Este texto apresenta um estudo do estado do conhecimento sobre o Ensino de Arte nos cursos técnicos integrados ao Ensino Medio dos Institutos Federáis de Educaçâo, Ciencia e Tecnología. Trata-se de ...urna pesquisa por fontes bibliográficas que tenham abordado a problemática em questáo no período de 2011 a 2020. As buscas por teses, dissertaçöes, artigos e livros foram feitas na Biblioteca Digital Brasileira de Teses e Dissertaçöes - BNTD, no Banco de Teses e Dissertaçöes da Coordenaçâo de Aperfeiçoamento do Pessoal de Nivel Superior (Capes), na base de dados Science Electronic Library On-Line (Scielo) e base Scholar Google. Feita uma diferenciaçâo da Arte enquanto habilidade técnica ou conteúdo cultural e Arte enquanto conteúdo próprio dos ambientes educacionais, apresentam-se discussöes e reflexoes realizadas por pesquisadores de diferentes locáis do país, permitindo-nos a constataçâo de que o ensino de Arte tem o potencial de superar o aspecto predominantemente mecánico e tecnicista de que estáo impregnadas as escolas de perfil profissional e tecnológico. Os textos, unánimemente, situam o ensino de Arte como fator transformador e humanizador, que atravessa as barreiras da simples técnica e permite aos educandos a compreensâo de um mundo nāo objetivo, o que Ibes permitirá compreender suas próprias subjetividades.
"Starting Research in Clinical Education" is written by a global team of experienced and emerging clinical education researchers who have a wealth of knowledge designing rigorous research projects ...and expertise in contemporary methods. Covering a broad spectrum of methods used by clinical education researchers, the book is split into five parts: research design, evidence synthesis and mixed methods research, qualitative research, quantitative research and succeeding in clinical education research. These sections are also accompanied by a companion website which provides further resources. The methods discussed are illustrated with real life examples and case studies to support the reader in designing their own project. The new edition includes information on: (1) Getting started in clinical education research, constructing a research question, clarifying research paradigms and design, using educational theory, involving stakeholders, sampling and recruiting participants and conducting ethical research; (2) Evidence synthesis, realist research, mixed methods research, action research and emerging possibilities in online data collection; (3) Interviews and focus groups, visual elicitation, ethnography, narrative research, thematic analysis and struggles new researchers often face in qualitative research; (4) Survey research, experimental methods, statistical analysis and big data; and (5) Maximising opportunities, project management, writing dissertations, writing for publication, research dissemination and career development. This edition is designed to support those new to clinical education research, including those undertaking intercalated or postgraduate degrees in clinical, medical, dental or health professions education.
Academic libraries have a long tradition of collecting, preserving, and offering access to information about doctoral dissertations through the repositories of electronic theses and dissertations. In ...recent years libraries have turned their attention to Wikidata as a knowledge graph for publishing structured data on the Web. These initiatives include the publication of metadata about theses and dissertations. However, Wikidata is a sociotechnical infrastructure, where the responsibility for its development is in the hands of its users. This includes asynchronous collaborative work on its ontology by many non-expert users. This may cause tensions between traditional metadata control and socially developed schemas. The goal of this article is to develop a conceptual understanding of the representation patterns of doctoral dissertations in a socially constructed Wikidata knowledge graph. This study uses an interpretative approach guided by the method of the close reading of the infrastructure to develop an understanding of what a doctoral dissertation is in this socially constructed representation of reality and how doctoral dissertations are described using Wikidata ontology. The ontological status of the doctoral dissertation is revealed by interpreting the place of this concept in the taxonomic structure of the Wikidata ontology. The expressiveness of Wikidata ontology for the description of doctoral dissertations is limited to three selected properties, authorship, doctoral advisor, and the institution to which the dissertation was submitted. The results of this study show on the one hand the redundancies in modelling doctoral dissertations, and on the other inconsistencies in the descriptions. This calls for close attention from libraries to metadata curatorial practices in Wikidata sociotechnical infrastructure.
Es una revisión sistemática de la literatura, con el fin de comprobar cómo las ideas de la interdisciplinariedad formulan por la epistemóloga Portugués Olga Pombo presentar las tesis doctorales ...publicadas en el catálogo de tesis y disertaciones el Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), durante el período 2015-2017. El corpus fue formadas 28 tesis, siendo once en ocho educación en Ciencias de la información y la otra en las áreas de salud, el desarrollo y el medio ambiente. En este estudio se encontró que la interdisciplinariedad retratada corrobora el concepto defendido por el autor en relación con “manifestación de transformación epistemológica en marcha".
As qualitative researchers, what stories we are told, how they are relayed to us, and the narratives that we form and share with others are inevitably influenced by our position and experiences as a ...researcher in relation to our participants. This is particularly true for insider research, which is concerned with the study of one’s own social group or society. This paper explores some of the possible methodological insights and challenges that may arise from insider research, and suggests several techniques and tools that may be utilized to aid in, rather than hinder, the process of the telling and sharing of participants’ stories. Such strategies may also be used to minimize ethical implications, avoid potential bias and increase the trustworthiness of the data gathered. This analysis draws on the author’s own experiences as an insider researcher and principal investigator on a research project that employed qualitative methodologies.
An important component of fluent linguistic production is control of the multi-word expressions referred to as clusters, chunks or bundles. These are extended collocations which appear more ...frequently than expected by chance, helping to shape meanings in specific contexts and contributing to our sense of coherence in a text. Bundles have begun to attract considerable attention in corpus studies in EAP, although the extent to which they differ by discipline remains an open question. This paper explores the forms, structures and functions of 4-word bundles in a 3.5 million word corpus of research articles, doctoral dissertations and Master’s theses in four disciplines to learn something of disciplinary variations in their frequencies and preferred uses. The analysis shows that bundles are not only central to the creation of academic discourse, but that they offer an important means of differentiating written texts by discipline.
This review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during ...the period 2014-2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research. Author abstract
Purpose: This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address ...an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, university teacher educator learning, and inservice teacher learning. From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that there is still no clear path to presenting PDS as having a positive impact when compared with non-PDS experiences.. Design/methodology/approach: Within each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its third decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning. Findings: The authors examine the dissertations by methodology and explore common themes among dissertation findings. The themes included: intern learning does happen in PDS sites; PDSs provide structures for intern learning; teacher educators can learn from their PDS work; dissertations in the area of student learning overwhelmingly had inconclusive findings, except for research that focused on targeted interventions, which demonstrated student gains. Research limitations/implications: With fewer PDS-focused dissertations being written in more recent years, the authors wonder if the complexity of PDS may be a deterrent to the growth and sustainability of this model? Practical implications: From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that the authors still do not have a clear path to presenting PDS as having a positive impact when compared with non-PDS experiences. However, the authors are beginning to understand the types of studies that are needed to move this agenda forward and hope the work will help inform the PDS community of some. Originality/value: This is the first known study of PDS dissertations across time.
Words with high orthographic relatedness are termed “word neighbors” (
angle/angel
;
birch/birth
). Activation-based models of word recognition assume that lateral inhibition occurs between words and ...their activated neighbors. However, studies of eye movements during reading have not found inhibitory effects in early measures assumed to reflect lexical access (e.g., gaze duration). Instead, inhibition in eye-movement studies has been found in later measures of processing (e.g., total time, regressions in). We conducted an eye-movement boundary change study (Rayner,
Cognitive Psychology, 7
(1), 65-81,
1975
) that manipulated the parafoveal preview of the word following the neighbor word (word N+1). In this way, we explored whether the late inhibitory effects seen with transposed letter words and words with higher-frequency neighbors result from reduced parafoveal preview due to increased foveal load and/or interference during late stages of lexical processing (the L2 stage within the E-Z Reader framework). For word N+1, while there were clear preview effects, there was not an effect of the neighborhood status of word N, nor a significant interaction. This suggests that the late inhibitory effects of earlier eye-movement studies are driven by misidentification of neighbor words rather than being due to increased foveal load.
Although gesturing onscreen instructors are widely included in video lectures, it is still unclear whether, when, and how they are conducive to learning. To clarify this issue, we conducted a set of ...three-level meta-analyses of 662 effect sizes from 83 articles, spanning Web of Science, PsycINFO, ERIC, Education Research Complete, ProQuest Dissertations & Theses, and Google Scholar up to March 2024. We included randomized controlled trials of gesturing instructors in multimedia learning, measuring retention test score, transfer test score, fixation time, fixation count, cognitive load, and/or social perception across all languages of publication. Funnel plot and Egger sandwich test were used to assess risk of bias. Results showed that adding gesturing instructors improved retention (
g
= 0.28, 95% CI:0.19,0.37) and transfer test scores (
g
= 0.31, 95% CI:0.21,0.41), yielding an
embodiment effect
. This effect was stronger when the instructor displayed deictic, metaphorical, or a mixture of multiple gestures; when the instructor in the control condition was not visible; when the lecture was learner-paced and longer. Moreover, it increased learners’ social connection ratings and eye fixation time and count on core learning material (but only when deictic gestures were used). Thus, gesturing onscreen instructors may promote learning by social and cognitive paths, deepening our understanding of the role of gesturing onscreen instructors in multimedia learning and providing guidance for designing effective video lectures. More studies with clear experimental descriptions and eye-tracking studies are needed.
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