Made available in DSpace on 2016-06-02T19:39:00Z (GMT). No. of bitstreams: 1 2496.pdf: 1366255 bytes, checksum: fe3e1290b9827074b07dbe1736263183 (MD5) Previous issue date: 2009-05-29 / This research was developed between 2007 and 2009 in the context of a humanizing process of audiovisual creation which values the creation and criticism ability of the young participants of Arte Urbana group, a street dance group established in Jardim Cruzeiro do Sul, in São Carlos-SP suburb. The study is conducted through the audiovisual creation process, clarifying the pedagogical contribution by the universe of images and sounds to support a proposal of popular education constructed in communion through action research and dialogue, and therefore, dialectic and intersubjective between the subjects involved in this research. It is not just about a technical knowledge proposal related to audiovisual creation, but it is essential that this technical knowledge keep up with an awareness process, a critical approach with the reality of all involved in this process. Keeping on, the audiovisual creation process contributes to construct a critical consciousness linked to the individual creation and achievement ability, enabling the development of an audiovisual work that attends the whole group interests. The research intends to contribute to the debate on educational research methodologies, proposing and experiencing an action research, ethically committed to the popular groups, constructed itself by subjects who cohabit and dialog, who are educated at the same time that educate. Using the methodology of action research, a video was created to contribute to the affirmation of the street dance as a cultural movement and to make a positive image of its participants before the society. Therefore, the main question has become to identify how potential is the audiovisual creation process to contribute to the affirmation of the street dance as a culture and to make a positive image of its participants. The answer for this question gave prominence for the educational processes present in the group and which have contributed to the creation of an audiovisual work constructed in the humanizing perspective and in the dialogue between all the ones who participated in this research action. Thus, the research aimed to understand the educational processes applied during an audiovisual creation practice constructed in a collective and dialogical way, identifying if this audiovisual creation process has collaborate to solve the problem indicated by the group. We have attended the activities, meetings, rehearsals and presentations of Arte Urbana group and the audiovisual creation was inserted into the daily life of the group. During this process we did interviews, talks and observations. After the gotten data were organized and analyzed, they brought up some important values in the group as love, trust, respect, responsibility. The participants have associated the group with a family who has the dialogue and the autonomy as two of the most remarkable characteristics. This deep experience with Arte Urbana family have showed that there are possibilities of working with audiovisual creation processes inserted in social practices, in order to assist in the human formation. / A presente pesquisa, realizada entre 2007 e 2009, insere-se no contexto de um processo de criação audiovisual humanizador que valoriza o poder de criação e crítica dos e das jovens participantes do grupo de dança de rua Arte Urbana, constituído no Jardim Cruzeiro do Sul, periferia da cidade de São Carlos-SP. A veia condutora deste estudo está estruturada no processo de criação audiovisual que atende a uma proposta de educação popular construída em comunhão através da pesquisa-ação e do convívio dialógico e, portanto, dialético e intersubjetivo entre os sujeitos envolvidos nesta pesquisa. Não se trata da proposição apenas de um saber técnico relacionado à realização audiovisual, mas que este saber técnico caminhe juntamente com um processo de conscientização, de aproximação crítica da realidade de todos(as) envolvidos(as) nele. Nesse sentido, o processo de criação audiovisual contribui para a construção de uma consciência crítica atrelada ao poder da criação e realização do indivíduo, possibilitando o desenvolvimento de uma obra audiovisual que atenda aos interesses do grupo. A pesquisa pretende contribuir com o debate em relação às metodologias de pesquisa em educação, ao propor e experienciar uma pesquisa-ação que se constrói através de sujeitos que convivem e dialogam, que são educados, ao mesmo tempo em que educam. Utilizando-se da metodologia da pesquisa-ação foi realizado um vídeo que pretende contribuir para a afirmação da dança de rua como movimento cultural e para a positivação dos seus praticantes perante a sociedade. Assim sendo, a principal questão que se construiu foi a de identificar qual é a potencialidade do processo de criação audiovisual para contribuir na afirmação da dança de rua como uma cultura e na positivação da imagem dos(as) dançarinos(as). Em sua resposta deu-se o destaque aos processos educativos presentes no grupo e que contribuíram para a realização de uma obra audiovisual construída na perspectiva humanizadora e no convívio dialógico entre todos e todas que participaram desta pesquisa-ação. Desta forma, a pesquisa objetivou compreender os processos educativos que permearam uma prática de criação audiovisual realizada de forma coletiva e dialógica, identificando se esta realização audiovisual colaborou para a resolução do problema apontado pelo grupo. Acompanhamos as atividades, reuniões, ensaios e apresentações do grupo Arte Urbana e a criação audiovisual foi inserida dentro do cotidiano do grupo. Realizamos entrevistas, rodas de conversas e observações. Os dados obtidos foram organizados e, depois de analisados, revelaram alguns valores presentes no grupo como o amor, a confiança, o respeito, a responsabilidade. Os participantes associaram o grupo a uma família que tem no diálogo e na autonomia umas das características mais marcantes. Esta experiência vivenciada com a família Arte Urbana mostrou possibilidades de se trabalhar com processos de criação audiovisual inseridos em práticas sociais, de forma a auxiliar na formação humana.

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-05T15:19:46Z No. of bitstreams: 1 arquivototal.pdf: 1893451 bytes, checksum: 2bef32bf8760df86765c879ae57eb13a (MD5) / Made available in DSpace on 2017-01-05T15:19:46Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1893451 bytes, checksum: 2bef32bf8760df86765c879ae57eb13a (MD5) Previous issue date: 2016-08-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The “Mais Educação” (More Education) Program, established in 2007 and implemented as from 2008, it is proposed to be an inducer of integral education in Brazilian public schools through partnership between MEC, state and local school systems, local school and community, providing several educational activities, among them musical. In João Pessoa, the research group of “Music, Culture and Education” of UFPB, investigates since 2010, pedagogical and musical practices developed by “Mais Educação” in schools of João Pessoa. Through a careful data collection and observation of the activities realized, the studies of the group is finding in many cases, practices that are distant from contemporary trends in music education, because they don‟t usually take into estimation the musical and cultural experience of the students, or open space for creation, improvisation and other important aspects of music making. So, in an attempt to overcome these difficulties and contribute to the music education in this space, this study aimed to analyze the strategies and processes of teaching and learning music used in workshop of the “Mais Educação” Program in a public school in João Pessoa. Therefore, I opted for an action-research: in addition to the bibliographical and documentary research on the program of music education and integral education, semi-structured interviews with involved agents and questionnaire with students, the research involved, as an intervention, my own role as a monitor of the workshop Choral Singing throughout the whole second half of 2014, in a municipal school, here called School X. In class, I tried to put in place guidelines for contemporary music education. In this way, I planned and developed lessons from musical experience of the student, recording them and reflecting on my practice to adjust it whenever necessary. As a result, it was possible to carry out an effective work in music, through a process in which students lived the experience of singing and playing together songs chosen by themselves; consciously appreciate repertoire of their daily lives; create small arrangements; compose a rap and attend a presentation at the school for parents and students. However, the no compulsory student attendance, main difficulty founded, greatly hindered the development of a continuous work, because every class new students arrived and others left, featuring thus a space where they went when they wanted to spend an idle time. Besides that, the apparent ignorance of the functions of the program from the school board difficult an integrated work with the activities of regular shifts, counteracting to the guidelines of their official documents. Thus, it concluded that, although the “Mais Educação” Program has not fulfilled its inducing function of integral education at School X, the musical activities realized in this action research, which considered and respected the previous experiences of the students, showed up important strategies in this specific context. Therefore, it hopes that this research will contribute to the discussion on music education in schools, and specifically in the “Mais Educação” Program. / O Programa Mais Educação, instituído em 2007 e implantado a partir de 2008, propõe-se a ser um indutor da educação integral nas escolas públicas brasileiras, através da parceria entre o MEC, redes municipais e estaduais de ensino, escola local e comunidade, oferecendo diversas atividades educativas, dentre elas musicais. Em João Pessoa, o Grupo de Pesquisa Música, Cultura e Educação, da UFPB, investiga, desde 2010, práticas pedagógico-musicais desenvolvidas pelo Mais Educação em escolas da Grande João Pessoa. Através de uma criteriosa coleta de dados e observação das práticas realizadas, os estudos do grupo vêm encontrando, em muitos casos, práticas que se distanciam das tendências contemporâneas da educação musical, pois não costumam levar em consideração a vivência musical e cultural dos alunos, nem abrir espaço para a criação, improvisação e demais aspectos importantes do fazer musical. Assim, na intenção de superar tais dificuldades e contribuir para o ensino de música nesse espaço, esta pesquisa teve como objetivo geral analisar as estratégias e processos de ensino e aprendizagem de música empregados em oficina do Programa Mais Educação em uma escola pública de João Pessoa. Para tanto, optei pela pesquisa-ação: além de pesquisa bibliográfica e documental sobre o programa, sobre educação musical e educação integral, entrevistas semiestruturadas com agentes envolvidos e questionário com os alunos, a pesquisa envolveu, como intervenção, a minha própria atuação como monitor da oficina de Canto Coral durante todo o segundo semestre de 2014, em uma escola municipal, aqui denominada de Escola X. Nas aulas, procurei colocar em prática diretrizes contemporâneas para a educação musical. Desta forma, planejei e desenvolvi as aulas a partir da vivência musical do aluno, registrando-as e refletindo sobre minha prática para ajustá-la sempre que necessário. Como resultado, foi possível realizar um trabalho efetivo em música, através de um processo em que os alunos vivenciaram a experiência de cantar e tocar em conjunto canções escolhidas por eles mesmos; apreciar conscientemente repertório de seu cotidiano; criar pequenos arranjos; compor um rap e participar de uma apresentação na quadra da escola para os pais e alunos. No entanto, a não obrigatoriedade da frequência dos alunos, principal dificuldade encontrada, prejudicou bastante o desenvolvimento de um trabalho contínuo, pois, a cada aula novos alunos chegavam e outros saíam, caracterizando, assim, um espaço aonde eles iam quando desejavam passar o tempo ocioso. Além disso, o aparente desconhecimento das funções do programa por parte da direção da escola dificultava um trabalho integrado com as atividades do turno regular, contrariando as orientações de seus documentos oficiais. Desse modo, concluí que, embora o Programa Mais Educação não tenha cumprido sua função indutora de educação integral na Escola X, as atividades musicais realizadas na pesquisaação, que consideraram e respeitaram as experiências prévias dos alunos, mostraram-se importantes estratégias nesse contexto específico. Espera-se, portanto, que a presente pesquisa possa contribuir para a discussão sobre a educação musical nos espaços escolares e, especificamente, no Programa Mais Educação.

Submitted by Erika Nogueira Menegon null (erikamenegon@hotmail.com) on 2018-03-10T13:58:35Z No. of bitstreams: 1 tese PDF.compressed.pdf: 8825026 bytes, checksum: a95777962c3833a9be6e32c7130f6be6 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-12T14:20:08Z (GMT) No. of bitstreams: 1 menegon_en_dr_mar.pdf: 8825026 bytes, checksum: a95777962c3833a9be6e32c7130f6be6 (MD5) / Made available in DSpace on 2018-03-12T14:20:08Z (GMT). No. of bitstreams: 1 menegon_en_dr_mar.pdf: 8825026 bytes, checksum: a95777962c3833a9be6e32c7130f6be6 (MD5) Previous issue date: 2018-02-22 / Não recebi financiamento / A presente pesquisa é resultado da análise do percurso didático e pedagógico corrente na proposta curricular paulista “São Paulo Faz Escola” (SPFE) quanto ao ensino da narrativa. A pesquisa-ação empreendida contemplou o método experimental, cujo objetivo foi observar mudanças representativas quanto à apropriação dos conceitos principais da tipologia narrar em dois grupos expostos a atividades distintas. Participaram do estudo 52 alunos do sexto ano do ensino fundamental de uma escola pública paulista. Pôde-se verificar que o desempenho do grupo submetido à sequência didática organizada à luz da Teoria da Segmentação de Eventos (ZACKS et al, 2007) apresentou aspectos qualitativos superiores às atividades do grupo restrito ao material do SPFE. Os resultados evidenciam que há falhas estruturais e conceituais no SPFE, assim como a rarefação de elementos que propiciem a ampliação do repertório cultural dos estudantes. / This research is the result of the analysis of the didactic and pedagogical course current in the curricular proposal "São Paulo Faz Escola" (SPFE) about the narrative’s teaching. The action research undertaken contemplated the experimental method, whose objective was to observe representative changes in the appropriation of the main concepts of the narrative typology in two groups exposed to different activities. The study included 52 students from the sixth year of elementary school from one São Paulo’s public school. It was verified that the performance of the group submitted to the didactic sequence organized in light of the Theory of Event Segmentation (ZACKS et al., 2007) presented qualitative aspects higher than the group restricted to the SPFE material. The results show that there are structural and conceptual flaws in the SPFE material, as well as the rarefaction of elements that increase the students' cultural background.

Esta tese analisa a concepção de uma professora sobre o processo ensino-aprendizagem de uma criança com Síndrome de Down incluída em uma classe comum de Educação Infantil. Também foi objeto de estudo a busca, junto à referida professora, de procedimentos favoráveis ao desenvolvimento social, afetivo e cognitivo da aluna. Trata-se de uma pesquisa qualitativa, combinando um estudo de caso de cunho etnográfico com uma pesquisa-ação. Como procedimentos de coletas de dados foram utilizadas entrevistas abertas e semiestruturadas, observação participante e a autoscopia. A análise dos dados foi feita com base na análise de conteúdo, conforme proposta por Bardin (1977). Os dados obtidos, que vêm ao encontro com outros estudos, mostraram as dificuldades de implementação das políticas públicas de inclusão no âmbito do sistema educacional, em geral, e especificamente no caso da escola foco. O processo de inclusão torna-se complexo em virtude de variáveis como: despreparo dos professores em lidar com alunos com deficiência, ausência de conhecimento por parte de professores sobre flexibilização de estratégias de ensino aprendizagem e de organização escolar que não levam em conta a diversidade do alunado. Vimos que a presença da aluna na classe não garantia sua participação nas atividades e que seu processo de escolarização era dificultado pela falta de conhecimentos da professora sobre o desenvolvimento de sujeitos com deficiência intelectual e práticas pedagógicas alternativas. A partir da pesquisa-ação, constatamos mudanças positivas por parte da menina com relação ao desenvolvimento social e afetivo e que a professora, mesmo diante de limitações pedagógicas, contribuiu para esses avanços. Os dados revelaram que os conhecimentos pedagógicos que a professora demonstrava ter, com base nas atividades propostas para os alunos, estavam baseados no ensino tradicional, com uma concepção de educação infantil voltada para a prontidão para a alfabetização, evidenciando uma dificuldade em desenvolver o trabalho pedagógico numa perspectiva sócio-histórica. / This thesis analyses a teachers view about the teaching-learning process of a child withDown Syndrome Child included in a regular class of Early Education. It was also object of investigation the search, with the referred teacher, of procedures favorable to the social, affective and cognitive development of the student. It was a qualitative research, combining an ethnographic type case study with action-research. As data collection procedures were utilized open and semi-structured interviews, participant observation and autoscopy. The data analysis was undertaken based on the content analysis method, as proposed by Bardin (1977).The data obtained, that meet results of other studies, showed the difficulties in implementation of public policies of inclusion in the context of the educational system in general, and specifically in the case of the school that was the focus of this research. The inclusion process becomes complex due to variable such as: lack of preparation of the teachers to deal with students with disabilities, lack of knowledge on the part of the teachers about flexibilization of strategies for the teaching learning process, school organization that does not take into account the diversity of the students. We saw that the presence of the student in the class did not guaranteed her participation in the activities and that her process of education was damaged due to the lack of knowledge of the teacher about development of subjects with intellectual disability and alternative pedagogical practices.With the action-research, we noticed positive changes in the girls social and affective development and that the teacher, even faced with her pedagogical limitations, contributed to these advances. The data revealed that the pedagogical knowledge the teacher demonstrated to have, from the activities proposed for the students, was focused on traditional study methods, with a view of Early Education turned to alphabetization readiness, showing an difficulty to develop the pedagogical work within a social-historical perspective.

Enquanto caminhamos para a terceira década no século XXI, o mundo enfrenta problemas expressivos e complexos, interligando desenvolvimento e estilo de vida, sem esquecer alguns desafios um pouco mais urgentes, como o aumento das desigualdades sociais, desmatamento e desaparecimento de espécies, mudanças climáticas, qualidade e escassez de água, e segurança alimentar. Ainda que possamos identificar os resultados do modelo positivista e mecanicista de desenvolvimento adotado, em especial no mundo ocidental, temos sido incapazes de agir para evitar a destruição do planeta. A educação popularizada nos últimos séculos, com o objetivo de sustentar e promover o modelo de desenvolvimento em questão, enfrenta um movimento global de contestação, e tampouco tem conseguido evoluir. Frente a esse panorama, este estudo, de caráter exploratório, faz uso da teoria da Educação Sustentável como ponto de apoio para propor uma metodologia de Aprendizagem Baseada em Projetos (ABP) em turmas do curso de Administração de Empresas, e compreender os efeitos da ABP quando aplicada no ensino de Sustentabilidade. A Teoria da Aprendizagem Experiencial (TAE) dá o suporte teórico para o entendimento dos processos vividos pelos participantes da pesquisa. Para viabilizar a concepção, aplicação e acompanhamento dos resultados e verificar a percepção dos discentes, a metodologia utilizada foi a Pesquisa Ação Participante (PAP). Durante os doze meses de pesquisa no campo, foi possível desenvolver dois ciclos de aplicação da ABP, onde mais de 150 alunos construíram projetos que se propuseram ultrapassar os muros da universidade e influenciar a comunidade, tendo a sustentabilidade como tema transversal e conector das propostas desenvolvidas O estudo apoia-se na percepção dos alunos, através de processos contínuos de feedback e recursivos de adaptação da metodologia, para refinar a proposta metodológica de aplicação da ABP e verificar a percepção dos alunos com relação à proposta desenvolvida. Ainda que haja estranhamento por parte dos estudantes em um primeiro momento (a característica mais progressista da disciplina, que coloca o aluno em uma posição de protagonismo, em muitos casos induz à incapacidade ou não interesse em exercer esse papel), ao final do semestre, após repetidos processos de reflexão sobre a experiência vivida, o desconforto em geral é ressignificado como aprendizado. Tal qual a TAE e a PAP, a proposta desse trabalho é avançar no entendimento das formas e resultados possíveis de serem atingidos com o uso da ABP tendo a sustentabilidade como contexto, porém tendo clareza sobre a complexidade da temática e a recursividade do processo de aprendizagem e sobre espaços para melhorias e adequações da metodologia. Esperamos que esse movimento possa inspirar outros colegas docentes a fazer uso da ABP ou outras metodologias ativas que ajudem na transformação urgente e necessária que vivemos hoje. / As we move towards the third decade of the 21st century, the world faces significant and complex problems involving development and lifestyle, added by some more urgent challenges, such as increase in social inequalities, deforestation and extinction of species, climate change, and water scarcity and food safety. Although we can identify the results of the positivist and mechanistic model of development adopted in the Western world in particular, we have been unable to act in order to prevent the destruction of the planet. The education popularized in recent centuries with the aim of supporting and promoting the development model mentioned is being challenged in a global scale and has not been able to evolve. This exploratory study makes use of the Sustainable Education theory as a fulcrum in order to propose a Project-Based Learning (PBL) methodology in business administration courses and understand the effects of PBL when applied to sustainability teaching. The Theory of Experiential Learning (TEL) gives the theoretical support for understanding the processes experienced by the study subjects. Participant Action Research (PAR) was used as methodology to facilitate the design, implementation and monitoring of results, and verify the perceptions of students. During the twelve months of field research, it was possible to develop two application cycles of PBL, where more than 150 students built projects targeting a public wider than the university community, using sustainability as an overarching theme connecting propositions The study is based on the students' perception through continuous feedback and recursive processes of methodology adaptation in order to refine the methodological proposition of application of PBL and verify the students' perception regarding the proposition developed. Although the students were initially uncomfortable (given the progressive characteristic of the course, which puts the student in a position of prominence, often making students feel unable to or not interested in playing this role), this discomfort is generally resignified as learning at the end of the semester, after repeated processes of reflection on the experience. Similar to TEL and PAR, the intention of this thesis is to advance our understanding of the forms and results achieved with the use of PBL having sustainability as context, while being aware of how complex the theme is and how recursive the learning process is. We also acknowledge that there is room for improvement and adaptation of the methodology. We hope that this initiative may inspire fellow educators to make use of PBL or other active methodologies in order to assist them in the urgent transformation which is needed today.

O presente trabalho tem como intenção averiguar como as experiências e aprendizagens pedagógicas desenvolvidas no Grupo Revivendo a Vida se relacionam no cotidiano dos adultos maduros e idosos que dele fazem parte. Como a construção de novos conhecimentos, a ressignificação dos saberes escolares, a manutenção e a ampliação das possibilidades cognitivas dos estudantes adultos maduros e idosos influenciam as atividades da vida diária desses sujeitos? Ainda nesse sentido, esta pesquisa almeja construir novos conhecimentos e refletir sobre as questões da aprendizagem escolar para as pessoas adultas maduras e idosas. Para tanto, foi realizada uma Pesquisa Participante ao longo do ano de 2010, com estudantes alfabetizados. Foram considerados nessa análise, a observação participante, os dados presentes na ficha de inscrição no grupo e um questionário que tencionou coletar algumas informações acerca das relações com o próprio processo de aprendizagem. Com relação aos respondentes, foram escolhidos os cinco (5) estudantes mais velhos para participarem de uma entrevista semiestruturada. A partir das entrevistas realizadas e, também, com base nas observações e na análise documental foi possível traçar algumas considerações acerca da indagação que deu origem a essa pesquisa. A partir da análise, as reflexões construídas foram agregadas em quatro temas centrais: a memória, a convivência, a imagem positiva de si mesmo e a capacidade de se manter atualizado. Entre outros achados, foi possível perceber que frequentar o ambiente acadêmico pode ressignificar as aprendizagens escolares e, ao mesmo tempo, permitir que se experimente o lugar de estudante anunciando que é possível viver a velhice de uma forma bem sucedida e feliz. / This research aims to investigate how both the educational and learning experiences, which have developed on the group Revivendo a Vida correlate in the daily lives of mature adults and elderly people. The question is how the new knowledge, the resignification of school knowledge, the maintenance and expansion of mature adults and elderly students' cognitive possibilities influence the daily activities of such subjects. Also in this sense, this research aims to build new knowledge and reflect on the issues of school learning for mature adults and elderly people. In order to achieve that, a Participant Survey was carried out throughout 2010, with literate students. For this analysis it was taken onto account the participant observation, the data present in the registration forms of the Group and a questionnaire intended to collect some information related to the associations with the learning process itself. Regarding the respondents, five (5) older students were chosen to take part into a semi-structured interview. Upon the conducted interviews and, also, based on the comments and on the documental analysis it was possible to draw some considerations about the question which has given rise to this search. From the analysis, the reflections built were grouped into four central themes: the memory, the coexistence, the positive image of oneself and the ability to keep oneself updated. Among other findings, it was possible to realize that participating on the academic environment can bring new meaning to the school learning and, at the same time, enable the experience of being on the student's place announcing that it is possible to live the old age successfully and happy.

Social enterprises have responded to personalisation of social care with enthusiasm as they aim to improve communities, investing profits into social or environmental aims (The Plunkett Foundation 2010). Personalisation has, likewise, heightened interest in services offered to people with disabilities, beyond those offered by local authorities and the NHS. The goals of the social enterprise in this study reflected the values of green care, which enables engagement with nature to produce health, social and education benefits (Fieldhouse & Sempik 2014). Green care and personalisation can both be understood from an occupational perspective, based on the idea that occupation sustains well-being in individuals. If social enterprises can create person-centred occupational experiences for people, they can play an important part in bridging the gap between traditional care settings and community participation. This research examined a social enterprise involved in food growing using a permaculture approach (Holmgren 2011); addressing the question: What is the occupational experience of people with and without disabilities participating in an inclusive horticultural social enterprise? This qualitative research used participatory action research (PAR) and critical ethnography as methodologies to build a case study of the social enterprise. Methods used were photography, mapping, and other accessible modes of data collection. Two PAR groups involving twenty-two people were convened, followed by six key-informant interviews. A reflexive log was maintained throughout project planning and PAR processes. Participants contributed to data analysis, identifying early themes, and interviews added context to the three final themes: Exclusion within inclusion; choice, transformation and ownership; and people, place and participation. As a result of the study the author considers that there are a number of governance and power challenges within green care social enterprises but these organisations have a role in addressing marginalisation through reducing bureaucratic barriers to social change and increasing skills for resilience and sustainability.

abstract: This mixed methods action research study explores the impact of a multilevel intervention on retention indicators of special education induction teachers and the leadership capacities of the special education induction coaches and coordinator. The purpose of this investigation was to understand the impact of developing and implementing an action research study on three different levels of participants the special education induction coaches, teachers and me. A theoretical framework based upon Bandura's (1977, 1982) work in Social Learning Theory, and in self and collective efficacy informs this study. The conceptual framework developed based upon the tenets of Authentic Leadership Theory and special education mentor programs inform the development of the intervention and data collection tools. Quantitative data included results collected from the Psychological Capital Questionnaire (PCQ), Authentic Leadership Questionnaire (ALQ), and the Special Education Induction Teacher Questionnaire (SEITQ). The qualitative data included results collected from the SEITQ open-ended questions, Email Reflective Response (ERR), organic and structured focus groups, fieldnotes, and the Teachers' Final Letter. Findings include: a) I changed as a leader and a researcher, b) the special education induction coaches began to think and act as leaders, c) the special education induction teachers' retention indicators increased, d) by actively participating in the co-construction of the special education induction program, both the coaches and the teacher provided valuable insights as pertains to developing a program that supports special education induction teachers. Implications and next steps are discussed. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2012

abstract: This study explores the ways in which LGBTQ young adults describe the aspects of their identities, and how those identities shape their service needs and experiences. A participatory action research component was explored as a research and service approach that is sensitive to LGBTQ young people living at the intersections of multiple identities. Although it is understood that LGBTQ young people come from a variety of backgrounds, research is limited in its understanding and exploration of how aspects of identity, such as race and class, influence the lives and service needs of this population. The data was collected through an initial set of interviews with fifteen LGBTQ-identified young adults ages 18 to 24. The interviewees were recruited from an LGBTQ youth-serving organization using a purposive sampling approach to reflect racial/ethnic and gender identity diversity. Following the interviews, eight of the participants engaged as co-researchers on a participatory action research (PAR) team for sixteen weeks. The process of this team's work was assessed through a reflective analysis to identify factors that impacted the participants' lives. Analysis of the interviews identified key themes related to identity among the LGBTQ young people. The interviewees experienced a multiplicity of identities that were both socially and individually constructed. These identities were impacted by their immediate and social environments. The young people also identified ways that they used their identities to influence their environments and enhance their own resilience. The service experiences and needs of the LGBTQ young people in this study were directly influenced by their multiple identities. Implications for intersectional approaches to serving this population are explored. Analysis of the PAR process identified four areas in which the young people were most impacted through their work and interactions with one another: relationships, communication, participation, and inclusion. Implications for research and service approaches with LGBTQ young people are discussed. / Dissertation/Thesis / Ph.D. Social Work 2013

abstract: This dissertation explores the unique role schools play in contributing toward a sustainable future for their communities. This was undertaken by first conducting a thorough review and analysis of the literature on the current utilization of schools as agents of sustainable development, along with an evaluation of schools engaging in this model around the United States. Following this, a framework was developed to aid in the assessment of school-community engagements from the perspective of social change. Sustainability problem solving tools were synthesized for use by schools and community stakeholders, and were tested in the case study of this dissertation. This case study combined methods from the fields of sustainable development, transition management, and social change to guide two schools in their attempts to increase community sustainability through addressing a shared sustainability problem: childhood obesity. The case study facilitated the creation of a sustainable vision for the Phoenix Metropolitan Area without childhood obesity, as well as strategic actions plans for each school to utilize as they move forward on addressing this challenge. / Dissertation/Thesis / Ph.D. Sustainability 2013