Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators. This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed. The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.

From 2006-2008, both New Brunswick and Nova Scotia proposed changes to their French second language (FSL) policies and programs. In observing the cases, it becomes clear that government officials made use of policy instruments to both implement policy and navigated the policy process. This work builds off existing literature that seeks to understand the instrument selection process, as well as the impact of policy tools on the policy-making process and more specifically, on the actors involved directly and indirectly in it. Using a framework that incorporates components of Contextual Interaction Theory and elements of procedural policy instrument scholarship, the project endeavours to identify what instruments were used to develop and implement FSL policy in New Brunswick and Nova Scotia, as well as to comprehend why the tools were selected. The dissertation relies on document analysis and semi-structured interviews conducted with government officials and stakeholders to determine that instrument selection is based on the actors’ cognitions, motivations, and available/accessible resources. Furthermore, legitimacy plays an integral role in the selection of instruments. Government policymakers are faced with varying degrees of legitimacy, as expressed by actors indirectly involved in the policy process. Inevitably, these actors react to policy content and the policy process, which leads to sometimes contentious interactions. The current research expands on the educational policy literature by using a lens that accounts for the role of instruments in the policy process and provides a nuanced understanding of how the actors’ interactions shape and influence policy-making. It makes an original contribution to the policy instruments literature by developing a framework that accounts for the selection criteria used by both policymakers and stakeholders when choosing policy tools and resources. This dissertation contributes to the discipline of public administration and the field of public policy primarily by expounding the explanatory value of policy instruments regarding what they can tell us about the policy process, policy-making and policy outcomes. It does this by looking at how it is actors both directly and indirectly involved in the policy process interpret policy instruments and shows how government’s policy-making capacity is constrained not only by the resources available to it but by the resources accessible to actors indirectly involved in the policy process. Looking at the reciprocal nature of tool selection and tool implementation helps to explain policy-making and outcomes, as well as accounts for the roles of actors both proximately and peripherally involved in the process.

Cette recherche s’attache à identifier les paradigmes éducatifs caractérisant les programmes de l’école primaire de 2002 et de 2008, et, à travers eux, les projets politiques qui leur sont sous-jacents. Plus particulièrement, cette étude interroge la façon dont chacun de ces programmes tente de répondre au défi de la modernité démocratique. L’analyse est organisée sous l’angle de la cohérence systémique des trois pôles constitutifs de tout projet éducatif : le pôle des finalités, le pôle des appuis scientifiques, et celui des pratiques. Cette tentative de modélisation est étayée par les données recueillies à l’issue d’une lecture thématique des programmes développée à l’intérieur de chaque domaine ou discipline. Un premier chapitre est consacré aux modalités d’élaboration de ces deux programmes. Les quatre chapitres suivants sont consacrés à l’analyse, sur le mode comparatif, des différentes disciplines regroupées par démarche curriculaire. La façon d’aborder l’enseignement de chacune d’entre elles y est en effet modélisée, mais l’intention est également d’identifier, pour chacun des programmes, différentes modalités de cohérence dans le traitement de ces disciplines, et de les illustrer à l’aide de ces regroupements, lesquels ne sont pas les seuls possibles. L’ensemble de cette étude permet d’alimenter un sixième chapitre de synthèse consacré à la détermination des deux paradigmes éducatifs véhiculés par les programmes de 2002 et de 2008, et à la caractérisation de leur cohérence systémique, à la fois horizontale et verticale. Cette synthèse tente ainsi de mettre en exergue les contrastes entre ces deux paradigmes éducatifs relativement au critère du type d’individu qu’il s’agit de former. Cette réflexion sur les programmes de l’école primaire conduit à des implications curriculaires vis-à-vis des compétences professionnelles des enseignants qui sont, en retour, examinées. / This research endeavours to identify education paradigms which characterise French primary school programs of 2002 and 2008 and, through them, to look at the politics projects standing below these programs. Particularly, this study will examine the way in which each of these programs tries to answer the challenge of democratic modernity. This analysis is organized from the angle of systemic coherence of the three constitutive points standing at the basis of an education program : purposes, scientific support and practise. This attempt at establishing a pattern is backed up by the data collected at the conclusion of a thematic reading of the programs developed inside each field or discipline. The first chapter is devoted to the methods of development of these two programs. The four following chapters are devoted to the analysis, on the comparative mode, of the various disciplines gathered by curriculum approach. The way of approaching the teaching of each one of them is indeed modelled there, but the intention is also to identify, for each of the programs, various methods of coherence in the treatment of these disciplines and to illustrate them using these gatherings, which are not the only possible ones. The whole of this study makes it possible to give birth to a sixth chapter of synthesis devoted to the determination of the two educational paradigms conveyed by the programs of 2002 and 2008 and to the characterization of their systemic coherence, at the same time horizontal, from one discipline to another for each cycle, along with vertical, i.e. relative to a possible continuity between cycles, even between degrees of teaching. This synthesis also tries to put forward contrasts between these two educational paradigms, compared to the criterion of the type of individual who has to be formed. This reflection on the programs of the elementary school leads to curriculum implications vis-à-vis to the professional competences of the teachers, who are, in return, examined.

Orientador: Neusa Maria Mendes de Gusmão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T13:34:48Z (GMT). No. of bitstreams: 1 Ca_CristinaMandauOcuni_M.pdf: 1388341 bytes, checksum: f3850332657034ea20acc81be40d5a18 (MD5) Previous issue date: 2009 / Resumo: Este trabalho analisa a trajetória dos jovens guineenses que vieram ao Brasil, especificamente para as cidades de São Paulo e Campinas, em busca de formação universitária, a fim de compreender: os mecanismos dessa escolha, as condições de inserção nas universidades brasileiras e as razões pelas quais alguns desses estudantes acabam não retornando para o país de origem e permanecem no Brasil. A pesquisa contou com diferentes técnicas para a geração de dados, tais como: levantamentos e análises bibliográficas, documentos e entrevistas, sempre buscando compreender os depoimentos dos sujeitos entrevistados de modo que pudessem construir, conjuntamente, os percursos históricos e pessoais vividos por eles, com relação ao país de origem e ao país de acolhimento. Nesse sentido, a presença dos depoentes guineenses não retornados se torna significativa, posto que aqueles com mais idade não apenas lembram o período colonial na Guiné-Bissau, como nele viveram sua iniciação educacional, quando esta foi possível. Já os depoentes mais novos, e ainda em processo de formação, complementam o contexto aqui tratado por estarem vivendo a condição de estudantes num país que não é o de origem. Com esses dados, foi possível fazer a comparação de discursos, fatos e informações concretas entre os dois grupos (não retornados e estudantes) e relacioná-los ao contexto histórico da Guiné no passado e no presente. / Resumo (traduzido pelo Prof. Dr. Lourenço Ocuni Cá, do Português para o Crioulo da Guiné-Bissau): Es trabajo analisa trajetoria di jovens guineensis que bin pa Brasil, na bardadi pa cidadis di São Paulo cu Campinas na busca formaçon di universidadi, na tenta intendi: cal mecanismu qui pui elis ê cuji es cidadis, cal condiçoins quê stá nel na es univerdadis quê qui bin estudanelis e pabia de quê qui utrus cata riba pa terra quê padido nel i ê tá fica na Brasil. Impulma-impulma conta qui manera diferenti di injuja trabajo suma: busca e analisa quê qui jintis escribibaja, documentus i puntajintis també, sempre na tenta intindi quê qui ê jintis na conta impulmadur des trabajo di maneira pa i pudi trabaja cuma quê ê sai di Guiné-Bissau tok ê jiga na es terra qui gacija elis. Pa es trabajo, quilis qui fica na Brasil ê teneja história di Guiné-Bissau desdi tempu colonial pabia estudabaja naquil tempu. Quilis qui sta inda na estuda ê conta també cuma quê na estudali, na terra qui ca disselis. Cu es trabajo, impulmadur consgui fassi comparaçon cu quê qui quils que terminaja estuda papia, cu quilis inda qui ca caba di estuda papia també, dipus dono des trabajo relaciona contextu historico di Guiné-Bissau de aonti cu di aós. / Abstract: This paper analyzes the trajectory of young Guineans, who came to Brazil, specifically in the cities São Paulo and Campinas, searching a university education to understand: the mechanisms of this choice, the conditions for the inclusion in Brazilian universities and the reasons why some of these students do not return to the origin country and also they remain in Brazil. The research utilized different techniques for data generation, such as: surveys and bibliographic analyses, documents and interviews, always trying to understand the statements of interviewed individuals, in the way, it could build, in conjunction, the historical and personal journeys lived by them, in relation to the origin country and the host country. Accordingly, the presence of Guinean deponents, who did not return to Guinea, is significant, since those older not only remember the colonial period in Guinea-Bissau, as they lived the educational initiation, when it was possible. The younger deponents and still in formation process, complement the context here treated, as they has been living as students in a country, where is not their origin country. With these data, it was possible to compare concrete speeches, facts and information between both groups (not returned and students) and relate them to the historical context of Guinea in the past and in the present. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Orientadores: Maria Ines de Freitas Petrucci dos Santos Rosa, Alice Ribeiro Casimiro Lopes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T12:53:39Z (GMT). No. of bitstreams: 1 Eugenio_BeneditoGoncalves_D.pdf: 2015187 bytes, checksum: db4c2f904e8669f27e309a160c95ed85 (MD5) Previous issue date: 2009 / Resumo: Esta tese inscreve-se no âmbito dos estudos sobre políticas educacionais, mais especificamente as relacionadas ao campo do currículo. Trata-se de uma pesquisa sobre a política curricular para o ensino médio no Estado da Bahia. Apresentamos os resultados de uma investigação que objetivou compreender como se efetiva, no cotidiano escolar, através da prática pedagógica do professor, o processo de recontextualização das propostas curriculares para o ensino médio implementadas pela Secretaria de Educação do Estado da Bahia. Para isso, realizamos uma pesquisa de cunho etnográfico numa escola pública da rede estadual em Vitória da Conquista-BA. Os dados foram construídos a partir da análise de documentos da reforma nacional e estadual, documentos da escola, observações em sala de aula e entrevistas com a comunidade escolar (alunos, direção, professores). A análise baseia-se nos construtos teóricos de Basil Bernstein (recontextualização, regras do discurso pedagógico), Stephen Ball (ciclo de políticas) e de estudos da cultura da escola. Os resultados foram organizados em cinco capítulos. As considerações finais evidenciam a produção de micropolíticas curriculares no cotidiano escolar e a recontextualização das propostas governamentais. / Abstract: This thesis inscribes in the ambit of the studies about educational policy, more specifically the ones related to the curriculum field. It is about some research into the curricular policy for high school in the state of Bahia. We present the results of an investigation which objected to understand how it works, in the school daily activities, through the teacher's pedagogical practice, the process of recontextualization of the curricular proposals for high school implemented by the Secretariat of Education of the State of Bahia. So that could happen, we effectuated some research of ethnographical type in a public school of the state network in Vitória da Conquista-Ba. The data was constructed from the analysis of documents of national and state reformation, school documents, observations in the classroom and interviews with the school community (students, board of directors, teachers). The analysis is based in the theoretical constructs of Basil Bernstein (recontextualization, rules of pedagogical discourse), Stephen Ball (policy cycle approach) and studies of the school culture. The results were organized in five chapters. The final considerations signalize that, in the everyday life, the school produces curricular micropolicies and recontextualize the governmental proposals. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Made available in DSpace on 2016-07-18T17:54:25Z (GMT). No. of bitstreams: 1 DISSERTACAO JOSE Antonio_2015 (1).pdf: 256228 bytes, checksum: eb76ffa69c896e082bedfd098027ca14 (MD5) Previous issue date: 2015-06-19 / This work is linked to the line of research Educational Institution and Teacher Training. The purpose of this research focused on the analysis of policy conception of the curriculum São Paulo Faz Escola, opposite the Philosophy subject. This is a critical-interpretative research and adopted as a methodological procedure document analysis. The results indicate that the educational policies practiced in the state of São Paulo gives emphasis to speech skills and abilities, in line with the canons of neo-liberalism. These principles come from the influences of international regulatory bodies that are the service of the capital and exclusively favor education aimed at the labor market. It was found that the curricular component of Philosophy becomes pragmatic by a material that gets ready to teachers and students. Behind this logic there is no great demands for the teacher to have in-depth knowledge and so little a solid background, simply master some skills and techniques to handle the material. Plus the low workload to deepen the different themes of Philosophy, content, often are covered shallow, superficial way, which prevents the discipline to develop their critical and reflective character. / O presente trabalho está vinculado à linha de pesquisa Instituição Educacional e Formação do Professor. O objetivo desta investigação centrou-se na análise da concepção política presente no currículo São Paulo Faz Escola, em relação à disciplina de Filosofia. Está é uma pesquisa crítico-interpretativa e adotou-se como procedimento metodológico a análise documental. Os resultados apontam que a política educacional praticada no estado de São Paulo confere ênfase ao discurso de competências e habilidades, em consonância com os cânones do neoliberalismo. Tais preceitos advêm das influências dos órgãos regulatórios internacionais que se encontram a serviço do capital e que privilegiam exclusivamente a educação voltada para o mercado de trabalho. Constatou-se que o componente curricular de Filosofia torna-se pragmático por meio de um material que chega pronto para professores e alunos. Por trás dessa lógica não há grandes exigências para que o professor tenha um conhecimento aprofundado e tampouco uma formação sólida, bastando apenas dominar algumas habilidades e técnicas para manusear o material. Acrescido à baixa carga horária para aprofundar as diferentes temáticas da Filosofia, os conteúdos, muitas vezes, são abordados aligeirada e superficialmente, o que impede que a disciplina possa desenvolver seu caráter crítico e reflexivo.

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Research shows that students who take advanced mathematics courses perform better on measures of college readiness than students who take less rigorous courses. However, no clear effect has been shown on requiring all students to take more advanced courses. This study examined whether increases in the number and level of mathematics courses required for high school graduation have resulted in increased levels of college aspirations and preparedness. Specifically, twenty years of data from a rural school district in Texas were analyzed to determine whether the impact on college entrance exam-taking and performance differed by the mathematics requirements in effect for each class. Logistic and linear regression modeling revealed no statistically significant effect of higher requirements. And while overall results by gender and race mirrored previous research, with males tending to have higher scores than females and White students tending to score higher than African-American and Latinx students, the increased requirements were not associated with any mitigation in these inequities.

This master's thesis is concerned with the understanding of identity in the multicultural education in the Czech educational system - more precisely by the construction of identity. Multicultural education is the main educational stream, when it comes to the education against racism, xenophobia, intolerance or discrimination. In the Czech Republic, the multicultural education is one of the cross-subjects defined in the Educational Framework Programs. Lately, there have been many criticisms and concerns regarding multicultural education's tools including the identity politics due to its inability of reaching the proclaimed goals and objectives. Sometimes, it does quite the opposite - it reproduces dangerous stereotypes in the society and perpetuates discrimination. Identity is the key element in the multicultural education. How we perceive ourselves and others, influences many spheres of our lives. Whether the groups are constructed positively or negatively influences for example the allocation of benefits. Within this regard, through the discursive analysis, the construction of identity in the multicultural education is examined. It has been proven that the multicultural education tends to either construct the identity on the basis of external characteristics, which are visible on the first sight (skin...

Education drives labour market outcomes and social mobility. When educational attainment is influenced by socioeconomic factors, many students from disadvantaged backgrounds are left behind. This is undesirable as it greatly reduces the human capital that could have been present in the national economy, therefore affecting the potential of economic growth. The purpose of this thesis is to analyse the impact of a policy that has the purpose of reducing the gap in educational attainment between disadvantaged students and their peers.  The analysis takes place over a 12 year time span and across 22 local authority areas in Wales. The results highlight the importance in the measure of the attainment gap. The implementation of Pupil Premium can be correlated with a reduction in the gap that is defined by the proportional difference between disadvantaged students and their peers. The magnitude of the attainment gap has stayed fairly constant but overall attainment has risen significantly over the period under analysis.  There is room for further study into the possibility that the impact of Pupil Premium has affected some groups of students more than others.