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Tesis sobre el tema "Froebel"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 27 de enero de 2023

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1

Read, Jane. "The Froebel Movement in Britain, 1900-1939". Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-froebel-movement-in-britain-1900–1939(6a7833cb-a0d1-4b85-9e0d-d35f3aed1a8c).html.

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This thesis analyses the development of the Froebel movement in Britain from 1900-1939, a critical period with challenges to Froebelian hegemony in early childhood education from new pedagogical models, organisations and disciplines, and from critiques of conservative orthodoxy. It argues that Froebelians were successful in meeting these challenges through pedagogic revision and through realignment of British Froebelians’ focus on the kindergarten to encompass children in junior schools. The findings build on previous studies, providing an in-depth account which concludes that by 1939 Froebelians had a revitalised central organisational structure and a sound base for what had become a major national movement. The thesis claims that revisionist Froebelian pedagogy provided the foundation for practice in nursery, infant and junior schools, reflected in the recommendations of the Consultative Committee Reports of 1908, 1931 and 1933. These successes were driven by relationships formed by the Froebel Society, with organisations, notably the Nursery School Association, and with modernising officials in the Board of Education. The thesis argues that Froebelian women achieved some success in negotiating gendered power relations and presents biographical snapshots to show how ambitious career paths were pursued to advance Froebelian agendas. A qualitative approach was employed, drawing on interpretive frameworks from history, history of education, sociology, gender and cultural studies, with documentary analysis of private records from Froebelian organisations and the Nursery School Association, public records from the Board of Education and the London County Council and secondary published sources. The thesis concludes that despite successes Froebelians were not able to overcome contemporary patriarchal discourse which granted low status to women’s role as nursery and infant teachers and to the education of young children. Froebelians remained an élite and overwhelmingly chose careers in private schools, but nevertheless achieved some success in implementing Froebelian approaches in state nursery, infant and junior schools.

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2

Solitaire, Marc Solitaire Marc Ivan Daniel. "Le Corbusier : le don de Jeanneret et les dons de Froebel /". Zurich : Ecole polytechnique fédérale de Zurich - Sciences techniques, 1998. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=13057.

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3

Solitaire, Marc Ivan Daniel. "Le Corbusier le don de Jeanneret on les Dons de Froebel /". [S.l. : s.n.], 1999. http://e-collection.ethbib.ethz.ch/cgi-bin/show.pl?type=diss&nr=13057.

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4

Brehony, Kevin Joseph. "The Froebel movement and state schooling 1880-1914 : a study in educational ideology". n.p, 1987. http://ethos.bl.uk/.

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5

Brehony, K. J. "The Froebel movement and state schooling 1880-1914 : a study in educational ideology". Thesis, Open University, 1987. http://oro.open.ac.uk/56947/.

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This thesis examines the relation between the Froebel movement and state schooling in England between 1880 and 1914. It is argued that the Froebelian pedagogy functioned as an ideology which expressed the interests of middle class women in the sphere of schooling and in particular, the interests of such women who were for political or religious reasons excluded from the dominant culture of the hegemonic fraction of the power bloc. It is further argued that the relation between the Froebel movement and state schooling during the period may best be approached through a consideration of the articulation of Froebelian ideology with ideologies of industrial modernization and national efficiency which were advanced by groups who aimed to modernize the schooling of young children who attended state schools. The failure of the Froebelians to transform state schooling in the way that they desired is shown to be not only an effect of their own lack of power and the inappropriateness of their strategies but also an effect of the relative failure of broader attempts to modernize state schooling. The internal transformation of the Froebelian pedagogy is charted and it Is related to external critiques, the main condition of existence of which was a search for a science of education which was linked to the perceived need for a new type of teacher. This transformation is also shown to have been determined by the requirements of the state system of schooling which broadly understood included not only schools but training colleges and state policies as well.

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6

Jeri, Lagos Lynn Edith y Vilcapoma Mayra Graciela Dextre. "Maximizar el clima organizacional aplicando el endomarketing en la universidad de Ayacucho Federico Froebel". Master's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2016. http://hdl.handle.net/10757/620929.

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Debido al importante rol de las universidades como parte de la situación real del país, es importante asegurar que la educación este respaldada en calidad y eficiencia. Para ello debe contarse con el personal idóneo, motivado y satisfecho; es así que se plantea investigar y plantear estudios sobre este proyecto con la intención establecer la mejor estrategia para maximizar el Clima Laboral aplicando un plan de Endomarketing para la Universidad de Ayacucho Federico Froebel de la región de Ayacucho-Huamanga; se ha realizado un trabajo de formulación de alternativas estratégicas basado en las necesidades del cliente interno de la Universidad de Ayacucho Federico Froebel - UDAFF. Teniendo en cuenta que la situación actual dentro de la universidad está en deterioro viendo el tema de Clima Laboral; las decisiones estratégicas se basan en un estudio y diagnóstico de la realidad y del entorno de la propia organización; este trabajo formula un conjunto de alternativas estratégicas que permitirán mejorar el Clima Laboral e incrementar el grado de satisfacción de los trabajadores, por lo que como resultado de la tesis consideramos que la UDAFF podrá fortalecer un buen clima Laboral entre sus trabajadores ya que esto repercute o tiene una respuesta positiva con el alto rendimiento en sus labores diarias. Para esto, se han confrontado los factores favorables y desfavorables de la UDAFF haciendo un análisis Externo e Interno de la organización y por lo que se ha considerado prudente aplicar la encuesta de Clima Organizacional de Gallup como fuente principal de información, seguidamente una encuesta de Motivación y una Focus Group a la muestra disponible que estuvo compuesta por 21 personas pertenecientes al personal administrativos. Al procesar los resultados se pudo describir la situación real del clima organizacional y todas sus dimensiones para lo cual se han planteado un conjunto de estrategias tendientes a aprovechar y potenciar las fortalezas y a minimizar las debilidades; Además es conveniente fortalecer la imagen y el posicionamiento como la mejor universidad de Ayacucho para trabajar. Además, se va a analizar el marco teórico del Endomarketing y del Clima Laboral en torno a constituir en la empresa el establecimiento de un modelo de gestión a utilizar como parte de una de las estrategias planteadas.

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7

Martínez, Ruiz-Funes Mª José. "La cultura material y la educación infantil en España : el método Froebel (1850-1939)". Doctoral thesis, Universidad de Murcia, 2013. http://hdl.handle.net/10803/116372.

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Esta investigación tiene como objetivo indagar sobre los antecedentes y la evolución de la educación infantil a través del método Froebel en España. En diferentes países ha sido un tema abordado ampliamente por la historiografía educativa en los últimos años. Algunos de estos estudios se han realizado utilizando el marco comparado internacional. Para poder insertar el caso español en dicho marco sería necesario un estudio previo que sitúe los antecedentes, influencias e interpretación del mismo en el contexto histórico educativo del país. La investigación que trata de abordar dicho estudio y que contempla fuentes y agentes implicados en el proceso de recepción e interpretación. La reconstrucción histórica de la recepción, difusión y consolidación de determinados elementos de la cultura material constituyen en sí mismos la radiografía de la implantación de una reforma educativa en un país determinado
This research project has the objective of investigating the backgrounds and evolution of the early childhood education in order to the spread of Froebel method in Spain. In different countries has been a topic widely discussed by historians of education in recent years. Some of these studies have been carried out using the international comparative framework. In this framework the Spanish case should be require a previous study that puts the background, influences and interpretation of the historical context in the country's education. This investigation tackles this study and considers sources and agents involved in the process of reception and interpretation. The historical record of the reception, dissemination and consolidation of specific elements of material culture provide in themselves an X-ray of the introduction of educational reforms in a country

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8

Lee, Sang-Wook. "A study of the relevance of Freidrich Froebel to the Christian education of young children". Thesis, University of Surrey, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385087.

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9

Martinez, Guadarrama Natalia y Guzmán Mario Enrique Arceo. "Incidencia de Pia Plano y su relación con los Defectos de Postura en los alumnos del Jardin de Niños "Federico Froebel" de la Comunidad de San Pedro Tlaltizapan, 2013". Tesis de Licenciatura, Medicina-Quimica, 2013. http://hdl.handle.net/20.500.11799/14406.

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La salud se define como un equilibrio biológico, psicológico y social, mismo que debe de ser conservado desde edades tempranas, motivo por el cual el tener una niñez saludable resulta fundamental para un desarrollo integral de los individuos de una comunidad. Las estadísticas mundiales reportan un incremento en los niveles de obesidad de la niñez mexicana colocándola en primer lugar, superando países desarrollados como Estados Unidos e Inglaterra, no podemos pasar por alto el hecho de que el contenido de la canasta básica es muy diferente en nuestro país, pero realmente ¿podemos dejar caer todo el peso de este problema sobre la alimentación? A principio del siglo XX, la niñez pasaba la mayor parte de su tiempo libre jugando en las calles, o realizando actividades que implicaban un desempeño físico intenso, actualmente esas actividades se han reducido a cambiar el canal del televisor con el control remoto o pasar horas frente al mismo jugando videojuegos, pero, dejando de lado el incremento del riesgo de salir a las calles, o la falta de espacios públicos para realizar actividad física, hemos dejado de lado la importancia de la integridad física, obviando cosas tan básicas como la postura y la integridad de nuestros pies. La integridad del sistema musculo esquelético es de suma importancia para mantener la homeostasis de todo el organismo, ya que este permite alcanzar los nutrimentos necesarios para el sano balance entre el ambiente interno y externo, al tener una falla o algún defecto en el sistema se ve afectado este equilibrio y por tanto la salud del individuo. Los defectos de postura aparentemente no generan un impacto significativo en la vida de nuestra niñez, siendo pasado por alto dándole más importancia al aspecto de la piel,...

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10

Rondon, Cíntia Ribeiro. "Pátios invisíveis: a dimensão do verde na educação infantil". Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/1893.

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Made available in DSpace on 2016-03-15T19:42:42Z (GMT). No. of bitstreams: 1 Cintia Ribeiro Rondon.pdf: 30479827 bytes, checksum: 848b26a4d6902af7d3585aa5fd269439 (MD5) Previous issue date: 2014-03-21
Universidade Presbiteriana Mackenzie
In a first moment, the research intended to rescue the lost laces , or better, undones between the human being, the human being in your first childhood and the natural environment while favorable environment to the psychic wellness, to the health and to the educative practices aiming learnings in the Infant Education, in a integrated manner. And this affinity, the need of the meeting between the human being and the nature can be demonstrated in vary artistic records, as pictures, tapestries, wares, sculptures, and other artistic manifestations (and even in people´s own names, of streets, neighbors or cities) and in the core of many religions and philosophies. The second moment of the thesis tried to answer the following question formulated by the tutores to focus better the study objects: Which phase of the scholar education would be pertinent in this study that seeks pioneer examples that owned educative green yards in the city of São Paulo? Actually, if we wish to know about the pioneers built in the city of São Paulo, the right is the famous phrase: begin by the beginning . In other words, the ideal is to focus the research in the scholar yards of the Infant Education, for being the first scholar yard of the life of a child after his or her contact with their´s family yards. And in this way we start to lapidate yard-gardens of paulistanos´ Kindergartens! Research that detailed, raised data and facts known and unpublished about gardens (Landscaping Art) & children (History of Culture, in the case the Infantile) & Kindergarten (Education). Interdisciplinary extension contemplated in the Stricto Sensu`s course profile in Education, Art and History of Culture in which this thesis is inserted. Invisible yards, these and our pioneer paulistanos. Still little is known about them, historically, architecturally. Except lot of works about its Pedagogy based in the Froebel System theory that amalgamated the examples identified and selected. Therefore, we call them invisible Yards, because we need to transform them visible again. Because they were capable to connect garden and infant education and natural environment. And also can be rescued to renew the actual scholar yards, starting by the firsts: of Infant Education. These discoveries are made with emphasis in a last moment, with the deeper study about the garden of the Kindergarten attached to the Escola Normal Caetano de Campos: Histories of a caetanista Kindergarten student, Architecture and Landscaping. Followed by a serie of reflexions of the own graduate student in the reading of projects in this areas. Possible analyses if understood in two big concepts: of Micro-History of Cultural History (Peter Burke) and of Method of the Theory Based on Data , de Glaser and Strauss.
Num primeiro momento, a pesquisa pretendeu resgatar os laços perdidos, ou melhor, desfeitos entre o ser humano, o ser humano em sua primeira infância e o meio natural enquanto ambiente favorável ao bem estar psíquico, à saúde e às práticas educativas visando aprendizagens na fase da Educação Infantil, de modo integrado. E esta afinidade, a necessidade do encontro entre o ser humano e a natureza pode ser demonstrada em vários registros artísticos, como quadros, tapeçarias, louças, esculturas, entre outras manifestações artísticas (e até mesmo no próprio nome das pessoas, de ruas, bairros ou cidades) e no cerne de muitas religiões e filosofias. O segundo momento da tese tentou responder a seguinte pergunta formulada pela orientadora para focar mais os objetos de estudo: Qual fase da educação escolar seria pertinente neste estudo que busca exemplares pioneiros que possuíssem "pátios educativos verdes" na cidade de São Paulo? Na verdade, se desejamos saber sobre os pioneiros construídos na cidade de São Paulo, o certo é a famosa frase: "começar pelo começo". Ou seja, ideal é focar a pesquisa nos pátios escolares da Educação Infantil, por serem o primeiro pátio escolar da vida de uma criança após seu contato com o quintal de sua família. E assim começamos a "lapidar" pátios-jardins dos Jardins de Infância dos paulistanos! Pesquisa que detalhou, levantou dados e fatos - conhecidos e inéditos - sobre jardins (Arte Paisagística) & crianças (História da Cultura, no caso a Infantil) & Jardins da Infância (Educação). Gama interdisciplinar contemplada no perfil do curso de Stricto Sensu em "Educação, Arte e História da Cultura" no qual esta tese esta inserida. Pátios invisíveis, estes e os nossos pioneiros paulistanos. Ainda pouco se sabe sobre eles, historicamente, arquitetonicamente. Exceto muitos trabalhos sobre sua Pedagogia baseada no Sistema de Froebel - teoria que amalgamou os exemplares identificados e selecionados. Assim, os chamamos de "Pátios Invisíveis", porque precisamos torná-los visíveis novamente. Porque eles foram capazes de conectar jardim e educação infantil e meio natural. E também podem ser "resgatados" para renovar os pátios escolares presentes, a começar pelos primeiros: da Educação Infantil. Estas descobertas se dão com ênfase num último momento, com o aprofundado estudo sobre o jardim do Jardim da Infância anexo à Escola Normal Caetano de Campos: Histórias de uma aluna do Jardim da Infância caetanista, Arquitetura e Paisagismo. Acompanhado de uma série de reflexões da própria mestranda na leitura dos projetos destas áreas. Análises possíveis se entendidas dentro de dois grandes conceitos: o da Micro-História da História Cultural (Peter Burke) e o do "Método da Teoria Fundamentada nos Dados", de Glaser e Strauss.

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11

Coetzee, Liesel. "Beyond the horizon : an enquiry into the production and reception of the writing of Enid Blyton". Diss., University of Pretoria, 2003. http://hdl.handle.net/2263/29075.

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This study explores reasons for Enid Blyton’s vast popularity. Blyton and her life are discussed in terms of the production and reception of her texts in the light of changing dominant discourses in society and varying horizons of expectation. It has been found that selected aspects of reception theory (in particular the horizon of expectation posited by Hans-Georg Gadamer and developed by Hans Jauss) and the theories of Michel Foucault on power and discourse can be used to examine the influence of societal and literary discourses on both Blyton’s writing and on those who read her work, including adults and children. The study includes a discussion of Blyton’s personal life, her role in education and her success in business. Blyton’s horizons of expectation – shaped not only by the dominant discourses that surrounded her, but also her training in the Froebel method of education – are examined. Furthermore, a number of aspects of Blyton’s life and writing subvert dominant discourses and these are discussed in terms of Foucault’s ideas on power relations. Evidence of the influence of her life on her work has been found in her texts. The criticism of Blyton is discussed in terms of both literary criticism and social criticism. Blyton’s popularity as a storyteller is also considered and it has been found that, regardless of criticism by adults, she remained popular with children. Furthermore, Blyton used a number of specific techniques (such as fast-paced plots and simple language and style) and it has been found that her techniques can be linked to both formula writing, the oral tradition, and to her training as a teacher in the Froebel method of education. These techniques are examined in terms of their manifestation in her writing, particularly in her series books – including adventure stories and school stories. In conclusion, the place of Blyton’s writing in contemporary society is deliberated and recommendations for further research are made.
Dissertation (MA (English))--University of Pretoria, 2003.
English
unrestricted

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12

Froemel, Anneliese [Verfasser] y Detlef [Akademischer Betreuer] Dürr. "A semi-realistic model for Brownian motion in one dimension / Anneliese Froemel ; Betreuer: Detlef Dürr". München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1220631914/34.

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13

Colmorn, Ilknur [Verfasser], Jens [Akademischer Betreuer] Froese, Jens [Gutachter] Froese, Werner [Gutachter] Bergholz y Svenja [Gutachter] Töter. "Operation of Vessel Traffic Services covering international passages / Ilknur Colmorn ; Gutachter: Jens Froese, Werner Bergholz, Svenja Töter ; Betreuer: Jens Froese". Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2018. http://d-nb.info/1151701033/34.

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14

Coy, Charlotte [Verfasser] y Esme [Akademischer Betreuer] Winter-Froemel. "Französisch "il y a" zwischen Existenz, Lokalisierung und Verfügbarkeit : Konsequenzen für den Definitheitseffekt / Charlotte Coy ; Betreuer: Esme Winter-Froemel". Tübingen : Universitätsbibliothek Tübingen, 2018. http://d-nb.info/1199946028/34.

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15

Froemel, Joerg [Verfasser], Thomas [Akademischer Betreuer] Geßner, Thomas [Gutachter] Geßner y Masayoshi [Gutachter] Esashi. "Gallium-based Solid Liquid Interdiffusion Bonding of Semiconductor Substrates near room temperature / Joerg Froemel ; Gutachter: Thomas Geßner, Masayoshi Esashi ; Betreuer: Thomas Geßner". Chemnitz : Universitätsbibliothek Chemnitz, 2015. http://d-nb.info/1213812771/34.

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16

Froese, Kirstin Antje [Verfasser]. "Metabolische Veränderungen bei antiretroviraler Therapie unter besonderer Berücksichtigung der mitochondrialen Toxizität / Kirstin Antje Froese". Gießen : Universitätsbibliothek, 2011. http://d-nb.info/1063110645/34.

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Froese, Anja [Verfasser]. "Olfactory processing in honeybee Kenyon cells and the involvement of the GABAergic system / Anja Froese". Berlin : Freie Universität Berlin, 2009. http://d-nb.info/1023782618/34.

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Froese, Fee [Verfasser]. "Vergleichende Untersuchung zur Nierendiagnostik bei Falken mittels bildgebender Verfahren unter besonderer Berücksichtigung der Computertomographie / Fee Froese". Berlin : Freie Universität Berlin, 2013. http://d-nb.info/1041874456/34.

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19

Keller, Matthias [Verfasser], Daniel [Akademischer Betreuer] Lenz, Simone [Akademischer Betreuer] Warzel y Richards [Akademischer Betreuer] Froese. "On the spectral theory of operators on trees / Matthias Keller. Gutachter: Daniel Lenz ; Simone Warzel ; Richards Froese". Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2011. http://d-nb.info/1016620004/34.

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Clement, Jennifer Leigh. "Spatially democratic pedagogy : a pedagogical intervention to support children's design and co-creation of classroom space : a new trajectory for Froebel's kindergarten spaces?" Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17470/.

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The Foundation Phase curriculum framework was introduced by the Welsh Government in 2010 (and revised in 2015). It applies to all children aged 3 to 7 years in Wales and includes a number of additional pedagogies and rights based approaches which support more participatory understandings of learning and the child (WG, 2015). However, these additional pedagogies are expected to be played out within existing constructions of space. Dominated by continuous provision, spaces are to include sand, water, writing, construction and role-play. Recently rebranded as "Learning Zones" (Taylor et al, 2015), these spaces are becoming increasingly structured around a centralised concept of space, activity and outcome, creating a paradox by framing both space and pedagogy as prescribed and not participatory. In response this PhD explores Spatially Democratic Pedagogy (Clement, 2017) as an alternative approach to the construction of classroom space. Using Froebel's (1899) communal gardens as the pedagogical blueprint and reflecting them through recent sociomaterial (Fenwick, 2011) and democratic (Moss, 2014) understandings of learning and space, this research aims to support children in the design and co-creation of their classroom space. Its Design Based Research frame (Reimann, 2011) aims to, “solve real-world problems through the design, enactment and analysis of an intervention” (DBR Collective, 2003). Current constructions of classroom space within the Foundation Phase were found to be complicit in restricting children and teachers' ability to participate in learning. Notably, co-creating space with children, based on their designs, appeared to offer opportunities to support participatory practice. This research contends it is the construction of space that is important when considering participatory practice within the Foundation Phase.

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Chahabadi, Dominik [Verfasser], Indre [Akademischer Betreuer] [Gutachter] Maurer, Michael [Gutachter] Wolff y Fabian J. [Gutachter] Froese. "Internationalization of Firms: Antecedents, Speed, and Performance Implications / Dominik Chahabadi ; Gutachter: Indre Maurer, Michael Wolff, Fabian J. Froese ; Betreuer: Indre Maurer". Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2017. http://d-nb.info/1129451399/34.

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Chahabadi, Dominik Verfasser], Indre [Akademischer Betreuer] [Maurer, Michael [Gutachter] Wolff y Fabian Jintae [Gutachter] Froese. "Internationalization of Firms: Antecedents, Speed, and Performance Implications / Dominik Chahabadi ; Gutachter: Indre Maurer, Michael Wolff, Fabian J. Froese ; Betreuer: Indre Maurer". Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2017. http://nbn-resolving.de/urn:nbn:de:gbv:7-11858/00-1735-0000-0023-3E01-D-9.

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Chahabadi, Dominik Verfasser], Indre [Akademischer Betreuer] [Maurer, Michael Gutachter] Wolff y Fabian Jintae [Gutachter] [Froese. "Internationalization of Firms: Antecedents, Speed, and Performance Implications / Dominik Chahabadi ; Gutachter: Indre Maurer, Michael Wolff, Fabian J. Froese ; Betreuer: Indre Maurer". Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2017. http://d-nb.info/1129451399/34.

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Froese, Vincent [Verfasser], Rolf [Akademischer Betreuer] Niedermeier, Rolf [Gutachter] Niedermeier, Tobias [Gutachter] Friedrich y Marek [Gutachter] Cygan. "Fine-grained complexity analysis of some combinatorial data science problems / Vincent Froese ; Gutachter: Rolf Niedermeier, Tobias Friedrich, Marek Cygan ; Betreuer: Rolf Niedermeier". Berlin : Universitätsverlag der TU Berlin, 2018. http://d-nb.info/1169210422/34.

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Vieregge, Rainer [Verfasser], Werner [Akademischer Betreuer] [Gutachter] Bergholz, Jens [Gutachter] Froese, Julia [Gutachter] Bendul, Wilfried [Gutachter] Lux y Bernd [Gutachter] Siemensmeyer. "Design and validation of a comprehensive model for risk-assessment in product development / Rainer Vieregge ; Gutachter: Werner Bergholz, Jens Froese, Julia Bendul, Wilfried Lux, Bernd Siemensmeyer ; Betreuer: Werner Bergholz". Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2017. http://d-nb.info/1135938547/34.

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Vieregge, Rainer Verfasser], Werner [Akademischer Betreuer] [Bergholz, Jens [Gutachter] Froese, Julia C. [Gutachter] Arlinghaus, Wilfried [Gutachter] Lux y Bernd [Gutachter] Siemensmeyer. "Design and validation of a comprehensive model for risk-assessment in product development / Rainer Vieregge ; Gutachter: Werner Bergholz, Jens Froese, Julia Bendul, Wilfried Lux, Bernd Siemensmeyer ; Betreuer: Werner Bergholz". Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2017. http://nbn-resolving.de/urn:nbn:de:gbv:579-opus-1007134.

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Lin, Chia-Hui y 林佳慧. "The Study of the Gift Teaching Statement of Froebel". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/36743008224377051240.

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碩士
朝陽科技大學
幼兒保育系
104
This study amis at the executing situations of applying Froebel teaching curriculums in preschool and the teachers' opinions about the teaching skills of Froebel. We also want to discover the teaching differences under different circumstances in order to introspect the existing obsticles and the resolutions. Furthermore, educational statements, Gift teaching skills, games, and the applications and operations of teaching aids are included. To achieve the purpose, Survey Research is adpoted. We rely on questionnaires and individual interviews to analyze the big data. In addition, we take the teachers in ten Taiwan Froebel preschool as our research targets. Also, 104 cents of questionnaires were sent out, and 95 valid cents were taken back. The data were analyzed by SPSS 18.0 （Statistical Product and Service Solution）, the Average Method,Standard Deviration and Chi-Squre test. Moreover, we chose six teachers in purposive sampling way who were willing to have semi-structured interviews. In this way, we investigated teachers' teaching experiences, thoughts and opinions and did the corresponding analysis. According to the aforementioned, four conclusions are as followed： 1. Under the educational statement of Gift teaching, they have the best opinion of young children educational views and influences. Besides, the creativity of Gift teaching and games is rated the highest. Additionally, the creativity of Gift teaching is ranked very highly. 2. Teachers regard Forebel's Gift teaching concept as the applicability to young children. Also, in the very same theory, life without continous developments may prevent potential ones from young kids and result in character transforming. Furthermore, Gift teaching and activities could stimulate young children's brain development and inspire their learning motives. Moreover, the application and operation of Gift could cultivate young children's stable hands, create thinking ability, recognition capability of space transfering and the aesthetic concept. 3. Through Froebel's Gift idea, we find out that teachers who are in different ages, classes, duties, educational backgrounds, schools or even whether he/she has entered training courses or not have different opinions. Also, under Forebel's Gift teaching and games methods, teachers from different ages, duties, whether entering teacher training courses or not have their own point of views. It goes without saying that teachers with different seniorities and duties look differently on the application and comprehension of teaching aids. 4. The extremity of Forebel's Gift Teaching includes soul development phase, utilization phase and regulation phase. Last but not least,the adaptive strategies contain taking in-service training coures, reading the instruction books of Forebel games and taking the associated professional certifications.

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28

"O primeiro jardim da infância do Brasil: Emília Ericksen". UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2006. http://tede2.uepg.br/jspui/handle/prefix/1270.

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This research has the objective of investigating the First kindergarten in Brazil, established by Emília Erichsen in 1862. Up to the present moment, the information that was found in the History of Education books and in the academic production was that the first kindergarten would have been established by Gabriel Gives in 1896 .Emília Ericksen sets her kindergarten in Castro, in the Province of Paraná based on the methodology of the German Pedagogue Friederich Froebel. Throughout this research it was tried to understand the meaning of infancy from ARIÈS, KUHLMANN, Jr and COSTA. The research is organized in three chapters. The first one has the objective of understanding the infancy concept, based on philosophical writings, related to this subject, in bibliographies on the subject, because it was understood that when analyzing the first kindergarten it would be important to clarify how the concept of infancy was put through time. The changes that occurred in this historical process, so that the child came to be considered a social being, were also searched in the first chapter. In the second chapter, the educator Friedrich Fröebel is pointed, together with the relevant aspects of his life and his contributions to the infantile education. Emília Ericksen's life is also pointed out. In the third chapter, the contributions of Emília Ericksen and the foundation of the First kindergarten in Brazil, which was established in Castro Pr in 1862, is stood out. In the third chapter the methodology used by Froebel in his Kindergartens is also studied. This kind of methodology was also the one adopted by Emília Ericksen in her kindergarten. The sources of this research were collected in the following institutions: Paraná Public Archives (in Curitiba - PR), House of Memory in Ponta Grossa, House of Memory in Castro, Campos Gerais Museum in Ponta Grossa, Sector of Documentation of the Secretariat of Education of the State of the Paraná and libraries of UNICAMP and UEPG. The developing of the research also had the participation of Emilia Ericksen's great-great-granddaughter, Estela Sandrini. The present dissertation demonstrates that its contribution lies in identifying the first kindergarten in Brazil and also the methodology developed to the Infantile Education in the XIX century.
Esta pesquisa tem o objetivo de investigar o Primeiro Jardim de Infância do Brasil, fundado por Emília Erichsen em 1862. Até o presente momento, encontra-se a informação na História da Educação e na produção acadêmica era de que o primeiro jardim de infância teria sido fundado por Gabriel Prestes em 1896. Emília Ericksen funda seu Jardim de Infância em Castro, na Província do Paraná baseando-se na metodologia do Pedagogo Alemão Friederich Froebel. No percurso da investigação procurou-se, compreender o sentido de infância a partir de ARIÈS, KUHLMANN, Jr. e COSTA. A pesquisa está organizada em três capítulos. No primeiro, buscou-se entender o conceito de infância, com base nos escritos filosóficos relativos à educação da infância nas bibliografias sobre o assunto, pois entende-se que ao analisar o primeiro jardim da Infância é importante esclarecer como o conceito de infância foi se instituindo no decorrer dos tempos. Buscou-se também observar, as mudanças que ocorreram neste processo histórico para que a criança viesse a ser considerada um ser social. No segundo capítulo, aponta-se o educador Friedrich Fröebel, onde procurando compreender aspectos relevantes de sua vida e suas contribuições para a educação infantil. Destaca-se também a vida de Emília Ericksen. E no terceiro capítulo, as contribuições de Emília Ericksen e a criação do Primeiro Jardim de Infância do Brasil, que foi fundado em Castro, Pr, em 1862. Neste capítulo ainda, aponta-se a metodologia utilizada por Froebel em seus Jardins de Infância. Metodologia esta utilizada também por Emília Ericksen. As fontes desta pesquisa encontram-se nas seguintes instituições: Arquivo Público do Paraná (em Curitiba – PR), Casa da Memória de Ponta Grossa, Casa da Memória - Castro, Museu Campos Gerais - Ponta Grossa, Setor de Documentação da Secretaria de Educação do Estado do Paraná e bibliotecas da UNICAMP e da UEPG. A presente dissertação demonstra que a contribuição está em identificar o primeiro Jardim da Infância no Brasil e a metodologia de trabalho desenvolvido na Educação Infantil no século XIX.

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29

"O primeiro jardim da infância no Brasil:Emilia Ericksen". UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2006. http://tede2.uepg.br/jspui/handle/prefix/1260.

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Made available in DSpace on 2017-07-21T20:31:41Z (GMT). No. of bitstreams: 1 Gislene .pdf: 953630 bytes, checksum: a099a8de5a9ae2b872b4e88a5154d607 (MD5) Previous issue date: 2006-09-26
This research has the objective of investigating the First kindergarten in Brazil, established by Emília Erichsen in 1862. Up to the present moment, the information that was found in the History of Education books and in the academic production was that the first kindergarten would have been established by Gabriel Gives in 1896 .Emília Ericksen sets her kindergarten in Castro, in the Province of Paraná based on the methodology of the German Pedagogue Friederich Froebel. Throughout this research it was tried to understand the meaning of infancy from ARIÈS, KUHLMANN, Jr and COSTA. The research is organized in three chapters. The first one has the objective of understanding the infancy concept, based on philosophical writings, related to this subject, in bibliographies on the subject, because it was understood that when analyzing the first kindergarten it would be important to clarify how the concept of infancy was put through time. The changes that occurred in this historical process, so that the child came to be considered a social being, were also searched in the first chapter. In the second chapter, the educator Friedrich Fröebel is pointed, together with the relevant aspects of his life and his contributions to the infantile education. Emília Ericksen's life is also pointed out. In the third chapter, the contributions of Emília Ericksen and the foundation of the First kindergarten in Brazil, which was established in Castro Pr in 1862, is stood out. In the third chapter the methodology used by Froebel in his Kindergartens is also studied. This kind of methodology was also the one adopted by Emília Ericksen in her kindergarten. The sources of this research were collected in the following institutions: Paraná Public Archives (in Curitiba - PR), House of Memory in Ponta Grossa, House of Memory in Castro, Campos Gerais Museum in Ponta Grossa, Sector of Documentation of the Secretariat of Education of the State of the Paraná and libraries of UNICAMP and UEPG. The developing of the research also had the participation of Emilia Ericksen's great-great-granddaughter, Estela Sandrini. The present dissertation demonstrates that its contribution lies in identifying the first kindergarten in Brazil and also the methodology developed to the Infantile Education in the XIX century.
Esta pesquisa tem o objetivo de investigar o Primeiro Jardim de Infância do Brasil, fundado por Emília Erichsen em 1862. Até o presente momento, encontra-se a informação na História da Educação e na produção acadêmica era de que o primeiro jardim de infância teria sido fundado por Gabriel Prestes em 1896. Emília Ericksen funda seu Jardim de Infância em Castro, na Província do Paraná baseando-se na metodologia do Pedagogo Alemão Friederich Froebel. No percurso da investigação procurou-se, compreender o sentido de infância a partir de ARIÈS, KUHLMANN, Jr. e COSTA. A pesquisa está organizada em três capítulos. No primeiro, buscou-se entender o conceito de infância, com base nos escritos filosóficos relativos à educação da infância nas bibliografias sobre o assunto, pois entende-se que ao analisar o primeiro jardim da Infância é importante esclarecer como o conceito de infância foi se instituindo no decorrer dos tempos. Buscou-se também observar, as mudanças que ocorreram neste processo histórico para que a criança viesse a ser considerada um ser social. No segundo capítulo, aponta-se o educador Friedrich Fröebel, onde procurando compreender aspectos relevantes de sua vida e suas contribuições para a educação infantil. Destaca-se também a vida de Emília Ericksen. E no terceiro capítulo, as contribuições de Emília Ericksen e a criação do Primeiro Jardim de Infância do Brasil, que foi fundado em Castro, Pr, em 1862. Neste capítulo ainda, aponta-se a metodologia utilizada por Froebel em seus Jardins de Infância. Metodologia esta utilizada também por Emília Ericksen. As fontes desta pesquisa encontram-se nas seguintes instituições: Arquivo Público do Paraná (em Curitiba – PR), Casa da Memória de Ponta Grossa, Casa da Memória - Castro, Museu Campos Gerais - Ponta Grossa, Setor de Documentação da Secretaria de Educação do Estado do Paraná e bibliotecas da UNICAMP e da UEPG. A presente dissertação demonstra que a contribuição está em identificar o primeiro Jardim da Infância no Brasil e a metodologia de trabalho desenvolvido na Educação Infantil no século XIX. el.

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Hughes, Scott Frederick. "Romancing Children into Delight: Promoting Children's Happiness in the Early Primary Grades". Thesis, 2013. http://hdl.handle.net/1974/8141.

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Happiness should be a fundamental aim of education. This philosophical assertion raises the practical question of how teachers generate happiness in their classroom programs while operating under the current paradigm of educational accountability. The purpose of this qualitative study was to examine the perspectives of early primary teachers, students, and parents on what makes a happy classroom. Data were collected through interviews of 12 teachers from public, independent, Waldorf, Froebel, and Montessori schools; over 72 hours of observation in eight early primary classrooms; interviews with 23 students (ages 3 to 8), drawing and photography with 64 students (ages 3 to 8); 66 parent surveys, and eight teacher exit interviews. Four cycles of analysis, including descriptive and conceptual approaches, resulted in the identification of five core conditions of happy classrooms: (a) relational pedagogy, (b) embodied learning, (c) pedagogical thoughtfulness (d) an ethos of happiness, and (e) an ethos of possibility. These five conditions were supported by 17 facets, which describe practical and conceptual ways to support pedagogical thinking and decision-making about children’s happiness in the complex worlds of busy classrooms. Five of the facets are spotlighted: (a) kids need to play, (b) stepping in stepping out, (c) sounds shape feelings and experience, (d) rhythms and routines, and (e) romancing children into delight. In addition, student and parent participants identified that play, positive friendships, time outdoors, experiences involving the arts, and experiences of positive feelings make children happy at school and when they are learning. The discussion centers on the role of teachers in establishing the tone of happy classrooms, considers the notion of strong pedagogy, discusses the generation of happiness in early primary classrooms in the form of lessons to be learned from different pedagogical traditions, and argues that, above all, children’s interests, needs, and development should be a teacher’s first point of consideration for all decisions about instruction and learning in the classroom. The discussion concludes with implications for teaching professionals and offers suggestions for future research.
Thesis (Ph.D, Education) -- Queen's University, 2013-08-02 11:13:05.998

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Froese, Natali [Verfasser]. "A transgenic mouse model for evaluation of the function of the NF-kappaB-repressing factor NRF / von Natali Froese". 2005. http://d-nb.info/97342219X/34.

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32

Froeb-Borgwardt, Annekathrin [Verfasser]. "Genexpressionsanalysen zum Studium der Hitzeschockantwort von Campylobacter jejuni auf einen milden Temperaturstress / von Annekathrin Froeb-Borgwardt". 2009. http://d-nb.info/1000644634/34.

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Froese, Michael [Verfasser]. "A cryogenic electrostatic ion trap and first experiments on delayed emission of aluminum anion clusters and self-bunching / Michael Froese". 2010. http://d-nb.info/1000324699/34.

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Froese, Alexander [Verfasser]. "The Popeye domain containing gene 2 (Popdc2) : generation and functional characterization of a null mutant in mice and promoter analysis / Alexander Froese". 2007. http://d-nb.info/1000497054/34.

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