International on-line reciprocal peer tutoring to promote modern language development in primary schools

The paper reports data from an on-line peer tutoring project. In the project 78, 9–12-year-old students from Scotland and Catalonia peer tutored each other in English and Spanish via a managed on-line envi- ronment. Significant gains in first language (Catalonian pupils) modern language (Scottish pupils) and attitudes towards modern languages (both Catalonian and Scottish pupils) were reported for the exper- imental group as compared to the control group. Results indicated that pupils tutored each other in using Piagetian techniques of error correction during the project. Error correction provided by tutors to tutees focussed on morph syntaxys, more specifically the correction of verbs. Peer support provided via the on- line environment was predominantly based on the tutor giving the right answer to the tutee. High rates of impact on tutee corrected messages were observed. The implications for peer tutoring initiative taking place via on-line environments are discussed. Implications for policy and practice are explored

Interagir e experimentar para aprender Física: desenvolvimento de um projecto com professores e alunos do 1º ciclo

Dissertação de Mestrado, Física para Ensino, Faculdade de Ciências e Tecnologia, Universidade do Algarve, 2003

Curso E-learning de sistemas multicorpo (multibody systems) para engenheiros mecânicos

Trabalho Final de Mestrado para obtenção do grau de Mestre em Engenharia Mecânica

Exploring the use of effective learning strategies to increase students' reading comprehension and test taking skills /

This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative, informational, graphic). In addition, students completed 3 summative tests and a delayed comprehension test which consisted of the alternative version of the CAT/3 standardized reading assessment. These data served as a posttest measure to determine whether students had shown an improvement in their reading comprehension skills as a result of the program delivery. There were significant differences in students' Canadian Achievement Test performance scores prior to the onset of the study. Students in the implicit group attained significantly higher comprehension scores than did students in the explicit group. The results from the program sessions indicated no significant differences in reading comprehension between the implicit and explicit conditions, with the exception of the 6th session involving the reading and interpreting of graphic text. Students in the explicit group performed significantly better when reading and interpreting graphic text than those in the implicit group. No significant differences were evident between the two study conditions across the three summative tests. Upon completion of the study, the results from the Canadian Achievement Test indicated no significant differences in performance between the two study conditions. The findings from this study reveal the effectiveness of providing students with explicit strategy instruction when reading and responding to various forms of text. Modelling the appropriate reading comprehension strategies and test taking skills enabled students to apply the same thought processes to their own independent work. This form of instruction enabled students in the explicit group to improve in their abilities to comprehend and respond to text and therefore should be incorporated as an effective form of classroom teaching.

Pratiques d’individualisation en enseignement primaire au Québec visant à faciliter l’intégration des élèves handicapés ou des élèves en difficulté au programme de formation générale

Au Québec, des ressources considérables sont investies pour assurer la réussite scolaire des élèves handicapés et en difficulté, tant au plan des apprentissages, de la socialisation que de la qualification. Pour des raisons évoquées d’équité et d’accès à la formation générale, les politiques éducatives privilégient l’intégration de ces élèves en classe ordinaire (Ministère de l'Éducation, 2008; Ministère de l'Éducation du Québec, 1999, 2004a). Ces politiques appellent de profonds changements dans l’organisation scolaire et conduisent inévitablement les enseignants à adopter des pratiques d’individualisation de leur enseignement. En dépit de l’importance de l’individualisation de l’enseignement pour favoriser la réussite des élèves intégrés, les pratiques pédagogiques mises en œuvre par les enseignants québécois demeurent méconnues. Cette étude vise à obtenir un portrait de ces pratiques. Plus spécifiquement, cette étude vise à obtenir des données sur la fréquence d’utilisation de certaines pratiques, à étudier leur compréhension conceptuelle et appliquée par les enseignants, ainsi qu’à identifier des facteurs personnels et organisationnels pouvant expliquer les différences entre les enseignants. Sur la base de la littérature disponible, une typologie des pratiques d’individualisation a été produite, regroupant quatre pratiques : la différenciation pédagogique, l’enseignement de stratégies, l’accommodation et la modification. Puis, un questionnaire élaboré aux fins de cette étude, permettant d’évaluer empiriquement la prégnance de ces quatre pratiques, a été rempli par 138 enseignants provenant de 35 commissions scolaires du Québec. Parmi ces enseignants, treize ont été sélectionnés et interviewés sur la base des exemples de leurs pratiques mentionnées dans les questions ouvertes du sondage. Fondée sur un devis mixte de type concourant et imbriqué (Creswell, 2003), cette recherche combine une stratégie d’analyse quantitative des données issues du questionnaire à des analyses de contenu des entrevues, de nature qualitative. Les résultats convergent vers trois niveaux de prise en charge de l’hétérogénéité en classe: nuancée, mécanique et réactive. Seuls les enseignants qui ont une prise en charge nuancée démontrent une compréhension et une utilisation des pratiques conformes au cadre conceptuel. Suivant cette hypothèse formulée à partir des données d’entrevue, les résultats d’une ANOVA ont permis de conclure que le tiers des répondants au sondage (n=41) utilisant le plus fréquemment la différenciation pédagogique fait une utilisation significativement peu fréquente de la pratique de la modification. Enfin, des analyses de régression ont révélé que parmi les autres facteurs prédisant l’utilisation des pratiques se trouvent la participation à des activités de formation continue, le niveau d’enseignement, le nombre d’élèves dans le groupe et le nombre d’élèves en difficulté avec des plans d’intervention. Les résultats de cette recherche indiquent un niveau de connaissance inégal des pratiques étudiées chez les enseignants, ainsi qu’une mise en œuvre déficiente des ressources nécessaires à l’intégration scolaire des élèves handicapés ou en difficulté.

eLearning im Sportstudium

In der gesamten Hochschullandschaft begleiten eLearning-Szenarien organisatorische Erneuerungsprozesse und stellen damit ein vielversprechendes Instrument zur Unterstützung und Verbesserung der klassischen Präsenzlehre dar. Davon ausgehend wurde von 2010 bis 2011 das Kasseler Sportspiel-Modell um die integrative Vermittlung der Einkontakt-Rückschlagspiele erweitert (Heyer, Albert, Scheid & Blömeke-Rumpf, 2011) und in einen modularisierten eLearning-Content, bestehend aus insgesamt 4 Modulen (17 Lernkurse, 171 Kursseiten, 73 Grafiken, 73 Videos, 38 Lernkontrollfragen), eingebunden. Dieser Content wurde im Rahmen einer Evaluationsstudie in Blended Learning Seminaren, welche die didaktischen Vorteile von Online- und Präsenzphasen zu einer Seminarform vereinen (Treumann, Ganguin & Arens, 2012), vergleichend zur klassischen Präsenzlehre im Sportstudium betrachtet. Die Studie gliedert sich in insgesamt drei Phasen: 1.) Pilotstudie am IfSS in Kassel (WS 2011/12; N=17, Lehramt), 2.) Hauptuntersuchung I am IfSS in Kassel (SS 2012; N=67, Lehramt) und 3.) Hauptuntersuchung II am IfS in Frankfurt a. M. (WS 2012/13; N=112, BA). Mittels varianzanalytischer Untersuchungsverfahren erfasst die Studie auf drei unterschiedlichen Qualitätsebenen folgende Aspekte der Lehr-Lernforschung: 1.) Ebene der Inputqualität: Bewertung der Seminarform (BS), 2.) Ebene der Prozessqualität: Motivation (SELLMO-ST), Lernstrategien (LIST) und computerbezogene Einstellung (FIDEC), 3.) Ebene der Outcomequalität: Lernleistung (Abschlusstest und Transferaufgabe). In der vergleichenden Betrachtung der beiden Hauptuntersuchungen erfolgt eine Gegenüberstellung von je einem Präsenzseminar zu zwei unterschiedlichen Varianten von Blended Learning Seminaren (BL-1, BL-2). Während der Online-Phasen bearbeiten die Sportstudierenden in BL-1 die Module in Lerngruppen. Die Teilnehmer in BL-2 führen in diesen Phasen zusätzlich persönliche Lerntagebücher. Dies soll zu einer vergleichsweise intensiveren Auseinandersetzung mit den Inhalten der Lernkurse sowie dem eigenen Lernprozess auf kognitiver und metakognitiver Ebene anregen (Hübner, Nückles & Renkl, 2007) und folglich zu besseren Ergebnissen auf den drei Qualitätsebenen führen. Die Ergebnisse der beiden Hauptuntersuchungen zeigen in der direkten, standortbezogenen Gegenüberstellung aller drei Seminarformen überwiegend keine statistisch signifikanten Unterschiede. Der erwartete positive Effekt durch die Einführung des Lerntagebuchs bleibt ebenfalls aus. Im standortübergreifenden Vergleich der Blended-Learning-Seminare ist bemerkenswert, dass die Probanden aus Frankfurt gegenüber ihrer Seminarform eine tendenziell kritischere Haltung einnehmen, was möglicherweise mit den vorherrschenden, unterschiedlichen Studiengängen – Lehramt und BA – korrespondiert. Zusammenfassend lässt sich somit für den untersuchten Bereich der Rückschlagspielvermittlung festhalten, dass Blended-Learning-Seminare eine qualitativ gleichwertige Alternative zur klassischen Präsenzlehre im Sportstudium darstellen.

Selección de atributos predictivos del rendimiento académico de estudiantes en un modelo de B-Learning

Resumen tomado de la publicación

Organização da escola e as necessidades educativas especiais

RESUMO: Este estudo tem como objetivo analisar as entidades que interagem entre si para tornar a Escola verdadeiramente inclusiva: Órgãos de Gestão e Professores. Se no caso dos primeiros, estamos a falar de decisões a dois níveis, pedagógico e organizacional, como por exemplo a nível dos processos de avaliação, ou no estabelecimento de um critério de atribuição das turmas aos professores mais experientes, logo mais capazes para lidar com estas dificuldades inerentes aos alunos com NEE, no caso dos professores falamos exclusivamente de decisões a nível pedagógico, relacionadas com formas de organização, construção de currículo, formações de grupos ou a definição de tutorias durante a aula. A recolha de dados, feita a partir de um conjunto de entrevistas a professores e directores de escolas, e a sua análise qualitativa permitiu apurar que no caso dos professores, as decisões tomadas têm ido ao encontro dos estudos actuais, com métodos de trabalho que assentam no trabalho cooperativo (Johnson, &, Johnson, 1990) como meio de promover a inclusão destes alunos no seio de uma turma regular. Em relação às escolas analisadas, não existem critérios consistentes para distribuição dos alunos com necessidades educativas permanentes por diferentes turmas, com desrespeito do quadro normativo, nem para a atribuição de turmas aos professores. o que na prática significa que frequentemente as turmas com mais alunos portadores de necessidades educativas especiais são atribuídas de forma aparentemente aleatória, recaindo nos professores em início de carreira e em estágio pedagógico, a quem é pedido que façam as pontes entre a escola e as respectivas famílias, entre a investigação e a prática lectiva, numa relação contínua de estudo, reflexão e acção. ABSTRACT: This qualitative based study, aims at analyzing the interactions between the two entities responsible for promoting inclusive schools: Governing Bodies and Teachers. Supported by the legal framework concerning the conditions to include Special Needs Students in regular schools, the former are the ones responsible for, at educational and organizational levels, establishing the guidelines for learning assessment and setting the criteria for assigning students to classes and classes to teachers. The teachers are in charge of decisions concerning the field work, such as the relationships with families, the issues of classroom work, and of responding to students’ learning needs, may these be permanent or occasional. Regardless of their experience in classroom teaching, it is the responsibility of each teacher to care for their classroom inclusiveness, taking care of the specificities of the Special Needs Students allocated to their classes, and taking decisions concerning the classroom organization, the composition of the working groups , the curriculum administration and the involvement of all students in tutoring the “special” ones , so that they may be included as successful class members, according to the level of expectations designed for their conditions. Governing Bodies and teachers behaved differently in responding to the interviews designed for this study, teachers being more open to talk about their conditions of work, their teaching strategies and working methods. These are based on classroom cooperative work, coping with the current research findings on the same issues of inclusion in regular school settings. It is up to them to bridge school and families, knowledge and practice, self-study, reflection and action. Governing bodies, however, revealed to be more inconsistent in assigning teachers to classes, and in allocating Special Needs Students to regular classes, often skipping what is established in the national norms.

O uso do jornal em sala de aula: sua importância e concepções de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Subsídios metodológicos para o desenvolvimento de repertórios de interpretação funcional para uma professora das séries iniciais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ambiente virtual de apoio ao ensino com ênfase na teoria das inteligências múltiplas e sua aplicação em sistemas digitais

Pós-graduação em Ciência da Computação - IBILCE

O que dizem os autores sobre formação docente no Estado do Pará

Objetiva-se com este estudo examinar o que é dito, na literatura relevante, sobre Formação Docente no estado do Pará, com ênfase no processo de identidade e profissionalização do professor. Do ponto de vista teórico-metodológico, realizou-se uma pesquisa bibliográfica, seguindo uma abordagem qualitativa, cuja base teórica pauta-se na Análise de Conteúdo de Laurence Bardin (2010). O corpus sobre o qual incidiu a pesquisa é composto por fontes documentais (livros, artigos, legislação), teses e dissertações registradas no Banco de Dados da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível superior) e periódicos e outras produções bibliográficas do grupo de trabalho sobre formação de professores (GT 08) da Associação Nacional de Pesquisa e Pós-graduação – ANPED. Verificou-se que os cursos de formação de professores no estado do Pará cresceram significativamente a partir dos anos 2000. Esta expansão legitimou o aumento de professores formados, mas não garantiu a eficiência na qualidade dos cursos de formação, haja vista a primazia do caráter pragmático estabelecida nos espaços formativos. Exige-se um professor versátil, inovador, mas os cursos oferecem uma formação fragmentada. Quanto à identidade docente, compreendeu-se que ela perfaz um caminho complexo e por vezes contraditório, demarcado pela desvalorização, falta de autonomia, limitação à regência de classe, mas também por resistências, as quais refletem a imagem de um professor crítico e atuante. A profissionalização docente apresenta-se com fragilidades, devido à falta de investimento no tripé ensino, pesquisa e extensão, uma vez que pesquisa e extensão são vistos de forma secundária nos cursos de licenciatura no Pará.

Dimensões e limites da supervisão acadêmica de estágio em Serviço Social

Pós-graduação em Serviço Social - FCHS

Ensino a distância: um estudo de caso utilizando ferramentas modernas no ensino de técnicas estatísticas

In recent years it was possible to see a considerable growth of distance education, while the classroom teaching had a more modest growth. Thus, maintained this scenario, it will not take long for the quantitative indicators of distance education outweigh the classroom education. The distance education is evolving rapidly and changing traditional methods of acquiring knowledge and reduce inequalities caused by isolation and distance from large urban centers. This work aims to develop a videolesson and analyze its application in the teaching of statistics to a class of students of FEG, using modern techniques of distance education. To that end, was record a videolesson and developed two assessment tools, one practical and the other qualitative. The results showed that students prefer to follow the resolution of examples, with high degree of difficulty, and the audio recording is a key to the proper understanding of the same. In addition, students consider important mainstay of distance education, the fact that you can attend a class several times, whenever you need it, anywhere

A perspectiva construtivista nos anos iniciais do ensino fundamental: estudo de caso de uma escola do interior paulista

This research was aimed to discuss the prospect constructivist education. This study was based on a survey literature and an investigation of teaching practices performed the daily routine of a classroom in the first years of elementary school a bilingual private school in Bauru - SP. For development of empirical research was adopted as a tool for collecting observation data. Then the results were analyzed the light of constructivist theory. Through this work we could confirm that observed in the classroom teaching practice-based perspective constructivist happens successfully. Many important elements of constructivist perspective, such as planning lessons, adoption collaborative teaching strategies and investment relations Interpersonal are satisfactorily achieved by teachers who, overall, considering the students' prior knowledge, establish strategies that foster learning, value the interpersonal relationships with group work and guided by the collaboration in the mediation of teacher education process. Therefore, the practice teaching does not happen spontaneously or empirical, critical often attributed to constructivism nowadays.