Language Learning Motivation

This study aimed to measure how authentic material motivates students to perform well and have positive attitudes toward foreign language learning. Participants were 32 eighth grade students at Aquinas College in Nassau the Bahamas. Attitude/Motivation Test Battery (adapted Gardner, 2004), interviews, and open ended discussions were used.

Instructional Gaming

This action research will investigate instructional games as a strategy to increase third grade students’ engagement and motivation. A researcher-created behavior checklist and survey will document students’ behavior and attitudes during baseline, intervention, and post intervention. Analysis will investigate changes in engagement, motivation, and grades due to the gaming intervention.

Using blogs to enhance the capacity of mathematical communication in High School

The aim of this investigation is to analyze the use of the blog as an educational resource for the development of the mathematical communication in secondary education. With this aim, four aspects are analyzed: organization of mathematical thinking through communication; communication of mathematical thinking; analysis and evaluation of the strategies and mathematical thought of others; and expression of mathematical ideas using mathematical language. The research was conducted from a qualitative approach on an exploratory level, with the case study method of 4 classrooms of second grade of secondary education in a private school in Lima. The observational technique of 20 publications in the blog of the math class was applied; a study of a focal group with a sample of 9 students with different levels of academic performance; and an interview with the academic coordinator of the school was conducted. The results show that the organization of mathematical thinking through communication is carried out in the blog in a written, graphical and oral way through explanations, schemes and videos. Regarding communication of mathematical thinking, the blog is used to describe concepts, arguments and mathematical procedures with words and examples of the students. The analysis and evaluation of the strategies and mathematical thinking is performed through comments and debates about the publications. It was also noted that the blog does not facilitate the use of mathematical language to express mathematical ideas, since it does not allow direct writing of symbols nor graphic representation.

Optimaliseren van leren in en rond PO, VO en MBO.

In deze presentatie wordt ingegaan op mogelijkheden het onderwijs voor en het leren van jonge kinderen en leerlingen in het PO, VO en MBO te optimaliseren.

Doing Kyd: Essays on The Spanish Tragedy

Doing Kyd reads Thomas Kyd's The Spanish Tragedy, the box-office and print success of its time, as the play that established the revenge genre in England and served as a 'pattern and precedent' for the golden generation of early modern playwrights, from Marlowe and Shakespeare to Middleton, Webster and Ford. Interdisciplinary in approach and accessible in style, this collection is crucial in two respects: firstly, it has a wide spectrum, addressing readers with interests in the play from its early impact as the first sixteenth-century revenge tragedy, to its afterlife in print, on the stage, in screen adaptation and bibliographical studies. Secondly, the collection appears at a time when Kyd and his play are back in the spotlight, through renewed critical interest, several new stage productions between 2009 and 2013, and its firm presence in higher-education curriculum for English and drama.

Livsfrågor och religionskunskap : En belysning av ett centralt begrepp i svensk religionsdidaktik

This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching? The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought.  The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition. In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life)  is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear.  The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked. In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge. In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.

Evaluating a School Community Linked Physical Activity Intervention Programme: a Multi-level Analysis.

Previous research has highlighted the importance of positive physical activity (PA) behaviors during childhood to promote sustained active lifestyles throughout the lifespan (Telama et al. 2005; 2014). It is in this context that the role of schools and teachers in facilitating PA education is promoted. Research suggests that teachers play an important role in the attitudes of children towards PA (Figley 1985) and schools may be an efficient vehicle for PA provision and promotion (McGinnis, Kanner and DeGraw, 1991; Wechsler, Deveraux, Davis and Collins, 2000). Yet despite consensus that schools represent an ideal setting from which to ‘reach’ young people (Department of Health and Human Services, UK, 2012) there remains conceptual (e.g. multi-component intervention) and methodological (e.g. duration, intensity, family involvement) ambiguity regarding the mechanisms of change claimed by PA intervention programmes. This may, in part, contribute to research findings that suggest that PA interventions have had limited impact on children’s overall activity levels and thereby limited impact in reducing children’s metabolic health (Metcalf, Henley & Wilkin, 2012). A marked criticism of the health promotion field has been the focus on behavioural change while failing to acknowledge the impact of context in influencing health outcomes (Golden & Earp, 2011). For years, the trans-theoretical model of behaviour change has been ‘the dominant model for health behaviour change’ (Armitage, 2009); this model focusses primarily on the individual and the psychology of the change process. Arguably, this model is limited by the individual’s decision-making ability and degree of self-efficacy in order to achieve sustained behavioural change and does not take account of external factors that may hinder their ability to realise change. Similar to the trans-theoretical model, socio-ecological models identify the individual at the focal point of change but also emphasises the importance of connecting multiple impacting variables, in particular, the connections between the social environment, the physical environment and public policy in facilitating behavioural change (REF). In this research, a social-ecological framework was used to connect the ways a PA intervention programme had an impact (or not) on participants, and to make explicit the foundational features of the programme that facilitated positive change. In this study, we examined the evaluation of a multi-agency approach to a PA intervention programme which aimed to increase physical activity, and awareness of the importance of physical activity to key stage 2 (age 7-12) pupils in three UK primary schools. The agencies involved were the local health authority, a community based charitable organisation, a local health administrative agency, and the city school district. In examining the impact of the intervention, we adopted a process evaluation model in order to better understand the mechanisms and context that facilitated change. Therefore, the aim of this evaluation was to describe the provision, process and impact of the intervention by 1) assessing changes in physical activity levels 2) assessing changes in the student’s attitudes towards physical activity, 3) examining student’s perceptions of the child size fitness equipment in school and their likelihood of using the equipment outside of school and 4) exploring staff perceptions, specifically the challenges and benefits, of facilitating equipment based exercise sessions in the school environment. Methodology, Methods, Research Instruments or Sources Used Evaluation of the intervention was designed as a matched-control study and was undertaken over a seven-month period. The school-based intervention involved 3 intervention schools (n =436; 224 boys) and one control school (n=123; 70 boys) in a low socioeconomic and multicultural urban setting. The PA intervention was separated into two phases: a motivation DVD and 10 days of circuit based exercise sessions (Phase 1) followed by a maintenance phase (Phase 2) that incorporated a PA reward program and the use of specialist kid’s gym equipment located at each school for a period of 4 wk. Outcome measures were measured at baseline (January) and endpoint (July; end of academic school year) using reliable and valid self-report measures. The children’s attitudes towards PA were assessed using the Children’s Attitudes towards Physical Activity (CATPA) questionnaire. The Physical Activity Questionnaire for Children (PAQ-C), a 7-day recall questionnaire, was used to assess PA levels over a school week. A standardised test battery (Fitnessgram®) was used to assess cardiovascular fitness, body composition, muscular strength and endurance, and flexibility. After the 4 wk period, similar kid’s equipment was available for general access at local community facilities. The control school did not receive any of the interventions. All physical fitness tests and PA questionnaires were administered and collected prior to the start of the intervention (January) and following the intervention period (July) by an independent evaluation team. Evaluation testing took place at the individual schools over 2-3 consecutive days (depending on the number of children to be tested at the school). Staff (n=19) and student perceptions (n = 436) of the child sized fitness equipment were assessed via questionnaires post-intervention. Students completed a questionnaire to assess enjoyment, usage, ease of use and equipment assess and usage in the community. A questionnaire assessed staff perceptions on the delivery of the exercise sessions, classroom engagement and student perceptions. Conclusions, Expected Outcomes or Findings Findings showed that both the intervention (16.4%) and control groups increased their PAQ-C score by post-intervention (p < 0.05); with the intervention (17.8%) and control (21.3%) boys showing the greatest increase in physical activity levels. At post-intervention, there was a 5.5% decline in the intervention girls’ attitudes toward PA in the aesthetic subdomains (p = 0.009); whereas the control boys had an increase in positive attitudes in the health domain (p = 0.003). No significant differences in attitudes towards physical activity were observed in any other domain for either group at post-intervention (p > 0.05). The results of the equipment questionnaire, 96% of the children stated they enjoyed using the equipment and would like to use the equipment again in the future; however at post-intervention only 27% reported using the equipment outside of school in the last 7 days. Students identified the ski walker (34%) and cycle (32%) as their favorite pieces of equipment; with the single joint exercises such as leg extension and bicep/tricep machine (<3%) as their least favorite. Key themes from staff were that the equipment sessions were enjoyable, a novel activity, children felt very grown-up, and the activity was linked to a real fitness experience. They also expressed the need for more support to deliver the sessions and more time required for each session. Findings from this study suggest that a more integrated approach within the various agencies is required, particularly more support to increase teachers pedagogical content knowledge in physical activity instruction which is age appropriate. Future recommendations for successful implementation include sufficient time period for all students to access and engage with the equipment; increased access and marketing of facilities to parents within the local community, and professional teacher support strategies to facilitate the exercise sessions.

Main causes of death in Dande, Angola: results from verbal autopsies of deaths occurring during 2009–2012

bACKGROUND - The Dande Health and Demographic Surveillance System (HDSS) located in Bengo province, Angola, covers nearly 65,500 residents living in approximately 19,800 households. This study aims to describe the main causes of deaths (CoD) occurred within the HDSS, from 2009 to 2012, and to explore associations between demographic or socioeconomic factors and broad mortality groups (Group I-Communicable diseases, maternal, perinatal and nutritional conditions; Group II-Non-communicable diseases; Group III-Injuries; IND-Indeterminate). Methods - Verbal Autopsies (VA) were performed after death identification during routine HDSS visits. Associations between broad groups of CoD and sex, age, education, socioeconomic position, place of residence and place of death, were explored using chi-square tests and fitting logistic regression models. Results - From a total of 1488 deaths registered, 1009 verbal autopsies were performed and 798 of these were assigned a CoD based on the 10th revision of the International Classification of Diseases (ICD-10). Mortality was led by CD (61.0%), followed by IND (18.3%), NCD (11.6%) and INJ (9.1%). Intestinal infectious diseases, malnutrition and acute respiratory infections were the main contributors to under-five mortality (44.2%). Malaria was the most common CoD among children under 15 years old (38.6%). Tuberculosis, traffic accidents and malaria led the CoD among adults aged 15–49 (13.5%, 10.5 % and 8.0% respectively). Among adults aged 50 or more, diseases of the circulatory system (23.2%) were the major CoD, followed by tuberculosis (8.2%) and malaria (7.7%). CD were more frequent CoD among less educated people (adjusted odds ratio, 95% confidence interval for none vs. 5 or more years of school: 1.68, 1.04–2.72). Conclusion - Infectious diseases were the leading CoD in this region. Verbal autopsies proved useful to identify the main CoD, being an important tool in settings where vital statistics are scarce and death registration systems have limitations.

O desenvolvimento profissional docente em discussão

This collection is the result of theoretical considerations made in the education field with emphasis on the teacher’s professional development. The diversity of authors, which came from distinctive higher education institutions located in Brazil and some arising from international context, reveals a multiplicity of relations between the themes that blend the centrality of “Rede de Aprendizado em Foco”. The studies and researches are organized around three themes: teacher’s learning in initial training and professional integration; teacher learning’s evaluations process and policies; and teacher’s professional development. The professionality’s formation in a period of deep and complex transformations in the social and educational scenarios is projected as a big challenge, especially when it is understood that a person is not born as a teacher, but it is constituted as such by processes that occur over a long period. The contact with the professional practice stands as an essential element in the context of teacher training, which in the course of professional learning experience different stages of training. The one that should be highlighted would be the learning moments that involve teaching’s practices. Thus, the main point of this work was based on the reflection of the teacher’s formative processes from the initial training to the professional development going through the teaching practice, which is considered as the beginning of the relationship between theoretical and practical knowledge in the context of educational reality and reporting formative experiences that have contributed to this training.

Educação financeira no ensino médio: uma abordagem por meio da análise de produtos financeiros com ênfase em consórcios

This paper presents a differential approach of financial mathematics developed in high school, focusing on financial education. We seek through the insertion of texts, analysis of some financial products and by the interpretation of problems to contribute to the financial training of students. Aiming to make financial mathematics more attractive and accessible to the day-today, there are available for studies some practical tools like the citizen calculator which are available for computers and mobile phones. As well as spreadsheets and software Geogebra, that allow you to compare and analyze the financial costs of consortia, financing and financial applications,in addition to being allied in the preparation and control of personal and family budget. By applying the teaching sequence proposed in a nocturnal class of high school, we realized some difficulties that have limited the financial learning of math concepts.Yet identified progress regarding the financial education of students. These observations were made through qualitative and quantitative analysis from notes in the field diary and also answers given by students in specific form.

O processo de implementação da educação do campo nas escolas do Núcleo Regional de Educação de Pato Branco: limites, desafios e possibilidades

This work is part of the Graduate Program in Regional Development of the Federal Technological University of Paraná, Pato Branco campus, the research line Education and Development. The line of research concerns the Regionality and Development. In this study, investigate sought the implementation of the Field Education Curriculum Guidelines in the State of Paraná, whose locus, SEED / PR, the NRE / Pato Branco and Field Schools belonging to the NRE. The theme is to respond to the research problem, to identify the limits and challenges of the implementation process of Rural Education in rural schools in the Regional Center of Pato Branco Education. Exploratory research covers a time frame comprising the years 2002-2014 in order to identify and analyze the documents and perceptions of the subjects that guide the implementation of the field of education in the state of Paraná. The results show that the education field has not yet overcame the challenge of implementing public policies, in particular the field of Education Curriculum Guidelines. In general, the texts point to the concerned school education with the urban environment, in an attempt to solve the problems related to truancy, low school enrollment,flunk, among others. The reality of the field displays more serious such problems, however, is visible the development of proposals in an attempt to achieve definitive solutions to the issues of the field. However, a positive factor is the increase in continuing education courses, some offered by the Department of Education Field Regional Center of Education, others initiatives by the own teacher, which demonstrate the concern in improving their teaching practices, concomitant with need to change the identity of the field school. In this sense, we seek to deepen the discussion in order to demystify the idea that the subject field to be synonymous with poor education, poor quality. Documents such as the Field Operational Guidelines established by the CNE - National Education Council in 2002, the Curriculum Guidelines field developed by SEED - Secretary of State and Education in the State of Paraná in 2004 and established as a public policy in 2010 provide data that allow make a study of public policy and educational field context in order to understand the challenges for the development of an education as culture, ways of life, history, finally, the specificities of the subject field.

A Figured Worlds Perspective on Middle School Learners' Climate Literacy Development

The purpose of this study was to investigate the nature of the relationship between middle school science learners’ conditions and their developing understandings of climate change. I applied the anthropological theoretical perspective of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998) to examine learners’ views of themselves and their capacities to act in relation to climate change. My overarching research question was: How are middle school science learners’ figured worlds of climate change related to the conditions in which they are embedded? I used a descriptive single-case study design to examine the climate change ideas of eight purposefully selected 6th grade science learners. Data sources included: classroom observations, curriculum documents, interviews, focus groups, and written assessments and artifacts, including learners’ self- generated drawings. I identified six analytic lenses with which to explore the data. Insights from the application of these analytic lenses provided information about the elements of participants’ climate change stories, which I reported through the use of a storytelling heuristic. I then synthesized elements of participants’ collective climate change story, which provided an “entrance” (Kitchell, Hannan, & Kempton, 2000, p. 96) into their figured world of climate change. Aspects of learners’ conditions—such as their worlds of school, technology and media use, and family—appeared to shape their figured world of climate change. Within their figured world of climate change, learners saw themselves—individually and as members of groups—as inhabiting a variety of climate change identities, some of which were in conflict with each other. I posited that learners’ enactment of these identities – or the ways in which they expressed their climate change agency – had the potential to reshape or reinforce their conditions. Thus, learners’ figured worlds of climate change might be considered “spaces of authoring” (Holland et al., 1998, p. 45) with potential for inciting social and environmental change. The nature of such change would hinge on the extent to which these nascent climate change identities become salient for these early adolescent learners through their continued climate change learning experiences. Implications for policy, curriculum and instruction, and science education research related to climate change education are presented.

Influência da tecnologia no desenvolvimento do pensamento algébrico : um estudo no 1º CEB

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.

Facteurs susceptibles d’influencer l'implantation de l'Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et du Programme-cadre de français pour les personnes immigrantes adultes au Québec

La coexistence des services de francisation au Québec pour les personnes immigrantes adultes a fait l'objet de divers enjeux liés notamment au passage des apprenants d'un lieu de formation à un autre (Québec, MICC, 2011a). Dans le but de répondre à ces enjeux et d’harmoniser l'offre de services gouvernementaux en matière de francisation des adultes, le ministère de l'Immigration et des Communautés culturelles (MICC) a élaboré en collaboration avec le ministère de l'Éducation, du Loisir et du Sport (MELS), une innovation pédagogique, soit un référentiel commun québécois composé de deux instruments : l’Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et le Programme-cadre de français pour les personnes immigrantes adultes au Québec. Le but de notre étude était de mieux comprendre l'implantation du référentiel commun québécois, de faire état des représentations du personnel enseignant en francisation vis-à-vis de cette innovation pédagogique et d’identifier les principaux facteurs qui structurent son implantation. Pour atteindre ces objectifs de recherche, nous avons mené une étude qualitative dans laquelle nous nous sommes appuyée sur le modèle d'implantation de Vince-Whitman (2009) qui identifie douze facteurs facilitant l’implantation d’une politique et d’une pratique. Nous avons accédé aux représentations de douze enseignantes et enseignants en francisation qui œuvrent au MICC et au MELS lors d’entretiens de groupe en leur permettant de s'exprimer sur leurs pratiques pédagogiques et sur leurs impressions du référentiel commun québécois. À l’aide du logiciel QSF NVivo 8, nous avons analysé le contenu des propos de nos participants de recherche. Nos résultats démontrent que le manque appréhendé de ressources – humaines, matérielles et financières, et un manque de temps, de formation et de collaboration professionnelle pourraient représenter des obstacles et nuire à une éventuelle implantation du référentiel commun québécois. À la lumière de ces résultats, nous proposons un cadre de référence composé de sept facteurs d’implantation d’une innovation pédagogique afin de mieux rendre compte d’une réalité spécifique et contemporaine, celle de l'implantation du référentiel commun québécois pour la francisation des immigrants adultes scolarisés. Les écrits scientifiques et nos résultats de recherche démontrent que de diverses formes de soutien, principalement du matériel pédagogique approprié et suffisant, peuvent constituer un facteur-clé dans la réussite de l’implantation d’une innovation pédagogique.

Aniseikonia tests: The role of viewing mode, response bias, and size-color illusions.

PURPOSE To identify the factors responsible for the poor validity of the most common aniseikonia tests, which involve size comparisons of red-green stimuli presented haploscopically. METHODS Aniseikonia was induced by afocal size lenses placed before one eye. Observers compared the sizes of semicircles presented haploscopically via color filters. The main factor under study was viewing mode (free viewing versus short presentations under central fixation). To eliminate response bias, a three-response format allowed observers to respond if the left, the right, or neither semicircle appeared larger than the other. To control decisional (criterion) bias, measurements were taken with the lens-magnified stimulus placed on the left and on the right. To control for size-color illusions, measurements were made with color filters in both arrangements before the eyes and under binocular vision (without color filters). RESULTS Free viewing resulted in a systematic underestimation of lens-induced aniseikonia that was absent with short presentations. Significant size-color illusions and decisional biases were found that would be mistaken for aniseikonia unless appropriate action is taken. CONCLUSIONS To improve their validity, aniseikonia tests should use short presentations and include control conditions to prevent contamination from decisional/response biases. If anaglyphs are used, presence of size-color illusions must be checked for. TRANSLATIONAL RELEVANCE We identified optimal conditions for administration of aniseikonia tests and appropriate action for differential diagnosis of aniseikonia in the presence of response biases or size-color illusions. Our study has clinical implications for aniseikonia management.