8 resultados para Public Policy. Continuing Teacher Training. Educational Development Program
em Universidade do Minho
Resumo:
Tese de Doutoramento em Ciências da Educação (área de especialização em Tecnologia Educativa)
Resumo:
Tese de Doutoramento em Estudos da Criança (Especialidade em Educação Musical)
Resumo:
Tese de Doutoramento em Ciências da Educação (Especialidade de Tecnologia Educativa)
Resumo:
Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention’s materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program’s implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.
Resumo:
Tese de Doutoramento em Sociologia
Resumo:
This paper intends to present and reflect upon some of the findings emerging from a research project entitled “Navigating with ‘Magalhães’: Study on the Impact of Digital Media on Schoolchildren” that was conducted at the Communication and Society Research Centre at the University of Minho, Braga, Portugal. The project focused on the politics of the governmental programme “One Laptop per Child” part of the Portuguese Technological Plan for Education, and the uses of the “Magalhães” computer, and other media, by children aged 8-10 years. This paper analyses the impact of this particular public policy on digital literacy of young children based mostly on the perspectives of parents and their modes of mediation. It also debates parents’ and children’s perspectives on parental rules on computer and Internet usage. It ends by concluding that the impact of this programme occurred mainly at the level of access rather than the social and educational uses and practices. It also highlights the importance of family in the way children access and use ICT.
Resumo:
Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)
Resumo:
Relatório de atividade profissional de mestrado em Ciências – Formação Contínua de Professores (área de especialização em Matemática)