841 resultados para Institutional Dimensions and classroom
Resumo:
El presente trabajo da cuenta de una investigacin llevada a cabo entre mediados y fines de los aos `90 como parte de la acreditacin acadmica del grado de Licenciatura en Ciencias de la Educacin. La misma aborda como tema de estudio el campo de la Educacin Superior y las Tecnologas Informticas, particularmente el uso pedaggico-didctico que se hace de dichas tecnologas a partir de su introduccin en las prcticas de enseanza. Metodolgicamente se trabaj en dos etapas con de estilos de indagacin diferenciados, pero a la vez imbricados. La primera consisti en recoger la mirada institucional respecto a la introduccin de dichas tecnologas. A tales efectos, se seleccion como poblacin del estudio a miembros responsables de la conduccin institucional de algunas de las Unidades Acadmicas de la Universidad Nacional de La Plata e Institutos Superiores de Formacin Docentes -pblicos y privados- de la provincia de Bs. As. Mientras que la segunda etapa se configur a partir de los hallazgos de la anterior dando lugar a la necesidad de profundizar, mediante un estudio de casos, en el anlisis de prcticas de enseanza en las que se produce la inclusin de las tecnologas informticas. Intentando visualizar en ellas, no slo, la introduccin de un artefacto novedoso sino la presencia de elementos de una cultura de innovacin educativa que den cuenta de procesos de reflexin y de cambio en dichas prcticas. Las conclusiones arribadas posibilitaron integrar la dimensin institucional con la dimensin ulica; conocer prcticas de enseanza que intentan, desde su espacio de trabajo, modificar la estructura de clase tradicional, acercando a los alumnos otras posibilidades de acceso al conocimiento y vislumbrar, en forma incipiente y en funcin de las posibilidades profesionales y personales de cada profesor, niveles de reflexin de su propia prctica con el propsito de mejorarlas.
Resumo:
El presente trabajo da cuenta de una investigacin llevada a cabo entre mediados y fines de los aos `90 como parte de la acreditacin acadmica del grado de Licenciatura en Ciencias de la Educacin. La misma aborda como tema de estudio el campo de la Educacin Superior y las Tecnologas Informticas, particularmente el uso pedaggico-didctico que se hace de dichas tecnologas a partir de su introduccin en las prcticas de enseanza. Metodolgicamente se trabaj en dos etapas con de estilos de indagacin diferenciados, pero a la vez imbricados. La primera consisti en recoger la mirada institucional respecto a la introduccin de dichas tecnologas. A tales efectos, se seleccion como poblacin del estudio a miembros responsables de la conduccin institucional de algunas de las Unidades Acadmicas de la Universidad Nacional de La Plata e Institutos Superiores de Formacin Docentes -pblicos y privados- de la provincia de Bs. As. Mientras que la segunda etapa se configur a partir de los hallazgos de la anterior dando lugar a la necesidad de profundizar, mediante un estudio de casos, en el anlisis de prcticas de enseanza en las que se produce la inclusin de las tecnologas informticas. Intentando visualizar en ellas, no slo, la introduccin de un artefacto novedoso sino la presencia de elementos de una cultura de innovacin educativa que den cuenta de procesos de reflexin y de cambio en dichas prcticas. Las conclusiones arribadas posibilitaron integrar la dimensin institucional con la dimensin ulica; conocer prcticas de enseanza que intentan, desde su espacio de trabajo, modificar la estructura de clase tradicional, acercando a los alumnos otras posibilidades de acceso al conocimiento y vislumbrar, en forma incipiente y en funcin de las posibilidades profesionales y personales de cada profesor, niveles de reflexin de su propia prctica con el propsito de mejorarlas.
Resumo:
El presente trabajo da cuenta de una investigacin llevada a cabo entre mediados y fines de los aos `90 como parte de la acreditacin acadmica del grado de Licenciatura en Ciencias de la Educacin. La misma aborda como tema de estudio el campo de la Educacin Superior y las Tecnologas Informticas, particularmente el uso pedaggico-didctico que se hace de dichas tecnologas a partir de su introduccin en las prcticas de enseanza. Metodolgicamente se trabaj en dos etapas con de estilos de indagacin diferenciados, pero a la vez imbricados. La primera consisti en recoger la mirada institucional respecto a la introduccin de dichas tecnologas. A tales efectos, se seleccion como poblacin del estudio a miembros responsables de la conduccin institucional de algunas de las Unidades Acadmicas de la Universidad Nacional de La Plata e Institutos Superiores de Formacin Docentes -pblicos y privados- de la provincia de Bs. As. Mientras que la segunda etapa se configur a partir de los hallazgos de la anterior dando lugar a la necesidad de profundizar, mediante un estudio de casos, en el anlisis de prcticas de enseanza en las que se produce la inclusin de las tecnologas informticas. Intentando visualizar en ellas, no slo, la introduccin de un artefacto novedoso sino la presencia de elementos de una cultura de innovacin educativa que den cuenta de procesos de reflexin y de cambio en dichas prcticas. Las conclusiones arribadas posibilitaron integrar la dimensin institucional con la dimensin ulica; conocer prcticas de enseanza que intentan, desde su espacio de trabajo, modificar la estructura de clase tradicional, acercando a los alumnos otras posibilidades de acceso al conocimiento y vislumbrar, en forma incipiente y en funcin de las posibilidades profesionales y personales de cada profesor, niveles de reflexin de su propia prctica con el propsito de mejorarlas.
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Grooming and the Sexual Abuse of Children: Institutional, Internet and Familial Dimensions critically examines the official and popular discourses on grooming, predominantly framed within the context of on-line sexual exploitation and abuse committed by strangers, and institutional child abuse committed by those in positions of trust. <br/> <br/>Set against the broader theoretical framework of risk, security and governance, this book argues that due to the difficulties of drawing clear boundaries between innocuous and harmful motivations towards children, pre-emptive risk-based criminal law and policy are inherently limited in preventing, targeting and criminalising grooming behaviour prior to the manifestation of actual harm. Through examination of grooming against the complexities of the onset of sexual offending against children and its actual role in this process, the author broadens existing discourses by providing a fuller, more nuanced conceptualisation of grooming, including its role in intra-familial and extra-familial contexts. There is also timely discussion of new and emerging forms of grooming, such as street or localised grooming, as typified by recent cases in Rochdale and Oldham, and peer-to-peer grooming. <br/> <br/>The first inter-disciplinary, thematic, and empirical investigation of grooming in a multi-jurisdictional context, Grooming and the Sexual Abuse of Children draws on extensive empirical research in the form of over fifty interviews with professionals, working in the fields of sex offender risk assessment, management or treatment, as well as child protection or victim support in the four jurisdictions of the United Kingdom and the Republic of Ireland. Impeccably presented and meticulously considered, this book will be of interest to criminologists and those working and studying in the field of policing and criminal justice studies, as well as policy makers and practitioners in the areas of child protection and sex offender management. <br/>
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This Doctoral Thesis unfolds into a collection of three distinct papers that share an interest in institutional theory and technology transfer. Taking into account that organizations are increasingly exposed to a multiplicity of demands and pressures, we aim to analyze what renders this situation of institutional complexity more or less difficult to manage for organizations, and what makes organizations more or less successful in responding to it. The three studies offer a novel contribution both theoretically and empirically. In particular, the first paper The dimensions of organizational fields for understanding institutional complexity: A theoretical framework is a theoretical contribution that tries to better understand the relationship between institutional complexity and fields by providing a framework. The second article Beyond institutional complexity: The case of different organizational successes in confronting multiple institutional logics is an empirical study which aims to explore the strategies that allow organizations facing multiple logics to respond more successfully to them. The third work How external support may mitigate the barriers to university-industry collaboration is oriented towards practitioners and presents a case study about technology transfer in Italy.
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Resumo Em resposta aos desafios atuais de muitas grandes cidades, o contexto institucional e o planeamento territorial formam dimenses para melhorar a governao metropolitana. No quadro das regies capitais do sudoeste europeu, quais podero ser as inovaes e diferenas nos seus modelos e processos em curso? Este artigo prope uma investigao aplicada para apresentar a anlise da governao metropolitana. Atravs do mtodo de estudos de caso em perspectiva comparada, vrios elementos e entrevistas so ponderados qualitativamente nas regies de Madrid, Barcelona, Paris e Lisboa. As concluses encontram uma tendncia para o equilbrio entre os esforos dessas duas dimenses da governao territorial metropolitana, no impedindo registrar os seus diferentes percursos: por exemplo Ile-de-France desenvolveu boas iniciativas em matria de planeamento, que ento pedem alguns ajustamentos no quadro poltico, enquanto Madrid teve menos actividade nos ltimos anos, em resultado da sua grande estabilidade institucional. A regio de Lisboa permanece talvez numa posio intermdia, com uma dinmica de evoluo pouco previsvel. Mas de acordo com este argumento, admite-se que os seus processos podem levar a melhorias graduais no sistema de governao, com o seu prprio percurso, implementando aces que devem respeitar, em particular, a geografia do territrio. Abstract Addressing the running challenges of several greater cities, the institutional mark and regional planning are dimensions for improving metropolitan governance. Regarding the southwest European capital regions, what can be the innovations and differences in their currently processes and models? This paper proposes an applied framework to present the metropolitan governance analysis. Through a comparative case study methodology, various elements and interviews are qualitatively measured in the regions of Madrid, Barcelona, Paris and Lisbon. The conclusions find a tendency to balance between the efforts on those two regional metropolitan governance dimensions, which does not prevent to register their different paths: for example Ile-de-France has developed good initiatives in terms of planning, which then require some adjustments in the political mark, while Madrid had in recent years less activity, in result of his institutional stability. The Lisbon region maybe stays in an intermediate position with a dynamic evolution that is difficult to predict. But according to that argument, its possible to admit that his processes can gradually lead to small improvements in his governance system, with his own path, implementing actions that must respect, in particularly, the geography of the territory.
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This article develops a relational model of institutional work and complexity. This model advances current institutional debates on institutional complexity and institutional work in three ways. First, it provides a relational and dynamic perspective on institutional complexity by explaining how constellations of logics - and their degree of internal contradiction - are constructed rather than given. Second, it refines our current understanding of agency, intentionality and effort in institutional work by demonstrating how different dimensions of agency interact dynamically in the institutional work of reconstructing institutional complexity. Third, it situates institutional work in the everyday practice of individuals coping with the institutional complexities of their work. In doing so, it reconnects the construction of institutionally complex settings to the actions and interactions of the individuals who inhabit them. The Author(s) 2013.
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In my work with secondary school students who have disengaged from mainstream classrooms, I have often been surprised at the ways they enthusiastically engage with the projects on offer. They have demonstrated that, in apparent contradiction of their classroom behaviour, they still maintain hope in achieving a positive outcome from education. In a long-running schools-university project employing a students-as-researchers approach to investigating educational disadvantage, at-risk students have produced high quality results. Naturally, I wanted to know what it was about this sort of pedagogy that seemed to work for them. In this chapter, then, I outline the project and discuss some reasons for disengagement. I then address the features of the project that the participants themselves have identified as being instrumental in their re-engagement with formal education. Finally, I consider how these features may be transposed to maintaining the educational engagement of at-risk students in mainstream classrooms.
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Computers not only increase the speed and efficiency of our mental efforts, but in the process they also alter the problem-solving tasks we are faced with and, in so doing, they alter the cognitive processes we use to solve problems. Computers are fundamentally changing our forms of thinking (Colc & Griffin, 1980). Therefore, the computer should be seen as not only having the potential to amplify human mental capabilities, but also of providing a catalyst for intellectual development.
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While teacher leadership is the basis for innovation and reform within schools, few international studies have focused on the leadership practices of science teachers and heads of science departments. This chapter reviews the Australasian literature that addresses the issue both directly and indirectly. The transformational practices of heads of science departments as well as influential science teachers within departments are identified in this chapter.
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Networks form a key part of the infrastructure of contemporary governance arrangements and, as such, are likely to continue for some time. Networks can take many forms and be formed for many reasons. Some networks have been explicitly designed to generate a collective response to an issue; some arise from a top down perspective through mandate or coercion; while others rely more heavily on interpersonal relations and doing the right thing. In this paper, these three different perspectives are referred to as the 3Is: Instrumental, Institutional or Interpersonal. It is proposed that these underlying motivations will affect the process dynamics within the different types of networks in different ways and therefore influence the type of outcomes achieved. This proposition is tested through a number of case studies. An understanding of these differences will lead to more effective design, management and clearer expectations of what can be achieved through networks.
