Dissertations / Theses on the topic 'TEACCH Model'

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
Com o presente estudo pretende-se analisar a perceção de eficácia do modelo Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) como estratégia de inclusão para indivíduos com Perturbações do Espetro do Autismo (PEA). Deste modo, realizou-se uma revisão bibliográfica, para enquadrar teoricamente a temática, procedendo-se à apresentação do estudo empírico. Esta investigação, de natureza quantitativa, foi desenvolvida com os profissionais das Clínicas Pedagógicas de Psicologia, de Reabilitação Psicomotora e de Terapêutica da Fala da Universidade Fernando Pessoa do Porto, assim como com os familiares dos indivíduos com Perturbações do Espectro do Autismo (PEA) acompanhados nas referidas clínicas. Para a recolha de dados utilizou-se a técnica de inquérito por questionário, através da aplicação de dois questionários distintos, um aos profissionais e outro aos familiares anteriormente mencionados. Embora tenha existido um número significativo de abstenções às questões sobre o modelo TEACCH, pode-se verificar que este modelo pode oferecer benefícios aos indivíduos com PEA, tais como o desenvolvimento das noções de vida em sociedade, maior aproveitamento académico e o desenvolvimento de valores pessoais.
The present study aims to analyze the perception of efficacy of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) and inclusion strategy for individuals with Autism Spectrum Disorders (ASD). Thus, we carried out a literature review to frame the issue theoretically, proceeding to the presentation of the empirical study. This research, quantitative, was developed with the Clinical Professional Pedagogical Psychology, Psychomotor Rehabilitation and Speech Therapy at the Fernando Pessoa University in Oporto, as well as family members of individuals with Autism Spectrum Disorders (ASD) accompanied in these clinics. For data collection, we used the technique of questionnaire survey, through the application of two different questionnaires, one for professionals and other family members mentioned above. Although there have been a significant number of abstentions questions about the TEACCH model, it can be verified that this model can provide benefits to individuals with ASD, such as the development of notions of life in society, higher academic achievement and the development of personal values.

This study involved families of young children with autism spectrum disorders to examine the feasibility of implementing an adapted version of the school-based Prevent-Teach- Reinforce (PTR) model. This research included two families who developed and implemented the intervention for their children in collaboration with the researcher. The PTR manual was modified for use in a family context. The PTR intervention was tested using a multiple baseline design across routines. Procedural fidelity was assessed during training and coaching, as well as family implementation fidelity and social validity. To examine the potential efficacy of the adapted PTR intervention, the children’s target problem behavior and functionally equivalent alternative behavior were measured using video observation across experimental conditions including a generalization probe. Results indicated that the adapted PTR model is associated with reduction in child problem behavior and increases in alternative behavior. This study expanded the current research on the PTR model and extended its use to a novel setting and population so that a standardized model for positive behavior support implementation can be developed in the family context.

This study evaluated the effectiveness of a rival- model learning procedure on the acquisition of variations of color tacts and assessment of generalized tacting with children with autism. The participants IQs ranged from 49 to 63 and all were eleven years of age or younger. A multiple baseline across participants with embedded multiple probe was used. The child’s typical therapist functioned as an observational model but participants never received programmed consequences for responding related to the target behavior. The results of this study indicated that using a rival-model procedure produced accurate responding on trained stimuli tacting shades of color as well as generalized shades of color. This study adds to the limited amount of research published on the rival-model observational learning method with children with autism and related disabilities. Keywords: Autism, generalization, PEAK Relational Training System, rival-model,

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model with two four-year-old children in a community preschool classroom. A multiple baseline design across activities was used to assess the teacher implementation of the behavior intervention strategies developed during the PTR team process and the changes in child problem behavior and engagement. Additional measures associated with the outcomes, such as researcher procedural integrity and social validity were assessed. The results suggest that the team of teachers were able to implement the PTR intervention with fidelity, which resulted in a decrease in the children’s problem behavior and an increase in their engagement. The PTR process was deemed feasible and acceptable by the teaching staff, and that the child behavioral outcomes were evaluated as acceptable by naïve observers.

This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.

Tennessee’s Ready2Teach initiative, a statewide teacher education reform, will be discussed with a description of its enactment at one regional university. Discussion will focus on how to utilize 300 hours of co-teaching in addition to student teaching.

The purpose of this study was to gain insight into a teacher’s experience in implementing the asset-based approach to teach Life Orientation to a Grade 7 class. More specifically I explored expected and unexpected benefits as well as challenges in relation to the implementation of asset-based teaching. My working assumptions were that both teachers and learners possess assets that may support teaching and learning and that the process of asset-based teaching can support teachers to attend to a variety of needs in one classroom. Nested within the wider positive psychology paradigm I relied on the asset-based approach as theoretical framework. I conducted qualitative research following an instrumental case study research design, applying participatory action research principles. Meta-theoretically I framed the study within Interpretivism in order to obtain an in-depth understanding of the phenomenon under investigation. One Grade 7 teacher was selected as participant through purposeful sampling. A government primary school in Pretoria was selected conveniently. I used semi-structured interviews, analysis of existing documents and artefacts, and observation to collect data, that were documented in the form of verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis three main themes emerged related to the process of asset-based teaching, positive changes of assetbased teaching, and challenges associated with asset-based teaching. In identifying assets within the classroom (Theme 1), the teacher in this study became aware of both the learners’ and her own assets that could be mobilised to support teaching and learning. Assets identified within the different systems of the bio-ecological model and own action plan were used to support the mobilisation of assets. Ownership and commitment formed an essential part of the phase of managing assets. Positive changes that were identified subsequent to implementing asset-based teaching (Theme 2) relate to increased confidence and self-knowledge of learners and the teacher, identification of assets, enablement in the classroom, recognising the value of reflection in teaching, focusing away from learners’ needs towards their assets and strengths, increased motivation and trust amongst learners, a decrease in behaviour difficulties, and learners working more independently. Challenges that were identified in implementing asset-based teaching (Theme 3) include an increased workload and responsibility in teaching, difficulty to focus away from needs to strengths, lack of sustainability of positive changes, behaviour challenges, limited understanding of asset-based terminology, difficulty to integrate asset-based teaching into the curriculum of various learning areas, high teacher-learner ratios, socio-economic challenges, the needs-based orientation of society, and limited support to learners from home. Based on the findings of the study I conclude that asset-based teaching can be viewed as a suitable alternative way of teaching, following the dynamic process of identifying, mobilising and managing assets. In this manner, the diverse needs of learners may be addressed in one classroom. In addition the study indicates that asset-based teaching may support adolescents in dealing with developmental changes. # Additional information of the Appendices are kept on Level 3 Merensky Library.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
Unrestricted

Daily routines in the home are typically the most common interactions for children with their siblings and parents. When a child exhibits challenging behavior in these routines, it can cause a strain on the family as well as the child's ability to learn a more appropriate behavior. This study examined the feasibility and potential efficacy of an adapted version of the Prevent-Teach- Reinforce (PTR) intervention with three families of young children with developmental disabilities. The school-based PTR manual was adapted for treatment use in a family context. The study assessed the family adherence to the collaboratively developed PTR intervention, family use of the behavior rating scale, social validity, procedural integrity, and child behavior behaviors during the routines. A multiple-baseline design across children was used to examine the impact of the PTR intervention on child behavior within the routine. Results indicated that the PTR interventions were successful in demonstrating an increase in appropriate behaviors and a decrease in challenging behaviors across children. The results also indicated that parents were able to successfully use the behavior rating scale to measure each child's behavior.

Teach for All is an umbrella organisation developed by the founders of Teach for America and Teach First. Operating through sister organisations in Africa, Asia, Australia, Europe, North America and South America, Teach for All promises to develop solutions to educational problems in diverse settings through training teachers according to common principles to work in schools in areas of disadvantage. For the first time, therefore, there exists a single international organisation offering a model of teacher education which claims to be transferable to any context in the world. This study, through a focus on Teach South Africa in the Global South and the UK’s Teach First in the Global North, seeks to examine these claims. In particular it investigates the extent to which the teacher training model has been transferred, established and embedded in what are culturally, economically, politically and historically very different nation states. CEOs, middle managers and teachers of the respective organisations were interviewed and Teach for All, Teach First and Teach South Africa web-sites were analysed, in order to gain an understanding of how the principles, aims and ethos are embodied within the organisation’s different settings. I argue that, while pervasive neoliberal ideologies along with a specific organisational discourse combine to create a set of circumstances in which Teach for All believes it can establish 'country proof’ sister organisations anywhere in the world, the North in fact maintains and strengthens its privilege and power base in these relationships and they are not necessarily supportive of teacher development needs in the Global South.

This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum disorders participated in the study. The study examined the degree to which the classroom staff implemented the PTR intervention plan with fidelity and its impact on the students’ behaviors, using a multiple baseline across participants design. The results indicated that the teaching staff implemented the PTR intervention plan with high levels of fidelity, and their implementation of the intervention plan led to decreases in problem behavior and increases in replacement behavior across all three participating students with ASD. The PTR-SEC teams found the PTR-SEC intervention to be acceptable and satisfactory; all three staff expressed interest in continuing to implement the PTR intervention plan after completion of the study.

The purpose of the study was to examine the effectiveness of teaching sight words using an iPad app with embedded models to students with developmental disabilities. The experimental design used was multiple probe (conditions) across behaviors replicated across students. All sessions occurred in a one-to-one format. The results showed the iPad app with embedded models were effective in teaching sight words to students with developmental disabilities.

Research using visual activity schedules (VAS) with embedded video models (VM) has been effective to teach novel skills to children and adolescents with intellectual disability (ID). However, there is limited research using VAS/VM to teach adults with ID. The purpose of the current study was to determine if VAS/VM could be used as a self-instructional tool for adults with ID to increase independence in laundry skills. Results from the current study provide evidence that a functional relation exists when using VAS/VM to teach laundry skills to adults with ID. Two adults generalized the use of the VAS/VM to a novel setting with similar tasks.

The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.

This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate that the PTR intervention effectively reduced problem behavior and increased replacement behavior for all three participating students in both target and generalization academic time periods. Social validity assessments with the participating teachers and students indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes. Implications for using the PTR model within MTSS for students who are not responding to Tier 2 interventions are discussed.

The purpose of this study was to teach middle school students with autism spectrum disorder (ASD) academic, grade level science term definitions. Three students with ASD who were served in a self-contained classroom for students with moderate and severe disabilities participated in the study. A multiple probe (days) across behaviors research design was used to evaluate the effectiveness of a model-lead-test procedure delivered using a computer software program to teach three sets of five science term definitions from the general education academic standards. Generalization probes were conducted in the general education setting by giving each student terms that they learned during intervention in the context of the classroom lesson and asking them to respond by giving the definition to the term. The results indicate that students were able to learn and maintain science term definitions when using teacher created e-books with an embedded model-lead-test procedure.

Magister Educationis - MEd
Two grade 11 classes of two high schools in Cape Town were taught some concepts of sound by means of indigenous musical instruments. The purpose was to find out the relative effects (or none) of two instructional strategies. Toulmin (1958)’s Argumentation Pattern, Ogunniyi (1997)’s Contiguity Argumentation Theory and Reiner et al. (2000)’s Substance Schema formed the theoretical framework. A pre-post-test quasi-experimental design was employed and data collated using questionnaires, a sound conceptual test, argumentation worksheets, and classroom observation schedules. One teacher taught the experimental group using dialogical argumentation while another teacher taught the comparative group using lecturedemonstration method, coupled with the use of ICTs for duration of four weeks. Data were analysed using a mixed (quantitative and qualitative) methods approach. The findings revealed that many the learners held some scientifically valid conceptions of sound prior to formal instruction. However, the learners also held many scientifically invalid conceptions in relation to the speed of sound in air, sound propagation, and sound produced by stringed instruments. The alternative conceptions of learners in the C group remained largely unchanged after instruction, while those of the E group changed appreciably, but not completely. The E group learners changed the alternative conceptions that were worked into structured argumentation activities better than those which were not. Also, the learners in both groups seemed to hold indigenous beliefs in relation to sound which did not seem to change after instruction. Most learners had a positive attitude towards the use of indigenous knowledge in the science class. No significant difference was found between male and female learners with respect to conceptual understanding of sound, indigenous beliefs, and interest in the integration of science and indigenous knowledge.

Framed in theories of pragmatism, self-efficacy, and ecology, this design-based research study attempted to make explicit connections between theory and field-based research. The pedagogical goal of this study was to expose in-service teachers to a scaffolded model of professional development for writing (IMSCI) that could be implemented in their own teaching. This model of professional development also served to place research participants in a professional learning community. Teachers worked in focus groups made of another teacher in their own discipline, and a collective focus group, and worked through the steps of the scaffolded model in consideration of their own writing instruction in an effort to increase their self-efficacy, while also experiencing a participatory approach to instruction that in turn improved their ability to enact this instruction in their own classrooms. The data, which included focus group interviews, blog posts by the teachers, and member checking, were analyzed using constant comparative methods. The analyses indicated that the majority of these content teachers had not experienced effective writing instruction models as students and did not learn how to teach writing in their preservice teaching programs. Additionally, their professional learning experiences as inservice teachers had not given them the tools they needed to overcome ecological factors that stopped them from teaching writing. Teachers' responses about their experience with the IMSCI model indicate that it has the potential to help teachers understand what effective writing instruction looks like, how to implement it in their own classrooms, and to increase their perceived self-efficacy as teachers of writing.

According to works’ data of research and periodic literature of Lithuanian and foreign scientist authors about conception and structure of competency and analyzing specifics of soldier’s work. The model of consultant competency evaluation is applied, also, to evaluate the soldier’s competency components missing in their competence are reveled and the most effective foreseen ways of soldier’s basic competence are offered. The results of research were published in scientific conference of students “Junior scientist 2006” and some of the results were applied successfully in Lithuanian grand duke Algirdas’ mechanize infantry battalion for calculation of soldiers training results.

Le métier d’enseignant universitaire s’apprend le plus souvent sur le tas (Knight, Tait & Yorke, 2006). Mais que recouvre cet apprentissage sur le tas ? L’objectif de cette thèse est de déterminer les pratiques d’apprentissage au travers desquelles, en France, les enseignants universitaires débutants construisent leurs compétences d’enseignement. La recherche, menée auprès d'universitaires novices, questionne l'usage de huit modèles d’apprentissage susceptibles d’être à l’œuvre dans le processus de construction des compétences. La thèse montre que les pratiques des novices sont éclectiques et tendanciellement non-structurées. Alors que les pouvoirs publics considèrent la mise place d’une formation initiale formelle et systématique, cette recherche de thèse engage à une réflexion sur une formation pédagogique des universitaires qui prendrait en compte la diversité des pratiques et l'aspiration des novices à l'autonomie
How to teach in academia is most often learnt on-the-job (Knight, Tait & Yorke, 2006). But what does the phrase “on-the-job learning” genuinely mean in this case? This doctoral dissertation aims to identify which learning practices novice academics make use of to construct their teaching competences in France. A survey was carried out amongst novice academics asking them to describe how eight learning models may have contributed to the process of constructing their teaching competences. Results show that novices’ practices are eclectic and mainly informal. While public authorities have been developing for a while formal training structures targeted at all newly-hired academics, this research suggests that the variety of practices and the aspiration of novices to informality should also be taken into account

The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.
B.S.N.
Bachelors
Nursing
Nursing

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study contributes with the knowledge construction related to the learning to teach in an hospital context that have differences from the traditional classroom. These assumptions need to be made: (i) When scholar quotidian actions are enunciated there exists docent learning; (ii)The enunciations of the scholar quotidian actions, when seem as cultural artifacts, can be investigated; and (iii) the docent space of practices is considered a strategy of learning. This research focus in this question: What are the possibilities that the practical enunciations made by intern teachers in an hospital environment promote the docent learning? The search to answer this question is sustained by studies with strong qualitative methodology, oriented in the investigation of the meanings construction in a space which the communicative action takes the place of the experiment. The data for this study comes from the modular discursive analysis and from the study of the Habermas Theory of Communicative Action. The enunciations used in this research comes from a group of eight teachers and eight intern teachers of the IOP-GRAACC-UNIFESP from june 2005 to july 2006. It´s possible to observe that, in the enunciations of the actions used in this study, the group: creates new meanings to the implicit docent knowledge related to the institutional space of Health and Education; there are tendencies of traditional curriculum adaption to the hospital reality; investigation spaces are created in the process; there are arguments for consensus when spaces are open for differences and mobilization of the action; the properties appears as the environment adaptabilities are created; specific curriculum are constructed for the patient-students in oncology treatment; signifies the position of the Hospital School sphere of actions; create a relation of inclusion in the hospital space; investigates the practice with autonomy construction of the docent; space construction for docents; and mobilize knowledges linked to solidarity
O estudo pretende contribuir com a construção do conhecimento acerca da aprendizagem da docência em contextos externos às salas de aulas tradicionais, mais especificamente no ambiente hospitalar. Para tal, partiu-se dos pressupostos: (i) Existe aprendizagem da docência ao se enunciarem ações escolares cotidianas, (ii) As enunciações de ações escolares cotidianas, quando percebidas como um artefato cultural, são passíveis de serem investigadas e (iii) O espaço de práticas situadas da docência é considerado uma estratégia de aprendizagem da docência. A pesquisa tem como orientação de investigação a pergunta: Quais as possibilidades das enunciações de práticas cotidianas realizadas por professores estagiários em um ambiente hospitalar promoverem a construção da aprendizagem da docência ?. A busca de respostas se deu pelo viés dos estudos predominantemente qualitativos, com orientação para a investigação de construção de significados em um espaço em que a ação comunicativa assume o lugar do experimento. Assim a produção de dados se dá com apoio da análise discursiva modular e dos estudos da Teoria da Ação Comunicativa habermasiana. Procuramos, nas enunciações de um grupo de oito professoras e professores estagiários do IOP-GRAACC-UNIFESP, indícios dos processos reflexivos da ação docente. As observações se deram de junho de 2005 até junho de 2006. Foi possível observar que, ao enunciar suas ações, o grupo ressignifica conhecimentos implícitos da docência quanto ao espaço institucional da Saúde e da Educação e: indicam tendências de adaptação dos currículos tradicionais para a realidade hospitalar; criam espaços de investigação do meio; fornecem argumentos para a busca de consenso ao abrirem espaço para diferenciação e mobilização da ação; antecipam as propriedades e criam adaptabilidade ao meio; constroem currículos específicos para os alunos pacientes em tratamento oncológico; significam a posição da esfera da Escola Hospitalar, entre as demais esferas de atividade do espaço hospitalar; estabelecem uma relação de pertencimento ao espaço hospitalar; investigam intersubjetivamente a própria prática com construção de autonomia do espaço da docência, constroem espaços para docência e mobilizam saberes ligados à solidariedade

La thèse a été développée avec le soutien du CAPES en schéma de cotutelle entre l'Université Fédérale Rurale de Pernambuco (Brésil) et l'Université Lumière - Lyon 2 (France). La recherche a été menée entre 2013 et 2017 ayant pour objectif analyser les caractéristiques psychiques, sociologiques et didactiques du rapport au savoir mathématique à partir d'une étude exploratoire réalisée avec 32 enseignants qui travaillent les mathématiques dans les premières années de l'école primaire publiques de la municipalité de Cabo de Santo Agostinho (Région Métropolitaine de l'État de Pernambuco-Brésil). A cet effet, nous nous sommes appuyés sur les apports théoriques de la psychanalyse, de la sociologie, de la didactique et des mathématiques tirés des contributions théoriques de Beillerot (1989), Nimier (1988), Charlot (2000) et Chevallard (1996). Cette recherche se caractérise par une étude phénoménologique, exploratoire sur la relation à la connaissance mathématique. Les outils méthodologiques utilisés dans la construction des données de recherche sont les suivants: un ensemble de questionnaires, les carnets de terrain et les interviews d'auto confrontation simples. Les informations obtenues grâce à l'utilisation de cesoutils ont été traitées, analysées et catégorisées selon les prémisses de l'analyse du discours (dans la perspective renforcée par Charaudeau, 2012, 2014) et de l'analyse statistique impliquée - ASI (dans la perspective suggérée par Regis Grás, 2015 et Régnier, 2010). L'identification, la description et l'analyse des caractéristiques psychanalytiques et des rapports aux mathématiques sont basées sur la catégorisation proposée par Nimier (1988). Alors que l'étude des caractéristiques sociologiques et didactiques est basée sur les résultats de recherches antérieures et les discours des participants sur la scolarité elle-même, la professionnalisation, la formation mathématique, les pratiques pédagogiques et les étudiants. Les résultats suggèrent que les modes de relation à la connaissance mathématique des participants sont constitués par les attributs psychiques de plus d'une catégorie proposée par Nimier (1988). Cependant, on peut dire que parmi les collaborateurs de l'étude, les profils caractérisés comme analytiques et contrôlants prédominent, au détriment des profils plus persécutifs ou schizoïdes. Pour ces enseignants, les mathématiques représentent un objet idéalisé (représentant la beauté, l'harmonie et l'organisation),qui comble les lacunes personnelles (enseignant idéal en mathématiques). En ce sens, nous avons vérifié que la relation à la connaissance mathématique, instituée par ces professeurs tout au long de la professionnalisation, est plus institutionnelle que personnelle. Puisque ce type de relation souffre des influences des interactions sociales et du processus de formation. Ces deux facteurs apparaissent comme des aspects prépondérants dans l'évolution de la relation à la connaissance des enseignants participants. Parmi les contributions de la recherche, nous soulignons la promotion de la réflexion sur le rapport au savoir des enseignants qui travaillent les mathématiques dans les premières années de l'éducation primaire brésilienne. Tout comme nous envisageons la possibilité de matérialiser la notion en question à travers les caractéristiques psychiques qui configurent le modèle proposé dans cette recherche (construit sur les interfaces entre les dimensions psychique, sociologique et didactique du rapport au savoir des enseignants) est une adéquation du modèle de référence, en fonction des désirs qu'ils partagent les uns avec les autres
The thesis was developed with the support of CAPES in a regime of cooperation between the Federal RuralUniversity of Pernambuco (Brazil) and the Université Lumière - Lyon 2 (France). The research was carried outfrom 2013 to 2017, aiming to analyse the psychic, sociological and didactic characteristics of the relationship withmathematical knowledge, starting from an exploratory study with 32 teachers who teach mathematics in the firstyears of elementary education, in the public municipality of Cabo de Santo Agostinho (Metropolitan Region ofthe State of Pernambuco-Brazil). To this end, we based the study on the theoretical subsidies of psychoanalysis,sociology, and didactics of mathematics, from the theoretical contributions of Beillerot (1989), Nimier (1988),Charlot (2000) and Chevallard (1996). This research is characterized as a phenomenological and exploratory studyon the relatioship with mathematical knowledge. The methodological tools used in the construction of the researchdata were a set of questionnaires, field diaries and simple self-confrontation interviews. The information obtainedby using those instruments was treated, analysed and categorised according to the premises of discourse analysis(in the perspective fostered by Charaudeau, 2012, 2014) and the implicative statistical analysis - A.S.I. (in theperspective suggested by Regis Grás, 2015 and Régnier, 2010). The identification, description and analysis ofpsychoanalytic characteristics and modes of relationship with mathematics is based on the categorisation proposedby Nimier (1988), whereas the study of sociological and didactic characteristics is based on the results of previousresearch and on the participants' discourses, on schooling itself, professionalisation, mathematical training,pedagogical practices and students. The results suggest that the modes of the participants' relationship withmathematical knowledge are constituted by the psychic attributes of more than one category proposed by Nimier(1988). However, we can affirm that among the study collaborators, profiles characterised as analytical andcontrolling predominate, to the detriment of more persecutory or schizoid profiles. For those teachers, mathematicsis an idealised object (representing beauty, harmony and organization), which fills personal gaps (idealmathematics teacher). In this sense, we verified that the relationship with mathematical knowledge established bythose teachers throughout professionalization is more institutional than personal, since this type of relationshipsuffers the influences of social interactions and the formative process. Both factors emerge as preponderant aspectsin the evolution of the relationship with the knowledge of the participating teachers. Among the contributions ofthe research, we highlight the promotion of discussion on the relationship with knowledge of teachers who teachmathematics in the initial years of Brazilian fundamental education. As well as we see that the possibility ofmaterialising the notion in question through the psychic characteristics that shape the model proposed in thisresearch (built on the interfaces between the psychic, sociological and didactic dimensions of teachers' relationshipwith mathematical knowledge) is an adjustment of the reference model, according to the desires they share witheach other. In summary, the desire to be a teacher, to fulfill the function (that the product of the teaching actionsmay ensure an environment that favours mathematics learning, establishing affective bonds with the children) andto obtain notoriety (to be recognised by the effectiveness of their competences, skills and practices in theclassroom) dynamise and model participating teachers' relationship with the mathematical knowledge due to thepreponderance of the social aspects present in personal and professional life
A tese foi desenvolvida com o apoio da CAPES em regime de cotutela entre a Universidade Federal Rural de Pernambuco (Brasil) e a Université Lumière – Lyon 2 (França). A pesquisa foi realizada entre 2013 a 2017 com o objetivo de analisar as características psíquicas, sociológicas e didáticas da relação ao saber matemático, a partir de um estudo exploratóriocom 32 professores que ensinam matemática nos anos iniciais do ensino fundamental, em escolas públicas do município do Cabo de Santo Agostinho (Região Metropolitana do Estado de Pernambuco-Brasil). Para tanto, nos apoiamos em subsídios teóricos da psicanálise, da sociologia e, da didática da matemática, a partir dos contributos teóricos de Beillerot (1989),Nimier (1988), Charlot (2000) e Chevallard (1996). Esta investigação se caracteriza como um estudo fenomenológico e exploratório acerca da relação ao saber matemático. Os instrumentos metodológicos utilizados na construção dos dados da pesquisa, foram um conjunto de questionários, os diários de campo e as entrevistas de autoconfrontação simples.As informações obtidas mediante a utilização dos referidos instrumentos foram tratadas, analisadas e categorizadas de acordo com as premissas da análise do discurso (na perspectiva fomentada por Charaudeau, 2012, 2014) e da análise estatística implicativa - A.S.I (na perspectiva sugerida por Regis Grás, 2015 e Régnier, 2010). A identificação, descrição e a análise das características psicanalíticas e dos modos de relação com a matemática, está pautada na categorização proposta por Nimier (1988). Enquanto o estudo das características sociológicas e didáticas, está pautado nos resultados de pesquisas precedentes e, nos discursos dos participantes, sobre a própria escolarização, a profissionalização, a formação matemática, as práticas pedagógicas e os alunos. Os resultados sugerem que os modos de relação ao saber matemático dos participantes são constituídos por atributos psíquicos de mais de uma categoria proposta por Nimier (1988). Entretanto, podemos afirmar que entre os colaboradores do estudo, predominam os perfis caracterizados como analíticos e controladores, em detrimento dos perfis mais persecutórios ou esquizoides. Para estes professores a matemática figura como objeto idealizado (que representa a beleza, a harmonia e a organização), que preenche as lacunas pessoais (professor de matemática ideal). Nesse sentido, constatamos que a relação ao saber matemático, instituída por estes professores ao longo da profissionalização, é mais institucional do que pessoal. Uma vez que, este tipo de relação sofre as influências das interações sociais e do processo formativo. Estes dois fatores emergem como aspectos preponderantes na evolução da relação ao saber dos professoresparticipantes. Entre as contribuições da pesquisa destacamos o fomento à reflexão acerca da relação ao saber dos professores que ensinam matemática nos anos iniciais do ensino fundamental brasileiro. Assim como, vislumbramos a possibilidade de materializar da noção em questão, por meio das características psíquicas que configuram o modelo proposto nesta pesquisa (construído em função das interfaces entre as dimensões psíquicas, sociológicas e didáticas da relação ao saber matemático dos professores) é uma adequação do modelo de referência, em função dos desejos que compartilham entre si. Em síntese, o desejo de ser professor, de realizar a função (que o produto das ações docentes seja a garantia de um ambiente favorável às aprendizagens matemáticas, inclusive com o estabelecimento de laços afetivos com as crianças) e de obter notoriedade (serem reconhecidos pela eficácia das suas competências, habilidades e práticas em sala de aula), dinamizam e modelam a relação ao saber matemático dos professores participantes em virtude da preponderância dos aspectos sociais presentes na vida pessoal e profissional

Partindo da nossa experiência pessoal e profissional relacionada com a Educação Especial, este trabalho surge como uma abordagem às respostas educativas concretas face à criança portadora de Perturbação do Espectro do Autismo, no contexto educativo que frequenta. O contexto em análise foi a sala de ensino regular em articulação com a Unidade de Ensino Estruturado para a Educação de Alunos com Perturbação do Espectro do Autismo frequentadas pelas crianças que são objeto deste estudo, num Agrupamento de Escolas do concelho X. Para a realização deste trabalho optámos por utilizar o método de investigação qualitativa, naturalista, de tipo etnográfico, para o estudo relativo às crianças com PEA. Relativamente aos docentes e às suas perceções sobre o ensino estruturado e a Sala Teacch, optamos por uma abordagem quantitativa, com base no inquérito para recolha de dados. Alunos, professores, pais, técnicos, todos os que intervêm na educação destas crianças, foram os participantes e colaboradores nesta investigação. Sem a cooperação de todos os profissionais que trabalham com estas crianças, este estudo não teria sido possível. Inicia-se este trabalho no plano teórico com a apresentação da Perspetiva Histórica da Educação Especial; das várias perspectivas do Espectro do Autismo ao longo dos anos, procurando compreender o que é o Autismo, a sua etiologia, características, diagnósticos e diferentes modelos que podem ser implementados em crianças com Autismo. Numa segunda parte, expomos os resultados obtidos nos dois estudos de caso complementares já referidos. Pretendemos, assim, contribuir para uma mudança de atitudes no que diz respeito a toda a comunidade educativa, promovendo desta forma a inclusão da criança com Espetro de Autismo, na salas Teacch, na sala do ensino regular, bem como nos diferentes contextos escolares.
Embarking upon our personal and professional experience related to special education, this study emerges as an approach to address the specific educational responses for children with Autism Spectrum Disorder within the educational context that they attend. The context analysis was the regular school room in conjunction with the Unit Structured Teaching for the Education of Students with Autism Spectrum Disorder frequented by children who are the subject of this study taken from a grouping of schools in the municipality of X. For this task we chose to use the method of qualitative, naturalistic, ethnographic research type for the study of children with ASD. Regarding teachers and their perceptions about structured teaching and Teacch room, we opted for a quantitative approach, based on survey data collection. Students, teachers, parents, coaches, all involved in the education of these children were participants and collaborators in this research. Without the cooperation of all professionals working with these children, this study would not have been possible. We began this study at the theoretical level with the presentation of the Historical Perspective of Special Education; the varying perspectives of the Autism Spectrum over the years, trying to understand what Autism is, its etiology, characteristics, diagnoses and the different models that can be implemented in children with Autism. In a second part, we expose the results obtained in the two previously cited additional case studies. We intend, therefore, to contribute to a change in attitudes with regard to the entire educational community, thus promoting the inclusion of children with Autism Spectrum in Teacch rooms in regular education classrooms as well as in differing school contexts

Relatório de Estágio do Mestrado em Ciências da Educação apresentado à Faculdade de Psicologia e de Ciências da Educação
O presente relatório de estágio, integrado no 2º ano de Mestrado de Ciência das Educação da Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra, insere-se na temática das Perturbações do Espetro do Autismo, com incidência na integração de estudantes com esta patologia na escola. Esta é uma temática recente, mas fundamental, visto que é na família e na escola que as pessoas com Perturbações de Espetro do Autismo iniciam as primeiras interações sociais. Este estágio decorreu na escola básica de Coimbra, Escola Martim de Freitas e incidiu, principalmente, no desenvolvimento integral dos estudantes da Unidade Estruturada de Ensino. Para isso, foi realizado um trabalho de apoio e acompanhamento dos estudantes com Perturbações de Espectro do Autismo às aulas da unidade e às aulas na turma do ensino regular, planificaram-se, implementaram-se e avaliaram-se atividades e elaboram-se materiais de apoio que complementaram a sua formação. Realizou-se, ainda, um projeto de investigação com o objetivo de compreender quais as dificuldades e obstáculos dos profissionais que trabalham juntos e com os estudantes com Perturbações do Espetro do Autismo. Trata-se de uma análise de necessidades de natureza qualitativa, com recurso a entrevistas semiestruturadas. Após a realização deste estudo foi possível concluir que os principais obstáculos à prática pedagógica eficiente são a falta de recursos humanos, a necessidade de formação específica na área da educação especial e alguns impedimentos de espaço e tempo. Conclui-se, assim, que apesar dos avanços para a integração destes estudantes na comunidade escolar, este é um processo que exige uma reflexão constante na busca de estratégias que melhorem, transformem e adaptem o meio escolar à realidade dos estudantes com Perturbações do Espectro do Autismo.
The present curricular internship report, is part of the 2nd year of the Master's Degree in Educational Science of the Faculty of Psychology and Educational Sciences of the University of Coimbra, developed in the field of the Autism Spectrum Disorders, with focus on the integration of students with this pathology in school. This is a recent but fundamental theme because it is in the family and in school that people with Autism Spectrum Disorders initiate the first social interactions. This internship took place at an elementary school in Coimbra, Escola Martim de Freitas, and focused mainly on the integral development of the students of the Structured Teaching Unit. To that end, a work was carried out to support and accompany students with Autism Spectrum Disorders to the classes of the unit and to the classes in the regular teaching, to plan, implement and evaluate activities and prepare materials for supporting their training. A research project was also carried out in order to understand the difficulties and obstacles of professionals that working together and with students with Autism Spectrum Disorders. This is a needs analysis of a qualitative nature, using semistructured interviews. After the accomplishment this study it was possible to conclude that the main obstacles to effective pedagogical practice are the lack of human resources, the need for specific training in the area of special education and some space and time constraints. It is concluded, therefore, that despite the advances in the integration of these students in the school community, this is a process that requires constant reflection in the search of strategies that improve, transform and adapt the school environment to the reality of students with Spectrum Disorders Autism

Nas últimas décadas temos assistido a um conjugar de esforços legislativos, educativos e sociais de forma a atender todas as crianças, particularmente aquelas que apresentam necessidades educativas especiais (NEE). A criação de uma escola inclusiva para os alunos com NEE, exige tal como refere Correia et al. (2008) uma grande reestruturação da escola e da turma regular. Esta reestruturação engloba a mudança de atitudes por parte de todos os profissionais e técnicos que intervêm com a criança com NEE, assim como a criação de espaços físicos ou reestruturação dos mesmos, de forma a permitir que todas as crianças independentemente das suas características ou incapacidades possam mobilizar-se na escola. Nos últimos anos, após a homologação do Decreto-lei n.º 3/2008 de 7 de janeiro, temos assistido um pouco por todo o país, à criação de salas de ensino estruturado, destinado a crianças com Perturbações de Espetro do Autismo (PEA). Jordan (2000) considera que estas crianças apresentam um distúrbio severo do desenvolvimento que se manifesta através de dificuldades muito específicas da comunicação e da interação associadas a dificuldades em utilizar a imaginação, em aceitar alterações de rotinas e à exibição de comportamentos estereotipados e restritos. Atendendo a estas características tão específicas, surge em 1972, o programa Teacch (Treatment Education of Autistic and Related Commnications Handicapped Children) criado por Eric Schopler e seus colaboradores da Universidade de Chapel Hill na Carolina do Norte. Este programa foi o resultado de mais de vinte e cinco anos de investigação científica, que se destinava a instruir aos pais técnicas comportamentais e métodos de educação especial que respondessem às necessidades dos seus filhos (Shopler, Reichler e Lansing, 1980). Atualmente promove-se no sistema educativo português a criação de Unidades de Ensino Estruturado, pois estas podem constituir um valioso recurso pedagógico das escolas, ou agrupamentos de escolas. Esta resposta educativa específica visa melhorar a qualidade de vida das crianças/jovens com PEA, aumentando o seu nível de autonomia e de participação na escola, junto dos seus pares, fomentando a sua inclusão na sociedade.

Orientação: Horácio Pires Gonçalves Ferreira Saraiva
É cada vez mais da responsabilidade da escola, garantir políticas de educação de sucesso, dando resposta a todas as crianças, fomentando desta forma a inclusão. Todo o corpo docente deve estar mais apto e sensibilizado para garantir a integração de crianças com necessidades educativas especiais. Este estudo não poderia ser realizado sem a colaboração de educadores e professores das escolas de Primeiro Ciclo com Jardim de Infância do Agrupamento de Escolas de Águas Santas Concelho da Maia e das professoras da Unidade de Ensino Estruturado da Escola Básica do Primeiro Ciclo com Jardim de Infância do Carvalhal – Agrupamento Vertical de São Lourenço Concelho de Valongo, a quem foram, maioritariamente, aplicados os questionários. Sendo este estudo de natureza teórica – prática, numa primeira fase deliberou-se o enquadramento teórico, em que se abordaram vários pontos pertinentes numa tentativa de melhor enquadrar a temática das Perturbações do Espetro do Autismo, e de encontrar possíveis estratégias a desenvolver neste âmbito. Neste caso mais específico, é apresentado o ensino estruturado – Modelo TEACCH, para dar resposta a crianças portadoras desta síndrome, ou seja como forma de intervenção pedagógica de forma a garantir um maior sucesso ao nível do desenvolvimento das crianças portadoras de Perturbações do Espetro do Autismo. Numa segunda fase, apresentámos a análise dos resultados obtidos através do método quantitativo, pois recorremos à aplicação de questionários compostos por perguntas fechadas, que foram aplicados a 81 educadores/professores, incluindo os do ensino regular e os da educação especial. Assim, foi-nos possível delinear algumas conclusões face aos objetivos a que nos propusemos.
It is increasingly the responsibility of the school to promote education policies that ensure success, responding to all children, thus fostering inclusion. Every teacher must be aware and able to provide the integration of children with special educational needs. This project would not have been accomplished without the help of the kindergarten teachers and the school teachers of the first cycle with kindergarten schools from Águas Santas group of schools, city of Maia, and the teachers from the Structured Teaching Unit of the first cycle with kindergarten school of Carvalhal, vertical group of schools of São Lourenço, city of Valongo, to whom the questionnaires were mostly applied. Since this project has a theory - practice nature, initially we deliberated the theoretical framework, which addresses several pertinent points in an attempt to best fit the theme of the spectrum disorders of autism, and to find possible strategies to develop in this area. In this specific case, it´s presented the structured teaching – Teacch program, as a response to children with this syndrome, to ensure a greater success in their development. In a second step, we present an analysis of the results obtained by the quantitative method, because we resorted to the use of questionnaires consisting of closed questions that were applied to 81 preschool teacher / teachers, including regular education and special education. Therefore, we were able to draw some conclusions from the goals we set ourselves.

Dissertação de Mestrado, Psicologia da Educação, Faculdade de Ciências Humanas e Sociais, Escola Superior de Educação, Universidade do Algarve, 2006
O presente estudo propôs-se averiguar a adequação da adopção do modelo Teacch, usualmente utilizado na intervenção junto de indivíduos com perturbações do espectro do autismo, nas práticas psicopedagógicas com crianças portadoras de deficiência mental (moderada a profunda) que não apresentassem tais perturbações.
The present study intended to discover the adequacy of the adoption of the Teacch model, usually used in the intervention with autistic children in the educational pratice with mental handicaped children.

With the proliferation of new technological alternatives to the traditional classroom, it becomes increasingly important understand the role that innovative technologies play in learning. Computer environments for learning to teach have the potential to be innovative tools that improve the skill and effectiveness of pre-service and in-service teachers. There is a tacit sense in such environments that “realism” is best created through, and associated with, a kind of pictorial literalism. I designed a computer model (the Direct Instruction tool) that, though simple, appears realistic to many users and thus contradicts that sense of literalism. I also propose a theoretical classification of computer representations based on the relationship (or lack thereof) between perceived usefulness or relevance and realism. In this study, I investigate two questions: 1) What are the kinds of claims or insights that respondents generate in relation to using the DI tool to organize their experiences? 2) How do the functionalities of the DI tool fit with or support what respondents see as meaningful? Results indicate that a model can be seen as relevant and useful even if it is not internally consistent. Two major themes that were meaningful to study participants were the simultaneously positive and negative role of “difficulty” in the classroom, and the balance between past performance and future potential. The DI tool seems to promote a shared focus on these themes despite the diversity of past educational experiences among study participants. Responses to this model suggest that extremely abstracted representations of teaching are able to influence the claims and insights of users, affording a glimpse into the internal realities of pre-service teachers. This in turn creates an opportunity to articulate these alternative realities without judgment, describe them with respect, and make them an object of consideration rather than a hidden force. The results of this study contribute to a theory of computer environments for learning to teach that can shape the effective use of these tools in the present, as well as accommodate new models that may be developed as technologies change in the future.
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Thesis (M.S.)--University of Wisconsin--Madison, 2002.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 71-74).

碩士
國立臺灣師範大學
體育學系
103
The purpose of the study was to investigate how pre-service PE teachers perceive and implement the Cooperative Learning Instruction Model (CLIM) in physical education during their 5 weeks teaching practicum in a secondary school. Four pre-service PE teachers were participants of the study. Each pre-service PE teachers had 2 lessons per week (total 9 lessons). Focus-group interviews, Semi-structured interviews, class observation, and reflection journals were used to collect data. The interview data were transcribed in order to further comparison, integration and analysis. The interview data were transcribed for further comparison, integration and analysis. Results were showed that (1) before the implementation of CLIM: pre-service PE Teachers hold suspect attitudes toward this instructional model; (2) During the implementation of CLIM: pre-service PE teachers could follow the instructional steps, however, But for students learning motor skills more dissatisfied, Although the perception of the development of social skills and thinking skills, but there was also a need for developing their observation, interpretation and teaching decision competencies; (3) after the implementation of CLIM: pre-service PE teachers recognized CLIM as a effective way for learning, though the grouping skills and quick decision ability while teaching would be need for developing .

A research report submitted in partial fulfilment of the requirement for the degree of Master of Education by Creative Writing to the Faculty of Humanities, University of the Witwatersrand, 2019
In the South African education landscape, an apprenticeship/learnership model of teacher education is gaining traction, particularly in the private education sector. There is a general perception that student teachers who are immersed in a school context daily will gain a better understanding of the process of learning to teach. However, this assumption has not been empirically tested. The purpose of this qualitative research was to understand how mentors of student teachers in a learnership programme in a private school in South Africa, understand and support the process of learning to teach, both theoretically and in practice. The mentors’ criteria for good teaching and what is important in the mentoring interactions determines the kind of Zone of Proximal Development they are able to create in the mentoring interactions, specifically in the provision of feedback to student teachers on the lessons they teach. The research was conducted with three mentor teachers, each responsible for mentoring a student teacher in their subject area, mathematics. The research employed consisted of audio-recorded interviews with the mentors, as well as audio-recorded feedback sessions between the mentors and their respective student teachers after the mentor observed the student teaching two lessons. The results show that there is a variation in the forms of knowledge and support provided to the student teachers. The mentors’ support of the student teachers mostly focused on general pedagogical support in the form of tips and general classroom management advice. The more substantive mentorship, which focuses on the explicit communication of instructional design and pedagogical reasoning, was limited in some instances or not evident at all in other instances. A formal cognitive mentorship programme is recommended to effectively support student teachers in the process of learning to teach and to develop them into professional teachers. Such a programme should interrogate the mentors’ own assumptions about teaching, help them to understand the processes and complexities of learning to teach and guide them on how to design opportunities for making the pedagogical reasoning behind teaching choices explicit to student teachers.
NG (2020)

Tese no âmbito do Doutoramento em Arte Contemporânea, apresentada no Colégio das Artes, Universidade de Coimbra.
O campo do design usa uma complexa combinação de conhecimento: prático, técnico, estético e cultural; engloba aspetos importantes, sejam eles objetivos ou subjetivos; e exige raciocínios que podem ser simultaneamente convergentes e divergentes. Como tal, o ensino de design requer uma abordagem holistica. O modo tradicional de ensino de design a nível universitário, que usa o studio model (adotado da arquitetura), encontra-se ameaçado face a restrições orçamentais e modelos de avaliação tendencialmente quantitativos. Face à tecnologia digital, a prática do design tem-se distanciado das bases no que concerne à criação de objetos físicos, tornando-se uma área cada vez mais virada para sistemas e comunicação e menos para produção material. Estas condições tornam a avaliação e o repensar do ensino de design tanto necessário como inevitável. Várias entrevistas exploratórias, aqui usadas com o propósito de traçar um retrato das práticas pedagógicas contemporâneas no ensino de design, e um caso de estudo baseado na minha experiência letiva na Universidade de Coimbra, compõem a abordagem qualitativa da investigação presente nesta tese. O quadro teórico que suporta esta abordagem abarca as origens, variações e características do studio model, formando a base a partir da qual é construída a discussão em torno deste formato de ensino. É feita uma análise do paradigma contemporâneo do ensino de design baseada no ponto de vista de variados autores, educadores e críticos, acerca do rumo que a educação de design deverá tomar. São igualmente estudadas as teorias de Experiential Learning, Reflective Practice e Action Research, as quais se argumenta serem relevantes na transição para este novo paradigma. Não obstante, os aspetos ideológicos da educação de design aqui analisados sugerem haver contradições e conflitos, tanto dentro das interpretações tradicionais como nas contemporâneas, que deverão ser resolvidos para que o pleno potencial da disciplina seja concretizado.
Design is a field that requires a complex mix of knowledge: practical, technical, aesthetic and cultural; it has important aspects that are objective and subjective; and demands ways of thinking that are at times both convergent and divergent. Education in design therefore requires a holistic approach. The traditional form of design education, which follows the studio model (borrowed from architecture) is under threat at universities, due to restricted budgets and an increasingly quantitative assessment model. At the same time, thanks to digital technology, design itself is increasingly distanced from its base in the creation of physical objects, becoming an area that is increasingly about systems and communication rather than material production. These conditions make an assessment and rethinking of design education both necessary and inevitable. This thesis addresses these issues through a mix of practice based and theoretical research methods. These include a series of exploratory interviews that are used to suggest a general picture of contemporary practices in design education, and a case study based on my teaching practice at the University of Coimbra. This qualitative investigation is supported by a theoretical framework that covers the origins, variations and characteristics of the studio model, which provides a basis upon which to build a discussion of this teaching format consisting of; an analysis of the contemporary paradigm of design education, based on the reading of a series of views by educators and critics on how design education should change; and the various interrelated theories of Experiential Learning, Reflective Practice and Action Research, which, it is argued, are relevant for the transition to this new paradigm. However, this thesis provides an analysis of the ideological aspects of design education that suggests there are inherent contradictions and conflicts both within the traditional and contemporary interpretations of its pedagogy that must be resolved if the potential of the discipline is to be realised.

碩士
國立臺北教育大學
教育傳播與科技研究所
98
Since 2002, Executive Yuan had planned to promote the project named as National Digital Archive Program(NDAP). It is believed that digital archives materials are useful resources to assist teaching for education.Hence, the teacher must know how to adopt the proper teaching strategies with digital archives to perform well and efficiently. Therefore, this study is based on digital archives and the Keller's ARCS motivation model to design the teaching of traditional opera “Chinese Opera Unit”on the Art and Humanist Curriculum in junior high school. The purpose of this study is to understand the influences of the effects on learning motivation and effectiveness among junior high school students by teaching. This study adopts quasi-experimental research to see how it affect the eighth-grade junior high school students. The quantititive data is gathered from questionnaires of learning motivation and learning achievement. This study gather the qualitative data by interviewing to analyze both the opinions of students and teachers for further understanding. Finally the suggestions is made according to the results of this research as a reference for future instruction or research. The main findings are as follows: 1.The teaching with digital archives has significant effect to learning motivation. And, the teaching with ARCS Motivation Model has significant effect to learning motivation. With regard to learning motivation, students who accept the teaching with digital archives is better than without digital archives, and students who accept the teaching with ARCS Motivation Model is better than without ARCS Motivation Model. 2.The teaching with digital archives has significant effect of learning achievement. With regard to learning achievement, students who accept the teaching with digital archives is better than without digital archives materials. 3.Students who have the different experiences on internet using do not have significant effect to learning motivation. 4.Students who have the different degree of Chinese Opera preference and learning achievement of the Art and Humanist Curriculum have significant effect to learning motivation. The higher degree of Chinese Opera preference and learning achievement of the Art and Humanist Curriculum the students have, the better the students are in their learning motivation. 5.The teacher and most students are positive in their conception of the traditional opera teaching with digital archives and ARCS motivation model, both of learning motivation and achievement can be improved.

碩士
中國文化大學
華語文教學研究所
101
The purpose of this study is to utilize the teaching method of “Teach Less, Learn More” onto students with intermediate levels of the Chinese language. By having a well-designed curriculum, the researcher wishes to achieve the goal of assist-learning through student-centered activities. The researcher uses strategies associated with assist-learning to motivate students to learn actively, to stimulate their interests and to improve their learning effectiveness. The research survey demonstrates positive developments in all aspects of learning despite limited progress in some areas. Through close integration between language inputs and outputs, this particular teaching method can encourage students to think critically while strengthening their listening, speaking, and reading skills at the same time. The researcher consults the relevant theoretical literature and implements the associated philosophy and principles into the various activities within the classroom. These activities are focused on developing the listening, speaking, and reading skills of students. In summary, the「Teach Less, Learn More」teaching method requires curious educators and teachers should advance their own knowledge and teaching skills in a continuous way in order to inspire their students to become critical thinkers.

碩士
臺中健康暨管理學院
資訊工程學系碩士班
93
Integrated information technology into instruction is the important teaching-aids tool of the current teaching. 「Intel Teach to the Future」is a typical case of the teaching model. In miaoli county, there are about 15.6% teachers in junior high schools and elementary schools got the authentication from 2001 to 2005. It is necessary to evaluate the contents and effectiveness of the plan. The study use the theory of teaching experiment. The purposes of this study is to compare the differences between the degree to which the competence indicators of mathematics accomplish the purposes for integrated information technology into mathematics teaching and the traditional math teaching. Based on the results of data analysis, the findings are listed as follows: 1.From the degree to which the competence indicators of mathematics accomplish the purposes, the effects of learning by integrated information technology into mathematics teaching is better than traditional math teaching. 2.Teacher confirm the teaching mode of 「Intel Teach to the Future」. 3.The teaching mode of 「Intel Teach to the Future」is effective has proved through the teaching experiment. 4.The association of 「Intel Teach to the Future」can improved the contents by students questionnaires and teacher interview records.

The purpose of this study was to examine the effect of using Lakatos’ heuristic method to teach the surface area of the cone (SAC) on students’ learning. The Lakatos (1976) heuristic framework and the Oh (2010) model of “the enhanced-conflict map” were employed as framework for the study. The first research question examined the impact of the Lakatosian heuristic method on students’ learning of the SAC, which was addressed in three sub-questions: the impact of the method on the students’ achievement, the impact of the method on their conceptual learning and the impact of the method on their higher order thinking skills. The second question examined whether the heuristic method of teaching the SAC helped students to sustain their learning better than the traditional method (Euclidean method). The third question examined whether the heuristic method of teaching SAC could change students’ readiness level, according to Bloom’s taxonomy. A pre-test and post-test quasi-experimental research design was used in the study that involved a total of 198 Grade 11 students (98 in the experimental group and 100 in the control group) from two schools in Cyprus. The instruments used for data collection were cognitive tests, lesson observations (video-recorded), interviews and questionnaire. Data was analysed using inferential statistics and the Oh (2010) model of the enhanced conflict map. Student achievement within time was the dependent variable and the method of training the independent variable. Therefore, time was the “within” factor and each group was measured three times (pre-test, post-test and delayed). The differences in students’ achievement within each group over time were examined. Results indicated that the average mean score achievement of the students in the experimental group was double that of the students in the control group. The Jun- Young Oh’s model of the enhanced conflict map showed that students in both groups changed from alternative conceptions to scientific conceptions with the experimental group showing greater improvement. It was also observed that from the post-test to delayed test, the Lakatosian method of teaching the SAC has a significant positive effect on students’ achievement at all levels of Bloom’s taxonomy, especially at the higher order thinking (HOT) levels (application and analysis-synthesis levels) as compared to the Euclidean method of teaching. In addition, the Lakatosian method helped the students to sustain their learning over time better than the Euclidean method did and also helped them to change their readiness level, especially at the HOT levels. The Lakatosian method helped students to foster skills that promote active learning. Of great importance was the use of mathematical language, as well as, the enhanced perception in the experimental group in comparison with the control group, through the use of the Lakatosian method. The results of this study are promising. It is recommended that pre-service teachers should be trained on how to effectively implement the Lakatosian heuristic method in their teaching.
Mathematics Education
D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))