El valor dinamitzador dels projectes d'innovaci?? educativa de caire institucional

Els projectes d'innovaci?? educativa promoguts per les administracions p??bliques es poden convertir en eines poderoses de dinamitzaci?? d'un centre escolar. La implementaci?? del Projecte d'immersi?? en angl??s a la tardor i el Projecte ARCE al CEIP Blai Bonet (Santany??), mitjan??ant un conjunt de tasques interdisciplin??ries i interc??cliques, ha servit per promoure el treball en equip; una estructura educativa en xarxa; una comunitat d'aprenentatge i un sentit compartit de pertinen??a a l'escola. Aquestes finalitats s'han anat assolint a partir de la planificaci?? i aplicaci?? d'activitats significatives per als alumnes en relaci?? amb cinc blocs tem??tics convergents en els dos projectes educatius: Aigua, Terra, Flora, Fauna i Impacte hum?? de l'entorn mediambiental (la comarca, l'illa, la pen??nsula Ib??rica, el planeta Terra). Explicarem la nostra experi??ncia educativa i el valor dels projectes d'innovaci?? com a for??a impulsora per millorar les compet??ncies b??siques dels alumnes i per generar pr??ctiques de col??laboraci?? entre l'equip docent, la comunitat educativa i les institucions de l'entorn.

Práticas de leitura e escrita na formação em ciências e tecnologia

The discussion about the need of improving the reading and the writing practices of professionals from the most different knowledge areas has caused, in Brazilian and foreign institutions of higher education, a movement of insertion of curricula components whose focus is the reading and the writing in academic formation. To contributing with the reflection about that discussion, this master s degree dissertation has as object of study the situated linguistic formation. Our general objective is to analyze a linguistic formation proposal to graduating students from the Bachelor s degree in Science and Technology (BCT) of the Federal University of Rio Grande do Norte (UFRN). To constructing that analysis, we have established four specific objectives: a) verifying if the ten brazilian Institutions of Higher Education which offer the BCT have curricula components of reading and writing directed to that formation; b) describing how these Bachelor s degree reading and writing curricula components are presented; c) examining differences and similarities which, in general, exist among curricula components related to reading and writing in each one of the researched institutions; d) revealing which categories delineate the linguistic formation developed in the BCT of the UFRN. In order to reaching our goals, this work has been based on the dialogical conception of the language (BAKHTIN [1952-1953] 2010), on the literacy studies (KLEIMAN [1995] 2008; TINOCO, 2008) and on the critical pedagogy (FREIRE, 1980; 2007). Methodologically, this qualitative research of ethnographic direction (ANDRÉ, 1995) is grounded in Applied Linguistics (PEREIRA; ROCA, 2009; PASCHOAL; CELANI (Orgs.), 1992). This research has the contribution of professors, scholars and monitors of the field of Reading and Writing Practices (PLE) and also graduating students from the UFRN BCT which had already studied PLE-I and/or PLE-II. The tools used for data collection/generation were: curricula components programs related to reading and writing in the BCT in the researched higher education institutions (IES), questionnaires, semi-structured interviews and profiles. The generated data allowed us to establish the following analysis categories: situationality (real situation, thematic contemporaneity and thematic focalization) and literacy projects (learning community and protagonism). The results achieved show that most IES which offer BCT worry about improving the reading and writing competences of their graduating students; however, there is still a lot to be done (increase of the number of class hours, contents and methodological aspects review, theoretical referential sophistication) so that the curricula components can be configured as a situated and significant linguistic formation. Finally, we make some suggestions for improving the work which has been made in the BCT of the UFRN, making then the mother tongue teaching in courses of the area of exact and technological sciences stronger

Investing better in order to invest more. Finance and management of education in Latin America and the Caribbean

Includes bibliography

A perspectiva sóciocognitiva no tratamento temático da informação em bibliotecas universitárias: aspectos inerentes a percepção profissional

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A natureza da aprendizagem matemática em um ambiente online de formação continuada de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aprendizado de máquina baseado em tensores e suas aplicacções para floresta de caminhos ótimos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Undergraduate Scholarship in the College of Arts and Sciences 2004 Book of Abstracts

In his work entitled The Advancement of Learning (1605), Francis Bacon expresses the need for students and their teachers to push beyond current knowledge by testing accepted theories, developing new paradigms, and discovering new information. The abstracts in this booklet are clear examples of how students and faculty in the College of Arts and Sciences are advancing knowledge in a variety of disciplines. From the analysis of particular proteins to the examination of various literary themes, the students whose scholarly endeavors are represented in this booklet pursued research projects that have explored new ideas; and their teachers have helped them to achieve their goals by providing expert guidance in the field of study, by challenging students to excel, and by encouraging them as they developed their ideas. Students and faculty should be very proud of the work reflected in these abstracts. These individual efforts and collaborations reveal what is best about Winthrop University as a learning community.

Can homework become more meaningful with the inclusion of oral presentations?

In this action research study of my 7th grade math class, I investigated the inclusion of homework presentations to see if they would improve students’ attitude toward mathematics, participation, and understanding. I discovered that although the implementations of presentations into our homework routine did not drastically influence grades, or even improve attitudes (according to test grades and student surveys), a multitude of other changes surfaced. These changes consisted of an increase in discussion, a team effort among students in my class, and an overall “learning community” effect. I plan to continue to pursue presentations as a major part of my homework routine, and also incorporate presentations into review sessions.

Knowledge-Production Processes in Practice Research - Outcomes and Critical Elements

The welfare sector has seen considerable changes in its operational context. Welfare services respond to an increasing number of challenges as citizens are confronted with life’s uncertainties and a variety of complex situations. At the same time the service-delivery system is facing problems of co-operation and the development of staff competence, as well as demands to improve service effectiveness and outcomes. In order to ensure optimal user outcomes in this complex, evolving environment it is necessary to enhance professional knowledge and skills, and to increase efforts to develop the services. Changes are also evident in the new emergent knowledge-production models. There has been a shift from knowledge acquisition and transmission to its construction and production. New actors have stepped in and the roles of researchers are subject to critical discussion. Research outcomes, in other words the usefulness of research with respect to practice development, is a topical agenda item. Research is needed, but if it is to be useful it needs to be not only credible but also useful in action. What do we know about different research processes in practice? What conceptions, approaches, methods and actor roles are embedded? What is the effect on practice? How does ‘here and now’ practice challenge research methods? This article is based on the research processes conducted in the institutes of practice research in social work in Finland. It analyses the different approaches applied by elucidating the theoretical standpoints and the critical elements embedded in them, and reflects on the outcomes in and for practice. It highlights the level of change and progression in practice research, arguing for diverse practice research models with a solid theoretical grounding, rigorous research processes, and a supportive infrastructure.

Plattform Musikalische Bildung

Bei der Plattform Musikalische Bildung handelt es sich um ein Projekt der Hochschule für Musik Detmold. Die Plattform vereinigt in sich Ideen zum vernetzten Musiklernen, neu entwickelten Online-Musiklern-Tools sowie den Austausch und die Modifizierung dieser erstellten Kurse durch andere Dozenten und Lehrenden. Die Plattform steht allen Dozenten und Lehrern, Studierenden und Schülern an Hochschulen, aber auch Musikschulen und allgemein bildenden Schulen kostenlos zur Verfügung. Auf die Einblendung von Werbebannern wird verzichtet. Die Inbetriebnahme einer Betaversion ist im Oktober 2014 erfolgt. Weitere Ausbaustufen sind in Planung aber noch nicht gegenfinanziert.

Conflictos e identidades en la educación en Mendoza : (1969-1976)

En este trabajo se analizan los conflictos e identidades de los movimientos de la educación no formal, popular y formal en Mendoza entre 1969 y 1976, así como los discursos de la educación popular, formal y no formal y las temáticas que fueron objeto de debate dentro de los circuitos pedagógicos en Mendoza entre 1973 y 1974. Se trabajan los conceptos de cátedra, seminario, campamentos universitarios y comunidad didáctica como formatos pedagógicos. Se analiza también la educación popular y la educación de adultos desarrollada en Mendoza y la alfabetización en el proyecto de La Campaña alfabetizadora de 1973 y su relación con el Estado provincial en el clima de militancia política y social de los años ‘70. Se analiza la reforma educativa de los seminarios pedagógicos producida durante el gobierno de Martínez Baca y la experiencia de politización de los/las docentes, especialmente en el marco del Mendozazo, el cual tuvo a las maestras como sujeto protagonista y de quienes es importante poner en consideración su proceso de sindicalización.

New definitions of margin for multi-class Boosting algorithms

La familia de algoritmos de Boosting son un tipo de técnicas de clasificación y regresión que han demostrado ser muy eficaces en problemas de Visión Computacional. Tal es el caso de los problemas de detección, de seguimiento o bien de reconocimiento de caras, personas, objetos deformables y acciones. El primer y más popular algoritmo de Boosting, AdaBoost, fue concebido para problemas binarios. Desde entonces, muchas han sido las propuestas que han aparecido con objeto de trasladarlo a otros dominios más generales: multiclase, multilabel, con costes, etc. Nuestro interés se centra en extender AdaBoost al terreno de la clasificación multiclase, considerándolo como un primer paso para posteriores ampliaciones. En la presente tesis proponemos dos algoritmos de Boosting para problemas multiclase basados en nuevas derivaciones del concepto margen. El primero de ellos, PIBoost, está concebido para abordar el problema descomponiéndolo en subproblemas binarios. Por un lado, usamos una codificación vectorial para representar etiquetas y, por otro, utilizamos la función de pérdida exponencial multiclase para evaluar las respuestas. Esta codificación produce un conjunto de valores margen que conllevan un rango de penalizaciones en caso de fallo y recompensas en caso de acierto. La optimización iterativa del modelo genera un proceso de Boosting asimétrico cuyos costes dependen del número de etiquetas separadas por cada clasificador débil. De este modo nuestro algoritmo de Boosting tiene en cuenta el desbalanceo debido a las clases a la hora de construir el clasificador. El resultado es un método bien fundamentado que extiende de manera canónica al AdaBoost original. El segundo algoritmo propuesto, BAdaCost, está concebido para problemas multiclase dotados de una matriz de costes. Motivados por los escasos trabajos dedicados a generalizar AdaBoost al terreno multiclase con costes, hemos propuesto un nuevo concepto de margen que, a su vez, permite derivar una función de pérdida adecuada para evaluar costes. Consideramos nuestro algoritmo como la extensión más canónica de AdaBoost para este tipo de problemas, ya que generaliza a los algoritmos SAMME, Cost-Sensitive AdaBoost y PIBoost. Por otro lado, sugerimos un simple procedimiento para calcular matrices de coste adecuadas para mejorar el rendimiento de Boosting a la hora de abordar problemas estándar y problemas con datos desbalanceados. Una serie de experimentos nos sirven para demostrar la efectividad de ambos métodos frente a otros conocidos algoritmos de Boosting multiclase en sus respectivas áreas. En dichos experimentos se usan bases de datos de referencia en el área de Machine Learning, en primer lugar para minimizar errores y en segundo lugar para minimizar costes. Además, hemos podido aplicar BAdaCost con éxito a un proceso de segmentación, un caso particular de problema con datos desbalanceados. Concluimos justificando el horizonte de futuro que encierra el marco de trabajo que presentamos, tanto por su aplicabilidad como por su flexibilidad teórica. Abstract The family of Boosting algorithms represents a type of classification and regression approach that has shown to be very effective in Computer Vision problems. Such is the case of detection, tracking and recognition of faces, people, deformable objects and actions. The first and most popular algorithm, AdaBoost, was introduced in the context of binary classification. Since then, many works have been proposed to extend it to the more general multi-class, multi-label, costsensitive, etc... domains. Our interest is centered in extending AdaBoost to two problems in the multi-class field, considering it a first step for upcoming generalizations. In this dissertation we propose two Boosting algorithms for multi-class classification based on new generalizations of the concept of margin. The first of them, PIBoost, is conceived to tackle the multi-class problem by solving many binary sub-problems. We use a vectorial codification to represent class labels and a multi-class exponential loss function to evaluate classifier responses. This representation produces a set of margin values that provide a range of penalties for failures and rewards for successes. The stagewise optimization of this model introduces an asymmetric Boosting procedure whose costs depend on the number of classes separated by each weak-learner. In this way the Boosting procedure takes into account class imbalances when building the ensemble. The resulting algorithm is a well grounded method that canonically extends the original AdaBoost. The second algorithm proposed, BAdaCost, is conceived for multi-class problems endowed with a cost matrix. Motivated by the few cost-sensitive extensions of AdaBoost to the multi-class field, we propose a new margin that, in turn, yields a new loss function appropriate for evaluating costs. Since BAdaCost generalizes SAMME, Cost-Sensitive AdaBoost and PIBoost algorithms, we consider our algorithm as a canonical extension of AdaBoost to this kind of problems. We additionally suggest a simple procedure to compute cost matrices that improve the performance of Boosting in standard and unbalanced problems. A set of experiments is carried out to demonstrate the effectiveness of both methods against other relevant Boosting algorithms in their respective areas. In the experiments we resort to benchmark data sets used in the Machine Learning community, firstly for minimizing classification errors and secondly for minimizing costs. In addition, we successfully applied BAdaCost to a segmentation task, a particular problem in presence of imbalanced data. We conclude the thesis justifying the horizon of future improvements encompassed in our framework, due to its applicability and theoretical flexibility.

Don’t Let Me Down: An Autoethnography of an Urban Teacher

Students in urban schools who are negatively impacted need stability and continuity the most. However, at least half of new teachers leave their profession within five years. In order for this situation to change, support is needed for new teachers and encouragement is needed for experienced teachers. The purpose of the study is to offer a first-hand description of factors that affect the profession of teaching and especially teachers who may be wondering how to stay in teaching for more than five years. Veteran teachers gain the opportunity to reflect, validate, and (probably) celebrate their own journey through this profession. This autoethnography uses my experience of a 29-year veteran teacher, who started with an alternative teaching license, to mirror what researchers have identified as key factors for sustainability and how they affected my continued commitment to teaching in urban schools. The following questions framed the study: 1. Why did I choose teaching as a career? 2. What supportive factors contributed to my decision to continue teaching in an urban school rather than leave the profession? 3. What internal and external struggles have I encountered in teaching and what strategies did I use to overcome them? 4. What beliefs and experiences led to my steadfast commitment to teaching in an urban setting? 5. How do I define success as an urban teacher? 6. What are the implications of my story for urban education? This autoethnography involves data collection and in-depth analysis of documents and artifacts that were generated during my teaching career as an urban educator. These documents and artifacts come from both internal and external sources. The study’s implications reach beyond teachers and include two sub-groups: teacher education programs and school administrators. The implication for teachers is the importance of a two-fold support system in order to thrive: first teachers need spiritual support and second they need to surround themselves with likeminded teachers. The implications for teacher education programs include making pre-service teachers aware of the realities of urban settings and provide them with resources, which could help overcome the attrition rate. Additionally, pre-service teachers need to know how to form credible relationships with their students. This study also reveals the important role that school principals play in the success of their teachers. First, principals are responsible for creating a positive school climate that promotes a professional learning community. Second, they need to establish relational trust in their building. Third, they need to nourish their staff both physically and emotionally. Finally, the implications of autoethnography for teachers and researchers are also discussed.

La evaluación de los aprendizajes en los sMOOC. Estudio de caso en el Proyecto Europeo ECO

El siguiente artículo hace una reflexión crítica sobre los MOOC, prestando especial atención al análisis de los nuevos sistemas de evaluación; en concreto, el método peer to peer, y cómo esto afecta al rol de docentes y estudiantes. El estudio se ha llevado a cabo tomando como referencia dos sMOOC liderados por el Proyecto Europeo ECO (Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning). Los resultados que se presentan han sido analizados desde una perspectiva cuantitativa, utilizando como muestra a los miembros de la comunidad de aprendizaje que han participado en ambos cursos. A través de la utilización de un cuestionario se ha podido conocer cómo han valorado su experiencia formativa y su grado de satisfacción. La mitad de los sujetos encuestados ha considerado adecuado y justo el nuevo sistema evaluativo, sin embargo existe otra mitad que lo considera injusto y que tiene lagunas. Se ha abordado la evaluación como una parte intrínseca del proceso educativo y por ello se ha enfatizado en aspectos como el empoderamiento del alumnado, la cultura de la participación y la interacción social, conceptos que nos acercan a nuevos modelos de aprendizaje que potencian el intelecto colectivo y dejan atrás sistemas transmisivos de conocimiento.

Agency Outside the Margins: Identity Development of Youth Attending Alternative High Schools

Thesis (Ph.D.)--University of Washington, 2016-05