Проблеми контролю якості програмного забезпечення

In education today, self-directed learning is promoted as an ideal as opposed to teacher-led instruction. This approach is reflected in public inquiries, proposals, syllabi and grading criteria, as we... merll as in schoolwork in practice. The approach has implications for various stakeholders in education, for example, students, teachers and librarians. Students at different educational levels are expected to develop their understanding of how to seek and select information, access, critically examine and understand different texts and their relations to other texts as well as produce their own texts in different contexts. Information seeking and use are key aspects of schoolwork and learning, and students are assumed to develop competence in information literacy. The thesis aims to deepen our knowledge of information practices in municipal adult education, by exploring the information seeking and information use associated with a specific school assignment. The theoretical framework used is a socio-cultural approach. In the study the following concepts have been identified as particularly important: mediation, sense-making, learning, practice, tools, scaffolds and interaction. From a socio-cultural perspective, the thesis explores 1) how adult students, teachers and librarians interact in information seeking and use in the practice of working with a complex school assignment, 2) what tools and scaffolds are used, and why, 3) how information is used by adult students to construct knowledge and make sense, and 4) what elements of information literacy emerge in the interaction around the assignment. To answer the research questions, a qualitative case study was conducted. The case study included 43 interviews, 30 observations and 17 documents, which provided in-depth knowledge of the interaction between individuals, practice and tools. Study results reveal an absence of interaction in information seeking and use in the educational context, as well as a lack of common references in the form of tools and support, leading to difficulties for the participants in achieving the results that were expected, according to learning objectives. In the tension between the school's discursive practice and the participants' self-directed learning, several critical elements of information literacy emerged, including the distinction between quantitative and qualitative information seeking, critical approaches towards information, knowledge of genres, the ability to identify and use various tools, and the ability to communicate conceptually about information seeking and use. The self-directed learning approach entails a number of challenges for adult students, teachers and librarians. These challenges involve building bridges between the rhetoric and practice of information literacy, developing institutional and social structures that facilitate and benefit the quality of interaction, creating common frames of reference for school assignments and clarifying standards and rules in the school context.Akademisk avhandling som med tillstånd av samhällsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig granskning kl. 13.15 fredagen den 19 mars 2010, i hörsalen Sappören, Göteborgs universitet, Sprängkullsgatan 25.</p

Everyone has a view of literacy : learners' perceptions of literacy and their practices at home and at school

Includes bibliographical references (leaves 90-93).This is an ethnographic study of how learners write about, speak about, depict and value their literacy activities at home and how this links with their performance at school. It also examines the shift in learners' perceptions of literacy through their involvement in the research project. The theoretical framework for the research is drawn from the New Literacy Studies with its emphasis on the autonomous and ideological models ofliteracy (as formulated by Street) and on literacy as situated practice. The data is a series of literacy activities, of seven learner profiles made up of their writing, literacy inventories, photographic depictions, focus group discussions, semi structured interviews, and tasks assessed in the formal academic domain. Critical Discourse Analysis is used as a tool for the analysis of some of the data and traces the similarities and differences in the kinds of literacy activities that learners engage in, ranging from homework to hobbies, cell phones, conversations, computer games and so forth. Interpretation of the data also draws on Gee's theory of primary and secondary Discourses

Connecting Schools with Out-of-School Worlds

In Chapter 1 we trace the ways in which examinations of literacy in out-of-school settings have provided pivotal moments theoretically, turning the field toward new understandings of literacies and into different lines of research. Indeed, we argue that most of the theoretical advances that have been made in the field of literacy studies over the last 25 years have had their origin in discoveries about literacy and learning not in school, but outside it. To talk about literacy these days, both in school and out, is to speak of events, practices, activities, ideologies, discourses, and identities (and at times to do so almost unreflectively, so much a part of our customary academic ways of thinking have these categories and terminology become). Again, we argue that in large part this new theoretical vocabulary sprang from examinations of the uses and functions of literacy in contexts other than school

Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration

Bibliography: leaves 104-107.This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate

Conditions of learning for older learners in some previously disadvantaged schools in the Cape region : a qualitative exploration

Bibliography: leaves 104-107.This study explores the positioning of learners who are more than three years older than age•norms for their school grades in societal, institutional and situational levels of education discourse in SouthAfrica. A review of research literature, of samples of lay discourse and of policy documents reveals tensions between industrially derived assumptions and rights-based assumptions in education discourse at societal and institutional levels. These opposing assumptions are seen to simultaneously disadvantage older learners while appearing to hold out the promise of unconditional inclusion in schooling. A qualitative empirical study traces some of the effects of the tension in education discourse on learners at a situational level of education discourse, namely schooling. The conclusions of the study suggest that the resolution of the tension in accordance with rights-based assumptions would result in radical reconceptualising of schooling arrangements and learner assessment. Suggestions are proposed for a research agenda that the reconceptualising of schooling might generate

TEACHER COLLABORATIVE INQUIRY IN ONTARIO ELEMENTARY SCHOOLS: AN ANALYSIS OF PROVINCIAL AND SCHOOL BOARD POLICIES AND SUPPORT DOCUMENTS

Collaborative inquiry (CI) has emerged as a dominant structure for educators’ professional learning in the 21st century. The purpose of this paper is to analyze publicly available documents and policies related to CI in Ontario in order to better understand the documentary scope and spread of this professional learning model in the province. We begin by defining the parameters of CI as a dominant professional learning model before detailing our methodology for selecting and analyzing CI policies and documents at both ministry and school board levels. In our subsequent analysis, we enumerate emergent themes and findings and offer three sample case studies that illustrate how school boards in the province are documenting their experiences with CI. Finally, we conclude with a discussion of potential tensions within current CI policies as a basis for future research and policy development.

Nordic Childhoods in the Digital Age

"This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019–2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child–media relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication.

Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types

Recent years have witnessed a growing interest in multilingualism, language maintenance and managing language diversity both inside and outside the educational context. However, much of this work, especially in the educational context, has focused on (minority) languages and relatively little attention has been paid to ‘dialects’. This study explores the status and role of Mewati, a dialect generally subsumed under Hindi (Government of India, 2001) in schools. While Mewati is spoken by most Meos as their first language (Srivastava, 2011, p. 250), there are currently no studies that examine the use and role of Mewati in education in Mewat. This thesis addresses an important gap in understanding what roles are assigned (or not) to local dialects in education. This project was guided by two research questions: What language-in-education policies (LiEPs) were in place in the two types of schools (rural and urban) chosen for this study; and what role did Mewati play in the overall language policy framework in these schools. The goal of this project was to develop an understanding about how teachers comprehended, negotiated and implemented LiEPs within classrooms. It also aimed at uncovering and critically analysing the underlying ideologies, policies and political processes that informed and influenced these LiEPs in the two schools studied and how these policies, affected the position of Mewati in these schools. The schools studied differed across multiple dimensions including medium of instruction, board of affiliation, textbooks and curricula, location, infrastructure and the socio-economic background of the students. However, they were similar in that most students in both schools spoke Mewati as their home language. The case study was based on data collected in interviews, informal conversations, artifacts, documents and field notes. The data was gathered from both Meo and non-Meo teachers, who differed across linguistic, ethnic and religious lines, in order to obtain a richer and holistic perspective on teachers’ views and practices. This project took an interdisciplinary approach and drew insights from sociolinguistics, applied linguistics, education and sociology. The study draws significantly on Spolsky’s (2004) model of language policy which was used both as an analytical framework as well as a tool for organizing data. The study revealed that the LiEP of the rural schools was largely Hindi monolingual and the urban school mostly Hindi-English bilingual. Both types of schools failed to make space for Mewati, the mother tongue of the majority of students. In both school types, Hindi was taught as the first language. The majority of teachers also held negative attitudes towards Mewati. The teachers perceived Mewati as a hindrance for the learning and overall development of students. There was a significant communication gap between teachers and students particularly in the early years of education. There was also a severe shortage of local Meo teachers. Most teachers in both schools were non-Meos who could not speak Mewati. A complex mix of inter-ethnic relations between these groups and the socio-historical and political structures greatly influenced language choice patterns and policy decisions. This study has important implications for the role of mother tongue in education for policymakers, government officials, educationists, and teachers as the findings indicate a need for change in language policy and procedures