Ensino de base de dados, através do SQL, na resolução de situações reais

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, 2015

High level student autonomy in a virtual learning environment

This case study explores the experiences of a group of students (the authors) working as a tutor-less group (TLG) that developed during a web-based MEd programme. We describe the development and life cycle of the TLG, the experiences of the students and the effects on those who continued to work in a tutored environment. Members of the TLG demonstrated high levels of autonomy and group work. The relationship between the TLG and communities of practice is considered.

An exploratory study of how a Korean chaebol’s learning culture facilitates customer service

This paper explains how the organizational learning concept is used by managers in a global Korean company to promote group work, information sharing and an open communication style in order to produce a high level of customer service. Previously collected data from a set of in-depth personal interviews undertaken with three senior managers in a Korean electronics company were analyzed and interpreted using the grounded theory approach, and a number of propositions are put forward. The research findings show that managers in a chaebol deploy organizational learning to identify skilled and knowledgeable staff, and improve the organization’s capability by placing emphasis on developing harmonious, mutually oriented relationships that permeate throughout the organization. Top management demand that staff identify with government economic objectives and align the organization’s strategy accordingly so that the products produced are marketable. To achieve this, the organization fosters continual interaction among managers throughout the organization’s hierarchy. The chaebol’s organizational learning model encapsulates a “corollary” (continual communication) and “tools” (cultural influence and relationship management), and manifests in a unique strategy that allows management systems to evolve naturally.

Necessidades de formação em educação para a saúde em contexto escolar: contributos para os currículos de enfermagem

Tese de Doutoramento, Educação (Desenvolvimento Curricular), 9 de Dezembro de 2013, Universidade dos Açores.

A divisão no 4º ano de escolaridade

Dissertação apresentada para obtenção do grau de Mestre em Educação Matemática na Educação Pré-Escolar e nos 1.º e 2.º Ciclos do Ensino Básico

O trabalho individual e o trabalho de grupo no processo de ensino-aprendizagem do estudo do meio no 1º Ciclo

Relatório Final apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º ciclo do Ensino Básico

Attitudes Toward Organizational Change among Public Middle Managers

Positive attitudes toward change (PATC) are an important current issue in public organizations facing profound financial and managerial reforms. This study aims to identify social and organizational antecedents of PATC. The investigated population is composed of middle managers working in Swiss public hospitals (N = 720), which are currently being confronted by major reforms. Partial mediation effects of organizational commitment (OC) in the relationships between independent variables and PATC are also controlled. The findings show that perceived social support (work relationships with colleagues and supervisors) as well as perceived organizational support (employee voice and participation, information and communication, work-life balance) are positively and significantly related to PATC. Stress perception is shown to have a negative impact on PATC. This article provides valuable contributions with respect to antecedents of attitudes toward change in a population of public middle managers.

Collaborative learning in a Japanese as a foreign language classroom /

This study examined the influence of training on Asian learners' beliefs, interaction, and attitudes during collaborative learning (CL) and explored the processes of their CL in pairs. The literature contains few studies on the effect of collaborative training in language learning. In addition, it shows gaps between SLA theory and practice resulting from learners' cultural differences. Although second/subsequent language acquisition (SLA) theory assumes that CL contributes to language learning, implementing CL in a multicultural classroom is often considered to be unsuccessful by teachers. The research questions designed to address this gap explore: (a) the extent to which tra~ng affects Asian learners' attitudes towards and interaction during CL; (b) how Asian learners accomplish collaborative tasks in pairs. In the quasi-experimental research design, the learners in the treatment group received special training in CL for 5 weeks while the learners in the comparison group did not receive similar training. Data were collected from 45 McMaster University students through pre- and posttests, pre- and postintervention questionnaires, student information, and informal classroom observations. To detennine the influence of training, the frequency of communication units (c-units), Language Related Episodes (LREs), Collaborative Dialogue (CD) from audio-taped data, and the fmal draft scores were compared between pre- and posttests. The learners' pre- and postintervention questionnaires were also compared. Transcripts from audio-taped data, students' information, their responses and comments from questionnaires, and informal observations served to investigate the processes of Asian learners' CL. Overall, this study found that training had significant influence on the frequency of c-units and CD, and considerable impact on the draft scores, although little influence on the frequency of LREs was observed. The results from the questionnaires in the treatment group showed positive changes in the learners' beliefs on pair work after training. On the other hand, analyses of the transcription data showed that the learners did not conduct enough discussion for a resolution of problems with peers. In conclusion, results suggested the need for teacher intervention, a longer period of collaborative training, and an implementation of self-evaluation into the course grade to encourage the learners to succeed in collaborative learning.

Kindergartners' perceptions of bullying /

Currently, few studies address what kindergarten children think about bullying behaviour and explore whether or not they perceive bullying as a prevalent concern in their day-to-day school activities. This study described 15 Canadian kindergarten students' graphic and narrative representations (drawings and stories) of their bullying experiences. The content of students' drawings and stories were analyzed to explore how kindergarten children perceived bullying within the context of their lives. Coding categories were developed to analyze the kindergartners' perceptions, and emerging themes were also explored. In general, findings showed that kindergartners perceive bullying situations as occurring during one-to-one peer interaction and not within social group situations. Results are discussed in relation to educational implications.

(Re)writing the other/self : autoethnography in the transcultural arena of representation

Abstract: In Imperial Eyes Mary Louise Pratt (1992: 7, emphasis original) defines autoethnography as "instances in which colonized subjects undertake to represent themselves in ways that engage with the colonizer's own terms ... in response to or in dialogue with . . . metropolitan representations." Although Pratt's conceptualization of autoethnography has much to offer post-colonial studies, it has received little attention in the field. In this thesis, I interrogate Pratt's notion of autoethnography as a theoretical tool for understanding the self-representations of subordinate peoples within transcultural terrains of signification. I argue that autoethnography is a concept that allows us to move beyond some theoretical dualisms, and to recognize the (necessary) coexistence of subordinate peoples' simultaneous accommodation of and resistance to dominant representations of themselves. I suggest that even when autoethnographic expressions seem to rely on or to reproduce dominant knowledges, their very existence as speech acts implicitly resists dominant discourses which objectify members of oppressed populations and re-create them as Native Informants. I use Pratt's concept to analyze two books by Islamic feminist sociologist Fatima Memissi. Memissi's Dreams ofTrespass and Scheherazade Goes West illustrate the simultaneity of accommodation and disruption evident in autoethnographic communication. Across the two books, Memissi shows herself renegotiating the discourses which discipline her (and her speech). She switches back and forth between the positions of reader and author, demonstrates the reciprocity of the disciplinary gaze (she looks back at her dominants, reading their own reading of her representation of her social group), and provides a model of autoethnographic dialogue.

Explicit/implicit training of cooperative learning with junior elementary students /

This experimental study examined the effects of cooperative learning and expliciUimpliGit instruction on student achievement and attitudes toward working in cooperative groups. Specifically, fourth- and fifth-grade students (n=48) were randomly assigned to two conditions: cooperative learning with explicit instruction and cooperative learning with implicit instruction. All participants were given initial training either explicitly or implicitly in cooperative learning procedures via 10 one-hour sessions. Following the instruction period, all students participated in completing a group project related to a famous artists unit. It was hypothesized that the explicit instruction training would enhance students' scores on the famous artists test and the group projects, as well as improve students' attitudes toward cooperative learning. Although the explicit training group did not achieve significantly higher scores on the famous artists test, significant differences were found in group project results between the explicit and implicit groups. The explicit group also exhibited more favourable and positive attitudes toward cooperative learning. The findings of this study demonstrate that combining cooperative learning with explicit instruction is an effective classroom strategy and a useful practice for presenting and learning new information, as well as working in groups with success.

Cooperative learning and elaborative interrogation: effects on children's learning

This experimental study examined the effects of cooperative learning and a question-answering strategy called elaborative interrogation ("Why is this fact true?") on the learning of factual information about familiar animals. Retention gains were compared across four study conditions: elaborative-interrogation-plus-cooperative learning, cooperative-learning, elaborative-interrogation, and reading-control. Sixth-grade students (n=68) were randomly assigned to the four conditions. All participants were given initial training and practice in cooperative learning procedures via three 45-minute sessions. After studying 36 facts about six animals, students' retention gains were measured via immediate free recall, immediate matched association, 30-day, and GO-day matched association tests. A priori comparisons were made to analyze the data. For immediate free recall and immediate matched association, significant differences were found between students in the three experimental conditions versus those in the control condition. Elaborative-interrogation and elaborativeinterrogation- plus-cooperative-learning also promoted longterm retention (measured via 30-day matched association) of the material relative to repetitive reading with elaborative-interrogation promoting the most durable gains (measured via GO-day matched association). The relationship between the types of elaborative responses and probability of subsequent retention was also examined. Even when students were unable to provide adequate answers to the why questions, learning was facilitated more so than repetitive reading. In general, generation of adequate elaborations was associated with greater probability of recall than was provision of inadequate answers. The findings of the study demonstrate that cooperative learning and the use of elaborative interrogation, both individually and collaboratively, are effective classroom procedures for facilitating children's learning of new information.

Assessment done write : using collaboration to reculture teacher learning

This study examined the impact that collaborative learning had on the assessment and evaluation of writing practices of a group of teachers as they engaged in a community of learners. The study explored the development of teacher knowledge and perceptions as well as the implementation of effective assessment strategies in writing for students in grades 4 to 8 that could be achieved through collaboration. Teachers' perceptions of the value of collaboration were also embedded within the study. Multiple methods of data collection were used to gather rich and descriptive data. Those methods included interviews, observation, and documentation of meetings and of participants' perceptions of their assessment and evaluation practices. Five preexisting themes describing desired outcomes of change were used to analyze the data. These themes included: knowledge, attitude, skill, aspiration, and behaviour. While it was difficult to identify definitively the degree oflearning achieved by the participants, conclusions can be drawn that the participants experienced learning and some change in the areas of knowledge and skill, attitude, aspiration, and behaviour. What was notable was the continued belief on the part of the participants of the value of collaboration as a means of learning.

Rapport à la nature et stratégies intégrées de conservation et développement : le cas de São Tomé et Principe

Depuis les années 90, les Projets Intégrés de Conservation et Développement ont été présentés comme des modèles fonctionnels de développement durable pour un site spécifique dans une perspective de réalisation. Le but est d’intégrer les objectifs biologiques de la conservation aux objectifs sociaux et économiques du développement. Ces projets, qui répondent à de multiples dénominations et stratégies, sont implantés dans des contextes naturellement hétérogènes et dynamiques, où l’aménagement du territoire ne doit pas être un outil de planification étatique, désigné et imposé dans une logique conservationniste. Les aires protégées représentent une certaine vision du rapport entre l’être humain et la nature, apparue dans le contexte nord-américain avec la création des premiers grands parcs nationaux en 1870. Aujourd'hui, la forte volonté d'impliquer la population se heurte avec la difficulté de concilier la gestion de ces espaces avec les pratiques, les nécessités et les intérêts locaux. Le parc naturel Obô, qui occupe 30% du territoire de São Tomé et Principe, doit affronter la difficile intégration entre les représentations de la nature et les usages locaux avec les objectifs globaux des politiques conservationnistes, ainsi qu’avec les intérêts touristiques et économiques des investisseurs locaux et étrangers. Les représentations sociales de la nature, établissant une forme de connaissance pratique, déterminent la vision du monde et la relation qu'un certain groupe social peut avoir avec le territoire. Ainsi, chaque communauté possède ses propres mécanismes d'adaptation au milieu basés sur ce système représentationnel. Dans le cas des communautés sãotoméennes, la nature présente un caractère spirituel (associé à des croyances, des rites et des pratiques médicales traditionnelles) et utilitaire (la nature, à travers l'agriculture, la récolte ou la chasse, répond au besoin de subsistance). L’objectif de ce projet de thèse est donc de mieux comprendre la synergie existante entre savoir endogène et gestion de la biodiversité pour adapter l’aménagement du territoire à la réalité des populations qui y vivent.

Rawlsian justice and the challenge of diversity

Ce mémoire examine le rôle de la diversité dans une conception de la justice. Je débute en considérant l’abstraction de la différence impliquée dans le raisonnement utilisé pour arriver à une conception de la justice. Par la suite j’évalue le rôle des différences des groupes sociaux dans l’application des principes de justice, en considérant si la justice exige des droits individuels ou si les groupes peuvent revendiquer des droits différenciés. Ce mémoire utilise la position originale de John Rawls pour évaluer la première question, et sa conception de la personne et des groupes sociaux pour examiner la deuxième. Je soutiens que nous pouvons et devrions utiliser l’abstraction de la position originale, tant que nous sommes conscients de ses limites. Bien que sa conception politique de la personne soit également utile pour la défense des droits individuels, sa conception du groupe social n’est pas appropriée pour les groupes culturels ou historiquement opprimés, car il repose trop lourdement sur la notion d’association volontaire. J’analyse l’argument de Will Kymlicka concernant les droits minoritaires et j’enrichis la théorie de Rawls en ajoutant l’inégalité entre groupes. Je termine en examinant les problèmes concernant les minorités à l’intérieur des groupes minoritaires et conclue que les droits minoritaires ne sont justifiées que lorsqu’ils sont compatibles avec les droits individuels, et non pas quand ils renforcent une autre inégalité. Par conséquent, même si l’abstraction au niveau théorique est justifiée, les droits des groupes minoritaires exigeront qu’on porte une attention aux différences entres groupes, ainsi qu’à l’intérieur de ceux-ci.