Exemplos de uso de Stephen ball em Inglês e suas traduções para o Português
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Colloquial
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Official
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Medicine
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Financial
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Ecclesiastic
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Ecclesiastic
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Computer
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Official/political
The discussions andthe data analysis were done based on the basil bernstein and stephen ball theories.
The analysis was based upon the policy cycle approach from stephen ball(et al.) as methodology for analyzing and theorizing on the program.
We base our work in the contexts of production of curricular policies developed by Stephen Ball.
Stephen Ball, cited by Rezende and Baptista, recognizes that there are disputes all the time in the production of policies: there is constant preparation/production of new texts.
The theoretical view of this research follows the line of study andconceptualization of performativity defended by stephen ball.
The theoretical and methodological framework was based on the cycle of curriculum policies proposed by stephen ball and colleagues and especially the notion of context of practice.
For this same purpose, make use of human capital concepts, as brought by gary becker and theodore schultz, andthe concept of performativity in the context it is used stephen ball.
The analysis of this policy was based on the analytical framework of policies proposed by stephen ball and defended by jefferson mainardes in brazil.
It is believed that by addressing idealized surveyed by stephen ball and richard bowe(1992) analysis of the policy acquires a denser character and, therefore, the choice of this perspective.
The adopted methodology is the qualitative research with the political cycle approach of stephen ball and collaborators bowe et al.
The theoretical framework was grounded on the ideas of stephen ball and richard bowe(1992), mainardes(2006, 2007) and lopes and macedo(2011) to consider the policy cycle approach.
Therefore, considering that the policy needs to be analyzed in relation to the context,we conducted an investigation from the policy cycle of stephen ball and collaborators.
The analysis was anchored in a policy cycle approach formulated by stephen ball and richard bowe, considering the implantation process of cefapros and the contexts in which they emerged and developed.
The central concepts in the construction of our analysis and argument are those of deskilling, reskilling, intensification and performativity,as developed by Michael Apple and Stephen Ball.
To understand this movement methodologically we chose to articulate the continuous cycle policy proposed by stephen ball and collaborators and discourse theory of ernesto laclau and chantal mouffe.
Situates the distribution of laptops for teachers of state schools in the context of the program said, seeking to understand both under continuous cycle of policy,richard bowe and stephen ball.
Withal were used theories from stephen ball, especially policy cycle approach, that focus on various discursive formulations of production and¿implementation¿of educational policies.
Qualitative methodology was chosen to approach case studies of four institutional experiences mainly in the light of the theoretical andmethodological contributions of pierre bourdieu and stephen ball.
After the first two stages of the study the collected data were analyzed andinterpreted in light of the theoretical contribution of stephen ball on the cycle of educational policies with an emphasis on the practical context.
When we considered ead a large field of scientific research, we have adopted as referential theorist the conceptions of teacher identify(martin lawn), re-contextualizing(basil bernstein) andpolicies cycle stephen ball.
The study was methodological apparatus to"approach to policy cycle" method developed by british sociologist stephen ball and employees, which applies to the study of social policies, in spite of, education and health.
The methodological reference was stephen ball and richard bowe's policy cycle analytical model. the choice is justified for it is an approach that allows the investigation of policies as a continuous process, as well as its concerns about policies effects.
For this, a qualitative approach methodology was chosen, allied to the theoretical/analytical input of the approach of the cycle of policies,proposed by the english sociologist stephen ball and his collaborators richard bowe and anne gold.
From the interpretive model of the policy cycle of stephen ball, are focused on the context of text production and the context of practice, we sought evidence about the permeabilities discursive context in the teaching of chemistry.
At the end, we announced that PNPS is still an ongoing work, indicating a few pathways and possibilities as to how to keep a policy alive,bringing in the contribution of Stephen Ball, a British researcher interested in the analysis of policy cycles.
As theoretical and methodological principle we support the approach of stephen ball policy cycle, because we believe that relations between macro and micro contexts show that all policy is subject to interpretation and recreation of the original policy.
Therefore, it was necessary to map the political authors who participated in the formulation and analyze the set of discursive statements, the interrelations andits incorporation in the political process, based on the approach of stephen ball policy cycle and richard bowe the model of multiple streams of john kingdon as a theoretical and met.
We take as hypothesis theoretical construction by stephen ball presenting as characteristic of educational reform policies the presence of technologies that tend to transform not only organizations, but also professionals through performativity devices.
The goal that moves this study is to investigate and analyze how the esa has been effected in the new perspective and practice of special education so we sought a methodology that involves this entire scenario,from contexts defined by the policy cycle approach(policy cycle approach) stephen ball(bowe and ball, 1992 cited mainardes, 2007, p. 29), investigating the trajectory of educational policies from their formulation, implementation and effects.
Currently, reading andreferences based on authors such as stephen ball, alice lopes, elizabeth macedo, among others, contribute to the understanding of the relationships that these education policies have with the curriculum policy, and, why not say, as curriculum policy also.