Student-Athlete Learning: How Learning Spaces Influence Athletic and Academic Success

This study will utilize case study inquiry to examine student-athlete learning opportunities in the athletic learning space and academic learning space in a higher education NCAA Division I collegiate institution. This study will assess what learning opportunities exist within the athletic and academic learning space to better understand effective learning practices. This study will utilize the sociocultural Learning Sciences literature, supported with critical pedagogy and inclusive excellence literature, to understand how different learning spaces contribute to student-athlete learning opportunities and educational success in college.

Web survey system to discover the actual role of experience in learning in higher education: a case study

March 19 - 22, 2006, S��o Paulo, BRAZIL World Congress on Computer Science, Engineering and Technology Education

Faculty-librarians collaboration in an e-learning experience : resources management and training in Open University of Catalonia (UOC)

The traditional model of learning based on knowledge transfer doesn't promote the acquisition of information-related competencies and development of autonomous learning. More needs to be done to embrace learner-centred approaches, based on constructivism, collaboration and co-operation. This new learning paradigm is aligned with the European Higher Education Area (EHEA) requirements. In this sense, a learning experience based in faculty' librarian collaboration was seen as the best option for promoting student engagement and also a way to increase information-related competences in Open University of Catalonia (UOC) academic context. This case study outlines the benefits of teacher-librarian collaboration in terms of pedagogy innovation, resources management and introduction of open educational resources (OER) in virtual classrooms, Information literacy (IL) training and use of 2.0 tools in teaching. Our faculty-librarian's collaboration aims to provide an example of technology-enhanced learning and demonstrate how working together improves the quality and relevance of educational resources in UOC's virtual classrooms. Under this new approach, while teachers change their role from instructors to facilitators of the learning process and extend their reach to students, libraries acquire an important presence in the academic learning communities.

Sintomatologia depressiva e (in)satisfa����o escolar

Trabalho apresentado em XIII Congreso Internacional Galego-Portugu��s de Psicopedagox��a, ��rea 5 Familia, Escuela y Comunidad. Universidad da Coru��a, 2 de Setembro de 2015.

Uma escola para todos : pr��ticas, estrat��gias e metodologias

A escola inclusiva continua a caminhar para a realidade que se pretende. N��o obstante, h�� que contribuir para continuar a abrir o caminho que as escolas necessitam de percorrer, no sentido de se adaptarem e criarem as condi����es essenciais para a realiza����o e felicidade de todas as crian��as/jovens que a essas mesmas condi����es t��m direito. No Trabalho de Projeto apresentado, aborda-se a trajet��ria de um grupo/turma, tendo como perspetiva o abrir caminho para pr��ticas inclusivas, nas nossas escolas. Esta investiga����o surge, assim, como uma forma ou tentativa de intervir na constru����o de uma escola e educa����o para todos, tendo como ponto de partida uma turma do 8�� ano de escolaridade, numa escola b��sica, situada no concelho de Almada. �� feita a apresenta����o te��rica da tem��tica em quest��o, ap��s ter sido realizada uma investiga����o documental, procedendo-se posteriormente �� recolha e an��lise de dados, utilizando a pesquisa documental, a entrevista, a observa����o naturalista e a sociometria. Segue-se a caracteriza����o da turma, do aluno e dos contextos em que as mesmas se inserem, partimos para uma interven����o estruturada, a longo e a curto prazo, numa din��mica de planifica����o/a����o/reflex��o, onde se aplicam pr��ticas educativas diferenciadas e inclusivas. Foi nosso objetivo, com este trabalho de projeto, conseguir que o grupo alvo seja inclusivo, tendo como base uma abordagem sist��mica e ecol��gica, numa aprendizagem e ensino cooperativos, onde imperem pedagogias e ambientes fomentadores de um contexto escolar aberto �� diversidade e �� entrada das tecnologias de apoio na sala de aula. A fam��lia assume, neste projeto, um papel ativo no contexto escolar, sendo dada a relev��ncia que a mesma deve ter no processo educativo dos seus educandos, partindo do princ��pio que qualquer interven����o que se planeie s�� tem sucesso efetivo com a participa����o ativa das fam��lias, colaborando e articulando com a comunidade escolar e desenvolvendo, em contexto familiar, medidas e estrat��gias interventivas que se v��o repercutir fortemente no sucesso educativo das crian��as e dos jovens. Neste projeto, implementaram-se estrat��gias que v��o da carateriza����o inicial da situa����o �� reflex��o final que d��o continuidade ao desenvolvimento de compet��ncias na ��rea da autonomia, sociabiliza����o e aprendizagens acad��micas do grupo, onde emerge o Teresa Figueiredo ��� Uma escola para todos: pr��ticas, estrat��gias e metodologias ULHT-Instituto de Educa����o 4 Jo��o1, aluno com necessidades educativas especiais decorrentes de paralisia cerebral, que se encontra ao abrigo do Decreto-Lei 3/2008, de 7 de Janeiro, acompanhado pela educa����o especial. Foram alvo desta interven����o v��rios contextos, considerados priorit��rios: escolar; sala de aula; conselho de turma; apoio especializado e familiar. O desenvolvimento da interven����o, nos contextos mencionados foi norteado pelos princ��pios defendidos pela educa����o inclusiva, princ��pios explanados no enquadramento te��rico da pesquisa realizada, no desenvolvimento deste Projeto. Como resultados da interven����o conseguimos um grupo/turma mais aut��nomo, com melhor funcionalidade no contexto escolar, onde os alunos aprendem todos juntos, com a entrada de tecnologias de apoio na sala de aula e pedagogias que v��o ao encontro das necessidades do grupo e de cada um. As aprendizagens tornaram-se mais acess��veis a todos, com os professores a planificarem atividades direcionadas para o desenvolvimento do trabalho cooperativo e da parceria pedag��gica, pr��ticas que contribuem para uma comunidade escolar motivada para a constru����o de uma escola, cada vez mais, para todos.

Valorizar as diferen��as na sala do 1�� ciclo, abrir janelas de oportunidades para uma escola rica em aprendizagens e em humanidade

O presente relat��rio recapitula as diversas etapas de um trabalho de projeto de investiga����o-a����o, no ��mbito do Mestrado em Educa����o Especial - Dom��nio Cognitivo e Motor. Com ele pretendeu-se elaborar uma investiga����o-a����o numa turma do 1�� ciclo de escolaridade onde dois alunos sentiam grandes dificuldades de integra����o. A rejei����o e a indiferen��a em que viviam provocavam, consequentemente, grandes dificuldades de aprendizagens acad��micas. O foco principal deste trabalho foi o desenvolvimento da intera����o dos alunos, promovendo a troca de saberes pela entreajuda. Da�� resultaram os sucessos escolares esperados dos dois alunos visados a que se juntou a dinamiza����o de todos os alunos da turma e dos restantes intervenientes educativos, professores, t��cnicos, encarregados de educa����o e comunidade escolar na constru����o efetiva de uma verdadeira escola inclusiva. Valorizaram-se as diferen��as como patrim��nio comum. Na fundamenta����o te��rica deste projeto abordam-se a educa����o inclusiva e suas respetivas estrat��gias, a aprendizagem cooperativa, as dificuldades espec��ficas de aprendizagem, a inter/multiculturalidade e o modelo pedag��gico do Movimento da Escola Moderna como estrutura organizativa da interven����o. De seguida, �� caracterizado o projeto e a situa����o inicial onde se interveio, referenciando o plano de a����o implementado. As reflex��es conclusivas evidenciam que trabalhar em coopera����o permite progressos por parte de todos, tanto a n��vel das aprendizagens acad��micas como a n��vel da intera����o social.

Bahrain's Formula-1 racing circuit: energy and environmental considerations

The Bahrain International Circuit (BIC) and complex, at latitude 26.00N and longitude 51.54E, was built in 483 days and cost 150 million US$. The circuit consists of six different individual tracks with a 3.66 km outer track (involving 10 turns) and a 2.55 km inner track (having six turns). The complex has been designed to host a variety of other sporting activities. Fifty thousand spectators, including 10,500 in the main grandstand, can be accommodated simultaneously. State-of-the art on-site media and broadcast facilities are available. The noise level emitted from vehicles on the circuit during the Formula-1 event, on April 4th 2004, was acceptable and caused no physical disturbance to the fans in the VIP lounges or to scholars studying at the University of Bahrain's Shakeir Campus, which is only 1.5 km away from the circuit. The sound-intensity level (SIL) recorded on the balcony of the VIP lounge was 128 dB(A) and was 80 dB(A) inside the lounge. The calculated SIL immediately outside the lecture halls of the University of Bahrain was 70 dB(A) and 65 dB(A) within them. Thus racing at BIC can proceed without significantly disturbing the academic-learning process. The purchased electricity demand by the BIC complex peaked (at 4.5 MW) during the first Formula-1 event on April 4th 2004. The reverse-osmosis (RO) plant at the BIC provides 1000 m(3) of desalinated water per day for landscape irrigation. Renewable-energy inputs, (i.e., via solar and wind power), at the BIC could be harnessed to generate electricity for water desalination, air conditioning, lighting as well as for irrigation. If the covering of the BIC complex was covered by adhesively fixed modern photovoltaic cells, then similar to 1.2 MW of solar electricity could be generated. If two horizontal-axis, at 150 m height above the ground, three 75m bladed, wind turbines were to be installed at the BIC, then the output could reach 4 MW. Furthermore, if 10,000 Jojoba trees (a species renowned for having a low demand for water, needing only five irrigations per year in Bahrain and which remain green throughout the year) are planted near the circuit, then the local micro-climate would be improved with respect to human comfort as well as the local environment becoming cleaner.

Teamwork in academia: an empirical study

The Bologna Process introduced some changes in the curriculum of higher education institutions (HEIs) and defined that academic learning should consider the needs of the labour market. HEIs and employers agree that personal skills are the most important set of competence of graduates (Pavlin, Akkuyunlu, Kovacic, & Svetlik, 2009). The goals of this work were to explore how the work experienced by teams of students in HEIs might help them improve their personal skills, namely empirically explore the perception of teamwork and personality into two groups of students. The study was based on the theoretical model of Team Evolution and Maturation (TEAM, Fransen, 2012). The sample consisted of 99 students of the 3rd year of the degree (1st cycle) in Computer Science (49 students) and the 2nd year of the Bachelor's Degree (1st cycle) in Psychology (50 students), from the University of Madeira, Portugal. Areas of personality and team collaboration were evaluated with a Pre- and Post-test. Findings show that the perception of the teamwork collaboration of students in Computer Science and Psychology majors seems to be influenced by their scientific area, by gender, by the selection method of the time-organiser, the self-perceived personality of the time-organiser, the self perceived personality of the non-time-organiser, and the size of the team. It is expected that this data will contribute to further theoretical and practical reflection on the teamwork among college students and their performance in the labour market.

Avalia����o psico-educacional de uma adolescente portadora da s��ndrome de Sturge-Weber

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Salas de recursos multifuncionais: contexto de Inclus��o Escolar para os alunos p��blico-alvo da Educa����o Especial ?

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Schulische Lernfreude in der Sekundarstufe 1 und deren Beziehung zu Kontroll- und Valenzkognitionen

Im Rahmen einer L��ngsschnittstudie wurde untersucht, wie sich die schulische Lernfreude bei ��sterreichischen Hauptsch��lern und Hauptsch��lerinnen zwischen der 6. und 7. Schulstufe (N = 356) entwickelt. Des Weiteren wurde die Rolle von Kontroll- und Valenzkognitionen, die gem���� der Kontroll-Wert-Theorie (Pekrun, 2000, 2006) f��r das Entstehen der schulischen Lernfreude zentral sein sollten, gepr��ft. Als Methoden zur Erfassung der habituellen und aktuellen Merkmale kamen Frageb��gen und Tageb��cher zum Einsatz. Die Ergebnisse belegen den R��ckgang der Lernfreude w��hrend dieses von Fend (1997) als ��kritisch�� bezeichneten Schuljahres. Ebenso erweisen sich hohe Kontrollkognitionen und positive Valenzkognitionen als bedeutsam f��r die schulische Lernfreude, sie sch��tzen jedoch nicht vor ihrem R��ckgang. Der Zusammenhang von Lernfreude und Kognitionen bedarf daher weiterer Kl��rung.

Pr��ticas pedag��gicas e inclus��o escolar: o processo de ensino-aprendizagem de alunas com defici��ncia intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

Pr��ticas pedag��gicas e inclus��o escolar: o processo de ensino-aprendizagem de alunas com defici��ncia intelectual

This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.

Inclus��o educativa: realidade ou utopia? Perce����es dos pais de crian��as com necessidades educativas, em rela����o �� sua inclus��o educativa no ensino b��sico

Disserta����o apresentada �� Escola Superior de Educa����o de Paula Frassinetti para a obten����o do grau de Mestre em Ci��ncias da Educa����o - Especializa����o em Educa����o Especial