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The impact of structured teaching methods on the quality of education in Brazil

Leme, Maria Carolina; Louzano, Paula; Ponczek, Vladimir; Souza, Andre Portela
Fonte: PERGAMON-ELSEVIER SCIENCE LTD; OXFORD Publicador: PERGAMON-ELSEVIER SCIENCE LTD; OXFORD
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
36%
This paper estimates the impact of the use of structured methods on the quality of education for students in primary public school in Brazil. Structured methods encompass a range of pedagogical and managerial instruments applied in the educational system. In recent years, several municipalities in the state of Sao Paulo have contracted out private educational providers to implement these structured methods in their schooling systems. Their pedagogical proposal involves structuring of curriculum content, development of teacher and student textbooks, and the training and supervision of teachers anti instructors. Using a difference-in-differences estimation strategy, we find that the 4th- and 8th-grade students in the municipalities with structured methods performed better in Portuguese and mathematics than did students in municipalities not exposed to these methods. We find no differences in passing rates. A robustness test supports the assumption that there is no unobserved municipal characteristics associated with proficiency changes over time that may affect the results. (C) 2012 Elsevier Ltd. All rights reserved.

Educação comparada e antropologia: "educational borrowing" em escolas internacionais no Brasil; Compared education and anthropology: educational borrowing at international schools in Brazil.

Camizão, Eliezer Gomes
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 18/05/2010 PT
Relevância na Pesquisa
35.92%
Em escolas internacionais de São Paulo, currículos e metodologias de ensino internacionais e transnacionais são utilizadas. Em Matemática, estas escolas ensinam, por exemplo, um algoritmo para divisão que não é normalmente utilizados no sistema educacional brasileiro. Como a maioria dos alunos destas escolas são brasileiros, isto é caracterizado como educational borrowing. No entanto, ao estudar alguns destes elementos não tradicionais na cultura escolar brasileira, percebemos que suas origens não são facilmente identificáveis. Com a intensificação da globalização nas últimas décadas, influências estrangeiras têm se tornado mais complexas. No caso de alguns métodos, em face das dificuldades em estabelecer o país emprestador, se faz necessário complementar as teorias da Educação Comparada para que pesquisadores possam utilizar tais subsídios teóricos e entender o fenômeno com coerência. Complementos que são obtidos à luz da Antropologia, especificamente através da teoria de antropólogos como Michel de Certeau, que nos ajuda a melhor compreender a maneira com que os alunos individualizam estes produtos da educação internacional. A seguir, de volta ao domínio da Educação Comparada, os modelos típicos ideais de Brian Holmes podem auxiliar na decisão sobre o que pode ser copiado de um sistema educacional e as prováveis consequências destas ações. Ao fim da pesquisa...

Desafios e perspectivas da implementação computacional de testes adaptativos multidimensionais para avaliações educacionais; Challenges and perspectives of implementation of multidimensional adaptive test for educational assessment

Piton Gonçalves, Jean
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 17/12/2012 PT
Relevância na Pesquisa
36.03%
Testes educacionais possibilitam a obtenção de medidas e resultados, a realização de análises e o estabelecimento de objetivos para os processos de ensino e a aprendizagem, além de subsidiarem processos seletivos e políticas públicas. A avaliação de desempenho dos examinados pode considerar uma única ou múltiplas habilidades e/ou competências. Como alternativa para testes via lápis e papel, o Teste Baseado em Computador (CBT) pode compor, aplicar e corrigir testes e produzir estatísticas individuais ou do grupo de examinados automaticamente. Considerando que o examinado possua múltiplas habilidades, o Teste Adaptativo baseado na Teoria de Resposta ao Item Multidimensional (MCAT) mantém a mesma acurácia de um teste tradicional, baseando-se no conhecimento do examinado a partir do histórico de itens anteriormente respondidos. A seleção de itens por Kullback Leibler entre Posteriores Subsequentes ('K POT. p') evita selecionar um item difícil para um examinado com baixa habilidade, sugerindo que 'K POT. p' é um critério aplicável em testes educacionais. A revisão da literatura apontou para: (i) a carência de estudos para o critério 'K POT. P', (ii) a carência de estudos com MCATs operacionais em contextos educacionais para usuários reais...

Gestão educacional resiliente : uma proposta para um contexto de mudanças paradigmáticas; Resilient Educational Management : a proposal for a context of paradigmatic changes

Altimar Costa da Silva
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 31/08/2012 PT
Relevância na Pesquisa
35.96%
A presente pesquisa foi norteada pelo seguinte problema: Diante das múltiplas mudanças paradigmáticas, da problemática que envolve a gestão educacional e do contexto que organiza e estrutura o sistema de ensino paulista, é possível a proposição de uma gestão educacional resiliente? Nesta perspectiva, o objetivo do trabalho é se constituir num estudo que pretende analisar as possibilidades para a instituição da resiliência como um fundamento essencial da gestão educacional num contexto de mudanças paradigmáticas, culminando com a proposição de uma gestão educacional resiliente com os seus quatro pressupostos: a resiliência como uma mudança epistemológica e paradigmática; a resiliência como manifestação energética da vontade de potência; a resiliência como modelo salutogênico e a resiliência como transcendência, bem como, com a sua característica principal de gestão educacional resiliente como pessoa resiliente, trazendo os aspectos da responsabilidade, autonomia, flexibilidade, solidariedade, abertura e inteligência. Os métodos de pesquisa utilizados foram o bibliográfico e o comparativo. O capítulo cinco está dividido em duas partes. A primeira trata dos resultados de uma pesquisa documental sobre os registros dos gestores no Curso Programa de Desenvolvimento Gerencial (PDG) Educação: Gestão Escolar e a Política Educacional. A outra apresenta os resultados de uma entrevista semi-estruturada. Forneceram suporte às duas técnicas de pesquisa: o paradigma sistêmico...

A formação inicial de professores em Angola no contexto da reforma educativa: desafios e necessidades (Institutos Médios Normais de Educação de Benguela); The initial teacher training in Angola in the context of the educational reform: challenges and needs (Institutos Médios Normais de Educação de Benguela)

Chimuco, Sandra Marisa Nascimento
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 27/02/2015 POR
Relevância na Pesquisa
35.97%
Tese de Doutoramento em Ciências da Educação (área de especialização em Desenvolvimento Curricular).; Assim como ocorre um pouco por todo o mundo, a educação está a ser alvo de várias reformas, com o objetivo de melhor a qualidade desta nas sociedades. Fruto das necessidades de cada sociedade, as mudanças propostas afiguram-se como importantes para a melhoria da qualidade da educação e da própria sociedade. Angola afigura-se como um país, particular, que diariamente é desafiado, também em termos educativos, atendendo a que neste campo existem especificidades como as salas lotadas, a falta de infraestruturas e meios humanos para colmatar as dificuldades e, simultaneamente, dar resposta às necessidades, de entre muitas outras dificuldades. Nesta investigação procuramos compreender a articulação da formação inicial de professores ao nível dos institutos médios normais de educação, em Benguela com os objetivos definidos pelas reformas educativa e curricular. Neste enquadramento, formulamos a problemática da investigação que consistiu em estudar o sistema de formação inicial levado a cabo pelos Institutos médios normais de educação/Escolas de formação de professores de nível médio e sua articulação com os objetivos da reforma educativa tendo como suporte a Lei de bases nº 13 de 31 de Dezembro de 2001. A reflexão sobre essa questão remeteu-nos para a formulação de outras...

Effectiveness of High Fidelity Video-Assisted Real-Time Simulation: A Comparison of Three Training Methods for Acute Pediatric Emergencies

Coolen, Ester H. A. J.; Draaisma, Jos M. T.; Hogeveen, Marije; Antonius, Tim A. J.; Lommen, Charlotte M. L.; Loeffen, Jan L.
Fonte: Hindawi Publishing Corporation Publicador: Hindawi Publishing Corporation
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36%
Background. Video-assisted real-time simulation (VARS) offers the possibility of developing competence in acute medicine in a realistic and safe environment. We investigated the effectiveness of the VARS model and compared it with educational methods like Problem-Based Learning (PBL) and Pediatric Advanced Life Support (PALS). Methods. 45 fourth-year medical students were randomized for three educational methods. Level of knowledge and self-efficacy were measured before and after intervention. Clinical performance was measured by a blinded observer using a video checklist of prescripted scenarios on a high-fidelity simulator. Results. Knowledge test and self-efficacy scores improved significantly (P < 0.001) without differences between educational groups. The VARS group showed significantly (P < 0.05) higher scores on both postintervention scenarios concerning structure and time. Conclusion. VARS training is an effective educational method teaching pediatric acute care skills in the undergraduate curriculum. When compared to PBL and PALS training, VARS training appears to be superior in enhancing short-term clinical performance.

The hospital educational environment and performance of residents in the General Medicine In-Training Examination: a multicenter study in Japan

Shimizu, Taro; Tsugawa, Yusuke; Tanoue, Yusuke; Konishi, Ryota; Nishizaki, Yuji; Kishimoto, Mitsumasa; Shiojiri, Toshiaki; Tokuda, Yasuharu
Fonte: Dove Medical Press Publicador: Dove Medical Press
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
35.93%
Background: It is believed that the type of educational environment in teaching hospitals may affect the performance of medical knowledge base among residents, but this has not yet been proven. Objective: We aimed to investigate the association between the hospital educational environment and the performance of the medical knowledge base among resident physicians in Japanese teaching hospitals. Methods: To assess the knowledge base of medicine, we conducted the General Medicine InTraining Examination (GM-ITE) for second-year residents in the last month of their residency. The items of the exam were developed based on the outcomes designated by the Japanese Ministry of Health, Labor, and Welfare. The educational environment was evaluated using the Postgraduate Hospital Educational Environment Measure (PHEEM) score, which was assessed by a mailed survey 2 years prior to the exam. A mixed-effects linear regression model was employed for the analysis of variables associated with a higher score. Results: Twenty-one teaching hospitals participated in the study and a total of 206 residents (67 women) participated and completed the exam. There were no residents who declined to participate in the exam. The mean GM-ITE score was 58 (standard deviation 8.4). The mixed-effects linear regression analysis showed that a higher PHEEM score was associated with a higher GM-ITE score (P = 0.02). Having a department of general medicine...

Tipping the Scales: Social Justice and Educational Measurement

Stein, Zachary
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation; text Formato: application/pdf
EN
Relevância na Pesquisa
35.92%
In this work I address foundational concerns at the interface of educational measurement and social justice. Following John Rawls’s philosophical methods, I build and justify an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement is critical to insuring, or inhibiting, just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. In order to explore the feasibility and utility of this proposed framework, I employ it to analyze several historical case studies that exemplify the ethical issues related to testing: (1) the widespread use of IQ-style testing in schools during the early decades of the 20th century; (2) the founding of the Educational Testing Service; and (3) the recent history of test-based accountability associated with No Child Left Behind. I conclude with a set of speculative design principles and arguments in favor of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all.

Monitoring Educational Performance in the Caribbean

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
35.96%
The study seeks to define a set of operationally relevant education indicators, to be used by countries in the Caribbean region, to provide a database of comparable education indicators in Caribbean countries where data is available, namely Belize, Dominica, Dominican Republic, Grenada, Guyana, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, and Trinidad and Tobago, and, to propose methods on how the common set of indicators can be used for analyses of the education sectors. Following the introduction under Section I, which addresses the current deficiencies in the Caribbean education system, Section II defines operationally relevant education indicators in the areas of coverage, efficiency, and quality. In these areas, enrollment ratios should be complemented with grade-specific indicators, efficiency complemented with a cost-effectiveness analysis, and, quality with a variety of standardized tests. Monitoring of education indicators in the Caribbean Region, is then reviewed in Section III...

Effect of educational components and strategies associated with insulun pump therapy: a systematic review

Jayasekara Gangoda Arachchilag, R.; Munn, Z.; Lockwood, C.
Fonte: Blackwell Publishing Asia Publicador: Blackwell Publishing Asia
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
Relevância na Pesquisa
35.93%
Objectives: The objectives of this review were to establish the effectiveness of approaches to the provision of education for adults with type 1 diabetes using or initiating insulin pump therapy (IPT), and identify the best available evidence on the association between intervals and duration of follow up and the stated outcome criteria. Inclusion criteria: This review considered all studies and papers that involved adults (aged 16 years or over) with type 1 diabetes using IPT as their primary form of therapy who participated in education or training, with no restrictions placed on gender or comorbidities. All forms of education, including resources utilised during education were included in the review. Search strategy: The search strategy sought to find both published and unpublished studies and papers written in the English language. An initial limited search of MEDLINE and CINAHL databases was undertaken to identify optimal search terms. A second search using all identified key words and index terms was then undertaken based on key words specific to each database across all included databases from 1998 to February 2008. Thirdly, the reference lists of all identified reports and articles were searched for additional studies. Methodological quality: Two independent reviewers assessed the methodological quality of retrieved papers using the corresponding checklist from the System for the Unified Management...

Früher Fremdsprachenunterricht in Baden-Württemberg. Drei Fallstudien. Die Umsetzung der Bildungsstandards im frühen Fremdsprachenunterricht ...; Early foreign language teaching in Baden-Württemberg. 3 case studies. The application of educational standards in foreign language teaching ...

Bleutge, Christine
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
DE_DE
Relevância na Pesquisa
35.92%
In dieser Arbeit will ich darstellen, auf welchen Prinzipien die Einführung des Fremdsprachenunterrichts in Baden-Württemberg basiert. Ebenso erarbeite ich, wie die Bildungsstandards umgesetzt werden und welche Empfehlungen für die zukünftige Umsetzung gegeben werden können. Die Untersuchung legt die Zielvorgaben in Form der Bildungsstandards dar und zeigt die Umsetzung des Fremdsprachenunterrichts anhand von drei Fallstudien. Im Mittelpunkt der Arbeit steht der Fremdsprachenunterricht an einer Grundschule, einer Schule für Kinder mit Sprachbehinderung und einer Schule für Kinder mit Lernbehinderung, der anhand von Unterrichtstranskriptionen dargestellt und analysiert wird. Aufgrund einer Befragung der beteiligten Lehrkräfte erfasse ich Umfeldbedingungen und soziale Hintergründe sowie die Umsetzung der Bildungsstandards. Auch die Organisation des Fremdsprachenunterrichts und die Haltung der Eltern und SchülerInnen wird erfasst. Die Untersuchung findet im Fach der Schulpädagogik und im Kontext ihrer Grundlagen statt. Nach einem Überblick über die Methoden der qualitativen Sozialforschung, einer Darlegung des methodischen Vorgehens – Kapitel 3 - diskutiere ich in den Kapiteln 4, 5 und 6 die für die Umsetzung des Fremdsprachenunterrichts relevanten Einflussfaktoren. Dies sind historische...

Bayesian Methods for Learning Analytics

Waters, Andrew
Fonte: Universidade Rice Publicador: Universidade Rice
Relevância na Pesquisa
36.05%
Learning Analytics (LA) is a broad umbrella term used to describe statistical models and algorithms for understanding the relationship be- tween a set of learners and a set of questions. The end goal of LA is to understand the dynamics of the responses provided by each learner. LA models serve to answer important questions concerning learners and questions, such as which educational concepts a learner understands well, which ones they do not, and how these concepts relate to the individual question. LA models additionally predict future learning outcomes based on learner performance to date. This information can then be used to adapt learning to achieve specific educational goals. In this thesis, we adopt a fully Bayesian approach to LA, which allows us both to have superior flexibility in modeling as well as achieve superior performance over methods based on convex optimization. We first develop novel models and algorithms for LA. We showcase the performance of these methods on both synthetic as well as real-world educational datasets. Second, we apply our LA framework to the problem of collaboration– type detection in educational data sets. Collaboration amongst learners in educational settings is problematic for two reasons. First...

Formative Research on an Instructional Design Theory for Educational Video Games

Watson, William R.
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
35.96%
Thesis (PhD) - Indiana University, School of Education, 2007; An increasing number of researchers have acknowledged the deficiencies of current instructional approaches by turning to educational video games. Proponents of educational video games believe that they are the future of instruction, and the number of proponents is increasing as well. The Federation of American Scientists recently touted video games as having the potential to transform education and called for federal support for research on educational games, including how to best design them. However, the number of quality research studies on educational video games is limited. Perhaps one reason for this is the lack of educational video games for researchers to implement in classrooms as well as the challenge of creating video games that are both engaging and educational. This study describes formative research conducted on the Games for Activating Thematic Engagement (GATE) instructional design theory, which was developed to guide both the design and implementation of educational video games. Formative research seeks to identify improvements for an instructional design theory based on a designed instance of this theory, in this case Lifecycle, an educational video game designed for use in an undergraduate course on systems analysis and design. The purpose of this study is to evaluate the GATE theory by answering the following questions: 1.) what GATE methods and recommendations work well? 2.) Which ones do not work well? and 3.) What improvements can be made? Formative evaluation was conducted on the video game representing the designed instance of the GATE theory...

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

Thangaratinam, S.; Barnfield, G.; Weinbrenner, S.; Meyerrose, B.; Arvanitis, T.; Horvath, A.; Zanrei, G.; Kunz, R.; Suter, K.; Walczak, J.; Kaleta, A.; Rengerink, O.K.; Gee, H.; Mol, B.; Khan, K.
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
35.98%
BACKGROUND Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. METHODS We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. RESULTS The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. CONCLUSION This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented...

Private Non-State Sector Engagement in the Provision of Educational Services at the Primary and Secondary Levels in South Asia : An Analytical Review of Its Role in School Enrollment and Student Achievement

Dahal, Mahesh; Nguyen, Quynh
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
35.96%
Private (non-state) sector engagement in the provision of educational services at the primary and secondary levels in South Asia has recently undergone remarkable growth. This type of education comes in various forms, such as schools financed and managed by the private sector, schools financed by the government and managed by the private sector, private school vouchers, and tutoring outside the classroom. According to recent household survey data, almost one-third of school-goers aged 6 to 18 years in South Asia go to private schools, with a high concentration in Bangladesh, India, Nepal, and Pakistan. Data for India, Nepal, and Pakistan show that on average, private schools perform at least as well as government schools on student test scores, after controlling for socioeconomic factors, and they do so at significantly lower costs to society. However, student achievement varies greatly across schools of each type, with many weak private schools as well as strong government schools. Substantial, albeit indirect, evidence points to teacher behavior and accountability as an important driver of the effectiveness of private schools. In the long run...

A basic guide to open educational resources (OER)

Kanwar, Asha; Uvalić-Trumbić, Stamenka; Butcher, Neil
Fonte: Vancouver : Commonwealth of Learning ; Paris : UNESCO Publicador: Vancouver : Commonwealth of Learning ; Paris : UNESCO
Tipo: Livro Formato: application/pdf
ENG
Relevância na Pesquisa
35.93%
133 p. : ill.; Libro Electrónico; This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively. The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest; Contents Acknowledgements 1 Overview of the Guide 3 A Basic Guide to Open Educational Resources: Frequently asked questions 5 What are Open Educational Resources (OER)? 5 Is OER the same as e-learning? 5 Is OER the same as open learning/open education? 6 Is OER related to the concept of resource-based learning? 7 How open is an open licence? 8 What is the difference between OER and open access publishing? 9 Shouldn’t I worry about ‘giving away’ my intellectual property? 9 Who will guarantee the quality of OER? 12 How can education benefit by harnessing OER? 13 Is OER really free? 14 Does use of OER preclude use of commercial content? 16 What policy changes are needed for institutions to make more effective use of OER? 16 What are the best ways to build capacity in OER? 17 Where do I find OER? 18 How can I share my OER with others? 19 How much can I change OER for my own purposes? 20 Making the Case for Open Educational Resources 23 Introduction 23 Defining the concept 24 The implications for educational planners and decision-makers 39 Conclusion 44 References 45 Appendix One: Overview of Open Licences 47 Introduction 47 Creative Commons Licences 48 Appendix References 52 Appendix Two: The Components of a Well-Functioning Distance Education System 53 The Components 53 The Rationale for Use of Distance Education Methods 55 Appendix Three: Technology Applications 57 iii Appendix Four: Open Source Software Applications in Education 61 References 64 Appendix Five: Mapping the OER Terrain Online 65 Introduction 65 OCW OER Repositories 65 University OCW Initiatives 70 Subject-Specific OCW OER 74 Content Creation Initiatives 78 Open Schooling Initiatives 81 OCW OER Search 84 Conclusion 85 Appendix Six: A Catalogue of OER-Related Websites 87 OCW OER Repositories 88 Open Schooling Initiatives 92 OCW OER Search 93 University OCW Initiatives 95 Subject-Specific OCW-OER 104 OER Tools 109 Other OER Sources 113 Appendix Seven: Some OER Policy Issues in Distance Education 115 Appendix Eight: OER Policy Review Process 123 Appendix Nine: Skills Requirements for Work in Open Educational Resources 131

Contribution for the teaching of natural sciences: Mapuche and school knowledge

Quintriqueo M.,Segundo; Quilaqueo R.,Daniel; Torres,Héctor
Fonte: Faculdade de Educação da Universidade de São Paulo Publicador: Faculdade de Educação da Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2014 EN
Relevância na Pesquisa
36.05%
Within the context of Mapuche families and communities, this paper focuses on the relationship between knowledge and educational methods in teaching the natural sciences. It aims to identify educational methods that have been forged and re-forged in connection with the social, cultural, political, economical and spiritual development experienced by Mapuche communities. Our educational research methodology is based on a qualitative approach in order to unveil the subjective and inter-subjective dimensions that characterize the subjects' educational knowledge in their life context. Our fieldwork has been carried out from a sample of interviews conducted with Mapuche wise men (sabios) living in the Araucanía. The results of the study are divided in four categories: 1) Relationship towards the natural environment; 2) Knowledge regarding living beings; 3) Küyen cycle (phases of the Moon); and finally, 4) Healthy lifestyle. The collected data have allowed us to link different contents (conceptual, practical and attitudinal) underlying the proper Mapuche educational methods to underline their rationalities with reference to core knowledge. Thus, we want to make a case for an epistemological basis substantiating the teaching of natural sciences in relation to Mapuche knowledge. This will allow us to contextualize natural science teaching within the framework of an intercultural educational approach. By doing so...

Do educational methods affect students’ ability to remove artificial carious dentine? A randomised controlled trial

Rosa, Q. F.; Barcelos, T. M.; Kaizer, M. R.; Montagner, A. F.; Sarkis-Onofre, Rafael; Masotti, Alexandre Severo; Jardim, Patricia dos Santos; Cenci, Tatiana Pereira; Oliveira, Elenara Ferreira de; Cenci, Maximiliano Sérgio
Fonte: European Journal of Dental Education Publicador: European Journal of Dental Education
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
46%
This trial aimed to evaluate the influence of two educational methods on students’ ability to remove artificial carious dentine. Traditional lecture and lecture plus a live demonstration of artificial carious tissue removal were compared in a blind two parallel-group design. Twenty-six students were randomly divided into two groups, and their skills were evaluated according to the following criteria: time spent on the dentine excavation procedure (in min), students’ perceived confidence in conducting the procedure(graded assessed on a scale from 0 to 10), and the outcome of artificial carious tissue removal, evaluated by measuring the residual dyed artificial carious dentine layer(in lm). Statistical analyses were carried out using a t-test to compare the students’confidence and time spent on the procedure, and a two-way ANOVA was used to compare residual artificial decayed dentine with educational methods and tooth region (incisal, medium, and cervical thirds) as factors. There were no differences between the methods regarding excavation time (P = 0.898) and students’ confidence (P = 0.382). The residual artificial carious dentine results showed that the educational method (P < 0.001) and cavity region (P < 0.001) were statistically significant...

The "movement" of mixed methods research and the role of educators

Creswell,John W.; Garrett,Amanda L.
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2008 EN
Relevância na Pesquisa
36.07%
The landscape of research is continually evolving, enabling researchers to study increasingly complex phenomena. Educational researchers have propelled much of this forward progress and have developed novel methodologies to provide increasingly sound and complete evidence. Mixed methods research has emerged alongside quantitative and qualitative approaches as an important tool for researchers. In this article our overall aim is to better acquaint educational scholars with the mixed methods field by articulating the development of the mixed methods field and by citing current trends and issues. The role of educational researchers in the evolution of mixed methods research is high-lighted. The early and ongoing dialogue of mixed methods research is multi-disciplinary in nature with current writings across fields. The current debate over key aspects of mixed methods research is now in progress and is ripe for future contributions. Even the very nature of what constitutes mixed methods research is being discussed among scholars. Understanding and advancing the mixed methods field is an important goal for methodologists and researchers. With the increased interest and enthusiasm for mixed methods research, it is likely that the dialogue surrounding mixed methods approaches will thrive...

"We grew as we grew": visual methods, social change and collective learning over time

Walsh,Shannon
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 EN
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Educational research using visual methods has the power to transform the society in which we live and the communities in which we work. We must not naively imagine that having the desire to make change in people's lives will mean that it will happen, as sometimes there may be surprising, unintended negative repercussions as well. Other constraints, such as structural violence and institutional racism, can also intersect with the possibility of making tangible change through educational research using visual methods. Qualitative assessment with a longitudinal approach is one approach that can reveal both the impact, and the limitations, of educational research on social change. I discuss these issues through grounded examples from an HIV educational project that used visual methodologies with a group of youths in Cape Town, South Africa over a number of years. Almost ten years later we interviewed three of theformer participants about what impact the work has had on their lives. Each has travelled a differentjourney and been faced with different constraints that have implications for the effectiveness of such work. Where are they now, and as adults, what do they have to say about the visual methodologies, memory, and social change?