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Com que referências trabalham os professores no currículo do ensino médio? Um estudo sobre o ensino da geografia nas escolas-referência de Uberlândia-MG; Which references do teachers work with in high school curriculum? A study on geography teaching in Uberlândia reference schools - MG.

Greco, Fátima Aparecida da Silveira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 06/06/2012 PT
Relevância na Pesquisa
46.23%
A reforma educacional brasileira pós os anos de 1990 promoveu mudanças curriculares em todas as etapas da educação básica, as quais se desdobraram no estado de Minas Gerais. Entre as ações promovidas pela Secretaria de Educação do Estado de Minas Gerais foi feita a implantação do projeto Escolas-Referência e procedeu-se à definição dos Conteúdos Básicos Comuns para as escolas do ensino fundamental e médio. As 11 Escolas-Referência do município de Uberlândia constituem o campo desta pesquisa que se propõe a investigar as referências com as quais 25 de seus professores trabalham para desenvolver o currículo de Geografia no ensino médio. Dois instrumentos foram utilizados para tanto. Um questionário, que possibilitou identificar quais são as referências e recursos de que se valem os professores no seu trabalho em sala de aula, tendo em conta as características do corpo docente, sua formação inicial e continuada, e as condições de trabalho na rede pública nessa etapa da educação nas referidas escolas, bem como as dificuldades que eles encontram e as perspectivas que têm sobre questões que enfrentam no cotidiano. E uma entrevista semi-estruturada, que permitiu a análise das escolhas, dos recortes e das reinterpretações que os professores fazem do currículo; de como interagem com os colegas...

Entrepreneurship education in sport sciences : implications for curriculum development

Naia, Ana Maria Peixoto
Fonte: Universidade Técnica de Lisboa Publicador: Universidade Técnica de Lisboa
Tipo: Tese de Doutorado
Publicado em //2013 ENG
Relevância na Pesquisa
56.15%
Doutoramento em Ciências da Educação, na especialidade de Teoria Curricular e Avaliação; The purpose of this thesis is to promote entrepreneurship education through the introduction of entrepreneurial competences in the curriculum of sport sciences, in higher education. We gathered information from different sources, following a multiple method approach. The analysis of the state of the art on entrepreneurship education showed that: theoretical contributions have been increasing; theory-building and theory-testing are still rooted in exclusive paradigms thus restricting a more eclectic analysis of the knowledge; a very significant share of research on the topic has sought to evaluate its results; the body of knowledge on entrepreneurship education is not consistent. The analysis of entrepreneurial intentions, showed that there is a negative and significant value of subjective norms, the attitudes and the perceived behavioral control are the variables which have more influence, the variance explained is high, the model does not vary according to gender and professional experience. Then, the role of undergraduate curriculum on entrepreneurial paths of former students was analyzed. Three distinct profiles emerged: prevalence of undergraduate training...

Currículo e formação de professores: um estudo e proposta curricular do curso de pedagogia da Universidade Estadual de Goiás; Curriculum and teacher s formation: a study of the curriculum proposal for teaching training on Goiás State University

LIMONTA, Sandra Valéria
Fonte: Universidade Federal de Goiás; BR; UFG; Doutorado em Educação; Ciências Humanas Publicador: Universidade Federal de Goiás; BR; UFG; Doutorado em Educação; Ciências Humanas
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
46.22%
This study is related to the Teacher‟s Formation and Professionalisation research guideline. The work theme can be generally defined as teacher‟s formation, however, the specific object is the curriculum proposal for teaching training of the pedagogics course on Goiás State University. The principal objective of this research is to analyses the limits and possibilities of curriculum´s pedagogics course of this education institution and its relations with the educational policies for teacher training in higher education in Brazil. The research part of the understanding of the curriculum as a cultural and social construction, and also a conflicting field of debate, in which different perspectives of training will affect. Such epistemological perspectives are a landmark and a guideline policy that can be perceived when considering the curriculum components and when it discusses the curriculum in action. The guiding questions of the thesis are: What are the limits and possibilities of the unified curriculum of the teacher‟s training course and how this curriculum is articulated to the educational policies for teacher training? As was the UEG and the course of education in the context of Brazilian higher education? Who are the teachers and students of the pedagogics course? How teachers and students have understood and realized the proposed structure of the unified curriculum? With the search method of the historical and dialectical materialism...

Improving Learning in Uganda, Volume II : Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments

Najjumba, Innocent Mulindwa; Marshall, Jeffrey H.
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
46.28%
Uganda is one of the few African countries with a functional national assessment system. Established in 2003, the National Assessment of Progress in Education (NAPE) Program is executed by the Uganda National Examination Board (UNEB). The program uses a learning outcomes measurement framework to annually measure achievement in literacy and numeracy proficiency on the basis of a cross-sectional, nationally representative sample of learners from the primary three (P3) and primary six (P6) grades. In 2008, the framework was extended to the senior two (S2) grade of lower secondary education for English, math, and biology. However, use of national assessment results to inform improvements in student learning remains weak. These data can nevertheless be used to search for solutions to the challenge of low-quality education in Uganda. The objective of this study is to generate a comprehensive, consolidated evidence base about student learning outcomes and teacher effectiveness in primary and secondary schools Uganda...

Expanding Access to Early Childhood Development : Using Interactive Audio Instruction

World Bank Group; Education Development Center
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
EN_US
Relevância na Pesquisa
56.24%
The returns to investments in early childhood development (ECD) are manifold and can include improved school readiness, reduced drop-out rates, higher labor force productivity and greater social cohesion. Despite these high returns, enrollment in early childhood education is just 18 percent across Africa, with disproportionately high enrollment from children in urban areas and from wealthier families. Interactive Audio Instruction (IAI) is a distance learning technology that can deliver low-cost, culturally appropriate education via radio or mobile audio technology. It is a highly effective tool to reach children who can be hard to reach through conventional programs, including the rural poor and children with disabilities. IAI can also be an effective form of service delivery in unstable and conflict-affected regions.

Curriculum development in a heritage language community-based school: A Qualitative inquiry regarding a Brazilian-Portuguese program in South Florida

Boruchowski, Ivian Destro
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
56.24%
This research aimed to describe, understand, and discuss the curriculum development process of a Brazilian-Portuguese heritage language community-based school in South Florida. This study was guided by the following research questions: (a) What roles does this HL community-based school aim to play for its students? This investigation was also related to the subsidiary question: (b) How does this HL community-based school organize its curriculum development process? In order to explore these research questions, I observed and interviewed teachers and coordinators based on a qualitative research approach. I analyzed the interviews’ transcripts, and the program’s website with a central focus of describing and understanding their curriculum development process. Hopefully, the findings will help Brazilian and other HL community schools toward discussing and elaborating their own curriculum development, as well as to look for specific teacher training courses.

Promoting lay participation in medical school curriculum development: Lay and faculty perspectives

O'Keefe, M.; Jones, A.
Fonte: Blackwell Publishing Ltd Publicador: Blackwell Publishing Ltd
Tipo: Artigo de Revista Científica
Publicado em //2007 EN
Relevância na Pesquisa
56.24%
Introduction Although medical schools are encouraged to increase community involvement in medical student training, little information is available about how best to achieve this. While lay community members are not medical ‘experts’, as recipients of health care services they have vested interests in ensuring optimal health care for themselves and their families. This study explored and compared lay and faculty perceptions around lay participation in medical curriculum development at one medical school. Methods Thirty-two lay volunteers responded to a newspaper advertisement. Seventeen volunteers subsequently participated in 1 of 3 lay focus group discussions. Ten academic staff attended a separate faculty focus group. The 3 lay participants and 1 faculty focus group transcripts were analysed independently and then compared using an iterative process of theme identification and hypothesis testing. Results Contrasting perspectives of lay and faculty participants were evident in all aspects of the focus group discussions. For lay participants, some sharing of curriculum ownership by medical experts with the lay community was regarded as necessary to create environments that legitimised lay status and acknowledged the importance of lay perspectives. Faculty participants presumed ownership of curriculum development...

A review of Taiwan's technological five-year junior college mechanical engineering curriculum development: 1948 to 1994

Hsu, Ming-Yie J
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
56.3%
Taiwan's technological five-year junior college (TFYJC) was founded in 1948 to train technicians to meet the demand coming from national construction. Site level professionals never were trained in curriculum development as this was under strict national control. The purpose of this study is to present an accurate narrative of Taiwan's TFYJC mechanical engineering curriculum development history in order to display the focus, rationale, and influencing forces of the evolving curriculum. This study employed historical research methodology and used document analysis as the primary approach.^ This analysis revealed that the target FYJC curriculum was manufacturing-oriented. The range of government control shifted from little, to full, then to partial control of the curriculum, from autonomy to uniformity then to partial autonomy. The intention of the target curriculum development was always to advance domestic economic development. Voices from the academia and government also influenced curriculum development decisions. Currently, the government has instituted a shift in focus and content causing individual institutions to develop curriculum responses addressing the challenge of advancing Taiwan's position in a global economy.^ Considering the shift in policy and practice...

Toward a Better Future : Education and Training for Economic Development in Singapore since 1965; Hacia un futuro mejor : educacion y formacion para el desarrollo economico de Singapur desde 1965

Lee, Sing-Kong; Goh, Chor Boon; Fredriksen, Birger; Tan, Jee Peng
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
46.28%
The Singapore economy has undergone significant stages of development since the 1960s. It has grown from its traditional role as a regional port and distribution center in the 1960s to an international manufacturing and service center in the 1970s and 1980s, and now into a center of science-based manufacturing and knowledge-intensive technical services. Much has been written to explain this success. Emphasis has been placed on the early adoption of an export-oriented strategy for industrialization, high savings and investment rates, a stable macroeconomic environment, and even socio cultural traits that support successful industrialization. This volume documents a less-explored aspect of Singapore's economic development: it examines the transformation of the education and training system since the country's independence in 1965 and how the process contributed to skills formation and, hence, economic change.

Creating a global consciousness throught the driver model of curriculum development

Honsinger, Bryce
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.16%
The purpose of this study was to investigate the effect a human link through the One World Youth Project has on a global education program, if a human connection through the program enhances a student's ability to develop a critical consciousness of global issues, and the etTectiveness of thc constructivist-based Driver Model of Curriculum Development, which served as the curriculum model in this study. An action based research cycle was chosen as this study's research methodology and incorporated 5 qualitative data collection instruments: a) interviews and questionnaires, b) artifacts, c) teacher journal, d) critical friend's observation forms, and e) my critical friend's postobservation interviews. The data were conected from 4 student participants and my critical friend during all stages of the action research cycle. The results of this study provide educators with data on the impact of human connections in a global education program, the effects these connections have on students, and the effectiveness of the Driver Model of Curriculum Development. This study also provides practical activities and strategies that could be used by educators to develop their own global education programs. The United Nations drafted the Millennium Development Goals in an effort to improve the lives of billions of people across the globe. The eight goals were developed with the support of all member nations since all human beings are global citizens who have a responsibility to make the world a better place. Students need to develop a critical consciousness of global issues so that they can work with others to eliminate them. Students who are taught to restate the opinions of others win not be prepared to inherit a world full of challenges that will require new innovative ideas to foster positive change.

Os professores e o currículo : percepções e níveis de intervenção dos professores do ensino básico no desenvolvimento curricular

Ferreira, Isabel Lacerda
Fonte: Universidade Aberta de Portugal Publicador: Universidade Aberta de Portugal
Tipo: Dissertação de Mestrado
Publicado em //2010 POR
Relevância na Pesquisa
46.28%
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta; Centramos este projecto de investigação na relação do professor com o desenvolvimento curricular procurando identificar o modo como esta se processa na prática docente. Pretendemos, desta forma, conhecer o modo como é interpretado o currículo por parte dos professores do Ensino Básico bem como a que nível se processa a sua participação no desenvolvimento curricular. As opções metodológicas desta investigação passaram por um estudo de caso qualitativo privilegiando a abordagem descritiva e analítica. Para o inquérito por questionário a amostra correspondeu a todos os docentes que leccionaram as disciplinas de Língua Portuguesa, Matemática e Ciências da Natureza do 3º ciclo do Ensino Básico das escolas seleccionadas e para o inquérito por entrevista a amostra incluiu os coordenadores dos departamentos curriculares e os Presidentes dos Conselhos Executivos dessas escolas. No que diz respeito ao conceito de currículo, os conteúdos programáticos assumem um papel de destaque sendo, frequentemente, associado à ideia de plano de estudos. A participação dos professores nas diferentes fases de desenvolvimento dos projectos curricular e educativo de escola é praticamente inexistente sendo apontadas diversas razões para o justificar...

Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study

Ponte, João Pedro da; Matos, João Filipe; Guimarães, Henrique Manuel; Leal, Leonor Cunha; Canavarro, Ana Paula
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //1994 ENG
Relevância na Pesquisa
56.15%
The education system in Portugal is in the midst of a period of intensive reform. This paper describes the findings of a qualitative case study focusing on the views and attitudes of teachers and students participating in a pilot curriculum development programme stressing active methodologies and group work, conducted by the Ministry of Education In particular it discusses their views and attitudes about mathematics, mathematics teaching and curriculum innovation. The teachers were found to struggle with a contradiction: whilst they approved the new orientations, which were seen as adequate and innovative, they complained strongly about the design and implementation of the programme Students had a generally positive attitude towards mathematics, although there were differences among them. The 7th graders were satisfied with their mathematics classes and with the new curriculum. The 10th graders did not consider the changes as significant in themselves, but expressed concern for their academic progress.

Schools' ownership of the curriculum and their self-evaluation: Findings from two European regions

Sousa, Francisco; Melo, Rodrigo Queiroz; Svendsen, Even Fossum
Fonte: EERA - European Educational Research Association Publicador: EERA - European Educational Research Association
Tipo: Conferência ou Objeto de Conferência
Publicado em 15/09/2011 ENG
Relevância na Pesquisa
46.23%
ECER 2011, Urban Education. The European Conference on Educational Research 2011 took place at Freie Universität Berlin, Germany.; Assuming that, despite the feeling that "it appears that centralized control of curriculum will remain the dominant motif in curriculum policy-making" (Kennedy, 2010, p. 15), research on centralisation versus decentralisation of the curriculum in a wide range of countries suggests that, overall, "some progress has been made" in the consolidation of school-based curriculum development (Kennedy, 2010, p. 16). According to Marsh (2010), "there are promising examples [of school-based curriculum development] emerging in many countries despite the tightening central control exerted by central authorities" (p. 295). This growing tendency to accept the idea of schools as curriculum agencies has been accompanied by an increase in the adoption of teacher evaluation and school evaluation measures in many countries, which has been interpreted by some authors as a means of strengthening control while praising schools' and teachers' curricular autonomy. Krejsler (2005) views this relationship between autonomy and evaluation in education as part of a wider phenomenon whereby a large portion of the public sector has been increasingly subject to changes "characterised by a decentralisation of decision-making as well as centralisation in the form of broad descriptions of aims and goals for public service that are controlled at the output level through quality assessment by a major expansion of detailed auditing and (self-)evaluation measures" (pp. 350-351). In order to deepen our understanding of the relationship between school-based curriculum development and school evaluation...

Factores del currículum condicionantes de los resultados escolares

Muñoz Moreno, José Luís; Martínez Mínguez, Lurdes; Armengol Asparó, Carme
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2010 SPA
Relevância na Pesquisa
56.29%
Este artículo presenta el proceso de decisión sobre qué factores son los más adecuados para identificar la relación entre el nivel de desarrollo curricular de los centros educativos y los resultados escolares del alumnado. Consideramos que los aspectos cuantitativos y de coordinación en los que normalmente se basa la investigación sobre eficacia escolar no acaban de recoger todos los aspectos sustantivos del currículo. Así, desarrollamos una identificación justificada de los campos de contenido que nos parecen fundamentales en el currículo y que concretamos en factores educativos, organizativos, que condicionan el tiempo y la oportunidad de aprendizaje y que determinan la práctica curricular. La aportación forma parte de una investigación en la que se han aplicado entrevistas individuales y colectivas, grupos de discusión, observaciones, análisis documental y tres cuestionarios sobre desarrollo organizativo, curricular de centro y curricular de aula, así como dos cuestionarios específicos de participación e implicación de familias y alumnado. En el estudio han participado un total de 16 centros educativos (8 centros de Educación Primaria y 8 centros de Educación Secundaria Obligatoria) de las comunidades autónomas de Cataluña y el País Vasco. Los principales resultados obtenidos muestran cómo determinadas propuestas curriculares influyen en el desarrollo curricular de los centros y en el rendimiento académico del alumnado...

ICC's Policy Proposals (Curriculum Development) for May 8 2014 AS meeting

ICC; Parker, Mary Beth (ICC Chair)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
66.05%
ICC's Policy Proposals (Curriculum Development) for May 8 2014

Model of postsecondary curriculum develpment, implementation and assessment for packaging education

Voss, Thomas
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Pré-impressão Formato: 75132 bytes; application/pdf
EN_US
Relevância na Pesquisa
56.06%
The packaging industry is the third largest industry in the United States. Several billion dollars are spent annually on packaging. Individuals who design, develop, implement and improve packaging are employed in the industries of food, cosmetics, consumer goods, pharmaceuticals, medical devices and industrial goods. The packaging industry, like all industries, requires educational systems that providing current, relevant knowledge and skills. This challenge is compounded by rapidly changing technology, the changing nature of the workplace and globalization. This paper provides a model for postsecondary curriculum development, a curriculum assessment method, considerations and implications.; Paper presented at 3rd Annual International Conference on Education in Honolulu, Hawaii 1-04-2005

Holistic curriculum development: tutoring as a support process

Roux,Cornelia
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2009 EN
Relevância na Pesquisa
66.1%
In many programmes, tutorials have proved to be an effective way of providing both academic and personal support. The tutor's role in these involves different aspects of teaching and learning. In this article I explore the value of tutoring as a means of supporting the holistic curriculum development process. I reflect on the reason for introducing a system of tutoring for students in curriculum studies and the results of its implementation on students' academic performance, in order to contribute to a better understanding of this kind of intervention. A summary of empirical data on the implementation of the tutor system and feedback on the system and tutors' reflections on the process are provided. Finally, the outcomes of the implementation of tutoring on the students' performance at the end of the academic year are discussed.

Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field

du Preez,Petro; Simmonds,Shan
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 EN
Relevância na Pesquisa
66.3%
Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education's theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies)? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005-2012) conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.

'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

Scott,Duncan; Cooper,Adam; Swartz,Sharlene
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 EN
Relevância na Pesquisa
66.14%
This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO) teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.

Teachers' social capital as a resource for curriculum development: lessons learnt in the implementation of a Child-Friendly Schools programme

Modipane,Mpho; Themane,Mahlapahlapana
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/11/2014 EN
Relevância na Pesquisa
56.14%
This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a descriptive research design was adopted. Twenty teachers (two groups, of ten each) were recruited to form part of the study through a purposive sampling strategy. Data was collected through two methods: interviews and observations. The data collected was explicated using Hycner's (1999) model of data analysis. Data transcripts were re-read until categories and themes emerged. The study found that teachers were enthusiastic about implementing the programme as they participated actively in it through the implementation of CFS principles in their Life Orientation (LO) classrooms. The findings of this study have at least two implications for policy makers and researchers. The first is that the one-day workshops that teachers attend over a weekend appear to be inadequate, and could be used to complement more structured interventions such as that described in this article. The second is that teachers' social capital is critical in the implementation of curriculum development processes for an intervention to be effective.