics graduate examinations during 1970s and 2006 – 2015: two decades during two different historical periods. It analyzes the general structure of the examinations, their mathematical task design, and the history of their changes under the influence of political and social processes. The units of analysis here are the questions of each examination, which are examined both individually and in context as part of the examination, investigating the examinations’ topic coverage and comparing the latter to the intended national curriculum. This study was based on multiple primary sources, including documents from the Albanian Ministry of Education, the Central State Archive of the Republic of Albania, the Internet archive (http://www.arsimi.gov.al), memoirs of former teachers, high school textbooks during the respective years, and other sources. The analysis showed that Albanian mathematics education was not immune to political and social change: both its curriculum and assessment were affected. Examination administration, format, topic coverage, and item characteristics, even the pure mathematical problems, represented in some ways the Albanian social, economic, and political views of the time.

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Shiluvane, Samuel Mugebisa. "The role of parents, teachers and the state in the establishment of a culture of teaching and learning :." Thesis, 2001. http://hdl.handle.net/10500/16025.

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Martin, Clive James. "The feasibility of Montessorian education in the primary school : an historico-educational exposition." Thesis, 1994. http://hdl.handle.net/10500/18135.

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Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not ·'"spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebe!, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three) • Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of '"standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need.
Educational Studies
D. Ed. (History of Education)

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Brodeur, Rosemarie. ""Un homme sur deux est une femme" : intégrer le genre dans les manuels d’histoire de la civilisation occidentale au collégial : quelques propositions." Thèse, 2011. http://hdl.handle.net/1866/5904.

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L’histoire des femmes et l’histoire du genre se sont développées conjointement depuis plus d’une trentaine d’années. Pourtant, elles ne sont pas encore pleinement reconnues par les institutions universitaires, et encore moins par les institutions collégiales, les progrès historiographiques dans ces domaines étant exclus du cursus enseigné. Du moins, c’est ce que nous avons observé au niveau collégial au Québec, à la suite d’une évaluation de la trame narrative des manuels francophones et anglophones utilisés pour le cours Histoire de la civilisation occidentale. En effet, grâce à une analyse des chapitres couvrant la période moderne, soit de 1500 à 1800 environ, des manuels les plus utilisés pour l’enseignement de ce cours, nous avons pu établir que l’histoire des femmes et l’histoire du genre ne sont pas intégrées et qu’une différence existe entre la trame du manuel francophone et celle du manuel anglophone. Nous avons constaté que le seul cours d’histoire obligatoire au niveau collégial, qui tend à former des citoyens et des citoyennes éclairé(e)s ainsi qu’à transmettre une culture générale de base, exclut la moitié de la population de leurs enseignements. Aussi ce mémoire propose-t-il trois façons de remédier à cette situation.
Women and gender history have developed in conjunction for more than thirty years. Nevertheless, these domains are still not fully recognized by the university institutions, and even less by the college institutions, as the historiographical advances in these areas are being excluded from the curriculum. Indeed, this is the situation we have observed at the college level in Quebec, following an evaluation of the narrative transmitted by French and English textbooks used in the History of western civilization courses. In fact, thanks to an analysis of the chapters covering the early modern period, which ranges approximately from 1500 to 1800, in the most often used textbooks for the teaching of this course, we were able to establish that the history of women and the history of gender are not integrated in the narrative and that a difference exists between the narrative of the French and English textbooks. We observed that the only mandatory history course at the college level, which endeavours to form enlightened male and female citizens as well as to transmit a basic general culture, excludes half of the population of their teachings. Thus, this work proposes three solutions to remedy this situation.

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Mzoma, Shoaib. "Malawian immigrants experiences in the acquisition of spoken isiZulu in Durban." Diss., 2014. http://hdl.handle.net/10500/18567.

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Text in English
One of the critical challenges associated with migration is a need to acquire a destination language, which has never been an easy experience for immigrants. This study aims at exploring and analysing experiences of Malawian immigrant labourers in their process of acquiring spoken skills of isiZulu in Durban. In order to understand the phenomenon under investigation better, this study used a qualitative research approach and adopted a phenomenological research design. The data for this study was collected using semi structured one-to-one interviews. The data were analysed using content analysis method and was approached and discussed in light of Schumann‟s (1986) Acculturation Model and frame works and a destination–language acquisition model of Chiswick and Miller (2001). Empirical findings from this study have shown that adults; just like children, are also capable of mastering a second language if they can manage both social and psychological factors that impede acquisition.
Linguistics and Modern Languages
M.A. (Linguistics)

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Zaheer, Jameela Banu, and Jamilat Banu Zahir. "Study of foreign hadith words in the first Islamic literature." Diss., 2008. http://hdl.handle.net/10500/3191.

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From the point of view of literary qualities, Prophetic Traditions stand out among Arabic literature. This study aims at selecting some unique words the Prophet used, and search for their presence or absence in the Arabic Although several sources were used, the reliance for the choice of words is mainly on An-Nihayah fi gharib al-Athar of Ibn al-Athir; and for comparison, several published works. literature. The objective is to find out how the Prophetic words affected the literature. An analysis is attempted to arrive at the meaning of these words as used in Hadith literature, literatures preceding or following it, and compare to find whether they have been used at all, and, if used, in the same meaning or not, or whether they are used in a unique sense. Thus, this study brings to light differences between Prophetic literature, and literatures other than it.
Arabic and Islamic Studies
M.A. (Islamic Studies)

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Zahīr, Jamīlat Bānū, and Jameela Banu Zaheer. "Study of foreign hadith words in the first Islamic literature." Diss., 2008. http://hdl.handle.net/10500/3191.

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From the point of view of literary qualities, Prophetic Traditions stand out among Arabic literature. This study aims at selecting some unique words the Prophet used, and search for their presence or absence in the Arabic Although several sources were used, the reliance for the choice of words is mainly on An-Nihayah fi gharib al-Athar of Ibn al-Athir; and for comparison, several published works. literature. The objective is to find out how the Prophetic words affected the literature. An analysis is attempted to arrive at the meaning of these words as used in Hadith literature, literatures preceding or following it, and compare to find whether they have been used at all, and, if used, in the same meaning or not, or whether they are used in a unique sense. Thus, this study brings to light differences between Prophetic literature, and literatures other than it.
Arabic & Islamic Studies
M.A. (Islamic Studies)

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Gajdová, Magdalena. "Hudební činnosti v mezinárodních mateřských školách v Praze." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446300.

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This work analyses music activities of English-speaking children of pre-school age, attending international schools in Prague, following the British Curricula. The goal of this work is to develop and to validate teaching materials of musical activities, supporting children with different native languages from the language of the teaching material, those in transition period, and those with communication barriers, and to offer concrete implementation strategies for teachers of music in both Czech and international schools. The theoretical part compares Czech and British music curricula for pre-school children. It defines terms such as transition period and describes its course in Czech and international environments. Furthermore, it addresses the role of music during this stage of development and explains the concepts of project-based learning and music integration project. As theoretical underpinning for the practical portion, the work offers detailed discussion of musical factors, syllabic structure both in English and Czech language, and the variations in interpretation of musical fairy tales. The practical part describes the goals, methods, and procedures of the action research focused on the implementation of the musical fairy tale in Czech and English, as well as reflection and evaluation of...

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Heckroodt, Annétia Sophia. "Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig." Diss., 1995. http://hdl.handle.net/10500/16926.

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Summaries in Afrikaans and English
Text in Afrikaans
With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated.
Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer.
Psychology og Education
M. Ed. (Psychology of Education)

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Beer, Leilani. "The role of the priests in Israelite identity formation in the exilic/post-exilic period with special reference to Leviticus 19:1-19a." Thesis, 2021. http://hdl.handle.net/10500/27842.

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Bibliography: leaves 289-298
Source-criticism of the Pentateuch suggests that the priests (Source P) alone authored the Holiness Code – the premise being that Source P forms one religious, literate and elite group of several. Through the endeavor to redefine Israelite identity during the Neo-Babylonian Empire of 626–539 BCE and the Achaemenid Persian Empire of 550–330 BCE, various ideologies of Israelite identity were produced by various religious, literate and elite groups. Possibly, the Holiness Code functions as the compromise reached between two such groups, these being: the Shaphanites, and the Zadokites. Moreover, the Holiness Code functions as the basis for the agreed identity of Israel as seen by the Shaphanites and the Zadokites. Specifically, in Leviticus 19:1-19a – as being the Levitical decalogue of the Holiness Code, and which forms the emphasis of this thesis – both Shaphanite and Zadokite ideologies are expressed therein. The Shaphanite ideology is expressed through the Mosaic tradition: i.e., through the Law; and the Zadokite ideology is expressed through the Aaronide tradition: i.e., through the Cult. In the debate between the supremacy of the Law, or the Cult – i.e., Moses or Aaron – the ancient Near Eastern convention of the ‘rivalry between brothers’ is masterfully negotiated in Leviticus 19:1-19a.
Old Testament and Ancient Near Eastern Studies
D. Phil. (Old Testament)

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Dissertations / Theses on the topic 'Periodic teaching'

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