Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T17:14:28Z No. of bitstreams: 1 WilliamResendedeFariaDissertacao2018.pdf: 1996974 bytes, checksum: 2a7aadbe952e231f54ab103d2c7aa32b (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T17:15:03Z (GMT) No. of bitstreams: 1 WilliamResendedeFariaDissertacao2018.pdf: 1996974 bytes, checksum: 2a7aadbe952e231f54ab103d2c7aa32b (MD5) / Made available in DSpace on 2018-06-19T17:15:03Z (GMT). No. of bitstreams: 1 WilliamResendedeFariaDissertacao2018.pdf: 1996974 bytes, checksum: 2a7aadbe952e231f54ab103d2c7aa32b (MD5) Previous issue date: 2018-02-22 / The interest for the topic addressed in this research is due to the fact that adolescents who are apprentices of a Philanthropic Institution of Social Assistance in the Federal District, presented different results when joining and leaving the Learning Program. Therefore, the research becomes relevant in order to analyze the meaning that the program entrants to the work, as well as the impact of the insertion in the work world to its term. In fact, the objectives of the research are to investigate the meaning and impact that work and job training has on the lives of adolescents in situations of social vulnerability in the Federal District. In this sense, we opted to verify in legislation the meaning that is attributed to work in adolescence; what is the meaning that adolescents attribute to work in their life; and what are the changes perceived by adolescents between before and after joining a Professional Learning Program. The research is configured with a qualitative approach. The research instruments that enabled the achievement of the intended objective are: review of specialized literature, semi-structured interviews and documental analysis procedure. Some of the apprentices entering the vocational apprenticeship program participated in the study and have already concluded their work contract. Of the research universe with more than 1,200 adolescents and young people hired per year in which the sample is 12 graduates of the Learning Program. The results indicated that the meaning attributed by the norms of the area to the work of the adolescent, rather than having the character of legislation, has the character of a public policy for the youth to promote the insertion of adolescents and young people into the world of formal work, in a qualified and protected way, thus allowing the the connection between education and work. The meaning that adolescents attribute to work as an adolescent apprentice is presented as a means of social insertion to the adult world through remuneration and also a consequence of the level of education of each individual. However, a meaning of transformation is reaffirmed far beyond the experience of a job or job. Adolescent assessment of before and after joining the program is related to the perception of an opportunity for life transformation beyond employment, better preparation for the world of work, greater maturity, greater responsibility, independence, routine work, punctuality, attendance, discipline, social interaction, financial support to the family, preparation for the world of work, combating school dropout and encouraging continuity of studies (especially in higher education), professional growth, feedback evaluation, intelligence development emotional (self-control, self-confidence, emotional awareness and self-evaluation), establishment and fulfillment of individual and collective goals and objectives, among others. Understanding the impact of professional learning can contribute to the formulation of new public policies for children, adolescents and youth in the public and private sphere of the Federal District. / O interesse pelo tema abordado nesta pesquisa se deve ao fato de que adolescentes aprendizes de uma Instituição Filantrópica de Assistência Social no DF apresentaram distintos resultados ao ingressar e ao sair do Programa de Aprendizagem. Assim sendo, se torna relevante a pesquisa no sentido de analisar o significado que o ingressante do programa aufere ao trabalho, bem como o impacto da inserção no mundo do trabalho, ao seu término. De fato, os objetivos da pesquisa pretendem investigar o significado e o impacto que a formação no trabalho e para o trabalho têm na vida dos adolescentes em situação de vulnerabilidade social no Distrito Federal. Neste sentido optou-se por verificar na legislação qual significado é atribuído ao trabalho na adolescência, qual o significado os adolescentes aprendizes atribuem ao trabalho em sua vida e quais são as mudanças percebidas pelos adolescentes entre o antes e o depois do ingresso em um Programa de Aprendizagem Profissional. A pesquisa configurouse com uma abordagem qualitativa. Os instrumentos de pesquisa que viabilizaram a consecução do objetivo pretendido foram a revisão de literatura especializada, as entrevistas semiestruturadas e o procedimento da análise documental. Participaram da pesquisa aprendizes ingressantes no programa de aprendizagem profissional que já concluíram seu contrato de trabalho. Em um universo de pesquisa com mais de 1.200 adolescentes e jovens contratados por ano, a amostra pesquisada elegeu 12 egressos do Programa de Aprendizagem. Os resultados indicaram que o significado atribuído pelas normativas da área ao trabalho do adolescente, além do caráter de legislação, tem caráter de política pública para a juventude de promoção à inserção de adolescentes e jovens ao mundo do trabalho formal, de maneira qualificada e protegida, que permite a conexão entre educação e trabalho. O significado que os adolescentes atribuem ao trabalho na condição de adolescente aprendiz se apresenta como um meio de inserção social ao mundo adulto por meio da remuneração e também consequência do nível de educação de cada indivíduo. Todavia, reafirma-se um significado de transformação para muito além da experiência de um cargo ou emprego. A avaliação por parte dos adolescentes entre o antes e o depois do ingresso no programa está relacionada à percepção de uma oportunidade de transformação de vida para além do emprego, melhor preparação para o mundo do trabalho, maior amadurecimento, criação de maior responsabilidade, independência, rotina, pontualidade, assiduidade, disciplina, interação social, apoio financeiro à família, preparação para o mundo do trabalho, combate à evasão escolar, estímulo à continuidade dos estudos (sobretudo na educação superior), crescimento profissional, avaliação por feedback, desenvolvimento da inteligência emocional (autocontrole, autoconfiança, consciência emocional e auto avaliação), estabelecimento e o cumprimento de metas e objetivos individuais e coletivos, entre outros. Assim, a compreensão do impacto da aprendizagem profissional pode contribuir para subsidiar a formulação de novas políticas públicas para crianças, adolescentes e juventude na esfera pública e privada do Distrito Federal.

This study analyzed all published research articles examining the relationship between professional community efforts (plc) (used here as a broader category than, but inclusive of, Professional Learning Communities or PLCs) and student academic achievement (SAA) that reported primary research findings published before January 1, 2015. This study specifically identified primary, quantitative studies of SAA that in context are plc, but which may or may not be labeled as such, that were published before January 1, 2015. Analyses examined how many studies of plc and SAA were of a descriptive, correlational, causal comparative, quasi-experimental,or experimental design type, evaluated the internal validity of their findings, and assessed the generalizability of each study based on normative expectations of implementation and study design type. Each of the 57 studies meeting the inclusion criteria were evaluated using a Design and Quality of Implementation Matrix. Findings indicated that none of 57 primary research efforts examining plc and SAA exhibited acceptable levels of generalizability. For articles demonstrating high design and implementation scores, threats to external validity are presented and discussed. Recommendations are provided for improving the generalizability of research in plc.

Literacy educators hold different beliefs about the best approaches to teach students how to read and about the reading process including a skills view of reading and learning to read versus a transactional, sociopsycholinguistic view of reading and learning to read (Weaver, 2002). Reading for understanding is an important skill to develop in students to promote overall success (Keene, 2008). When orally reading, readers occasionally say something differently than what is printed—which is called a miscue. Goodman, Martens, and Flurkey (2014) defined a miscue as “any response during oral reading that differs from what a listener would expect to hear” (p. 5). The purpose of this study was to teach a small group of fourth grade readers a process called Collaborative Retrospective Miscue Analysis, or CRMA (Costello, 1996), to help readers learn how to notice and analyze miscues during oral reading through small group collaborative discussions about their miscues and understanding during reading. In this CRMA study, the students’ teachers viewed video recorded student small group reading sessions to understand how students changed over the course of 14 weeks. A reading survey called the BIMOR, or Burke Interview Modified for Older Readers (Goodman, Watson, & Burke, 2005) was used before and after the study and student and teacher CRMA sessions were video-recorded to study what students thought about themselves as readers and keep track of changing views about reading. In addition, students orally read two different texts to determine if there were any changes in readers’ miscues over time through the use of the Miscue Analysis In-Depth Procedure Coding Form (Goodman et al., 2005). This analysis allowed a deeper understanding of the readers’ usage of the three cueing systems during reading including the syntactic (grammar) system; the semantic (meaning) system; and the graphophonic (letters and sounds) system (Goodman & Marek, 1996). As a result of the CRMA process, three themes emerged from the analysis of the data collected. Readers moved to a more meaning-based orientation to reading although the CRMA study students still employed the use of other less emphasized reading strategies such as sounding it out, using a dictionary, and asking for help. Students developed more self-efficacy as readers as they became more confident and aware of their reading process as they participated in the CRMA student sessions. Finally, teachers revalued readers through observing their students as readers with strengths, effectively using problem-solving strategies during reading, and by noticing, “what the reader’s smart brain does during the reading process” (Goodman, Martens, & Flurkey, 2014, p. 29). Implications for both classroom instruction and teacher professional learning are explored as useful applications of Collaborative Retrospective Miscue Analysis in schools and classrooms to help readers move to a more meaning-based orientation to reading and to help readers become more self-efficacious and aware of their own reading process, as well as revaluing readers.

Demands for increased school accountability created by No Child Left Behind and Every Student Succeeds legislation has resulted in the implementation of professional development programs in which educators are observers rather than collaborative participants. The problem at a secondary independent charter school in Central Ohio was the lack of a collaborative culture in which teachers and administrators were committed to professional development and accepted collective responsibility for the achievement of all learners. The purpose of the study was to investigate the perceptions and experiences of teachers and administrators about the practice of distributed leadership and how it contributed to the functionality of a professional learning community (PLC). The conceptual framework was derived from DuFour's work on PLCs, which provided a strategy for the development of collaborative school cultures. The research questions focused on the experiences of administrators and teachers who utilized distributed leadership in the formation and continued operation of a PLC. A case study design was used to capture the insights of 2 administrators and 7 teachers through interviews and observations; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and triangulation. The findings revealed that distributed leadership requires administrator empowerment of teachers to work collaboratively in an environment of mutual trust. Findings were used to create a professional development workshop designed to increase faculty collaboration and enhance teacher efficacy. This study has implications for positive social change by providing administrators with a structure for developing teacher leaders.

The purpose of this case study was to examine teachers’ perceptions of what factors are most influential to the successful integration of technology. In the Junior High with the highest technology usage in a preexisting statewide technology initiative, data were collected from six teachers and one administrator through interviews and observations. Teachers primarily highlighted factors related to support and product functionality as influential. This study also examines factors such as change management, learning environment, and student motivation to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.

National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective practitioners through a series of components designed to be used in authentic settings with students. Previous research shows the value of employing National Board Certified Teachers (NBCTs) for raising student achievement, creating teacher leaders, and developing a reflective culture in schools. Increasing the number of NBCTs could have a profound impact in our schools. This study explored the renewal rates and the perceived value of California NBCTs who certified in 2005 & 2006 using a survey created from two existing instruments. Both qualitative and quantitative data concerning initial motivating factors, renewal decisions and the benefits of holding NBC were collected. The analysis of the results indicated financial incentives were the number one reason for renewing. Conversely, the cost and/or lack of financial incentives ranked highest on the list for not renewing. While financial incentives were identified most frequently as an original motivator, the NBCTs in this study reported professional development as the most powerful effect of being a NBCT. A study of the literature demonstrated that the NBC process contains all of the components of quality professional development programs supporting this benefit and providing a program for structured professional development for districts and schools seeking a positive change in instructional practice.

Bullying behaviors can have lasting adverse consequences for teachers, victims, offenders, and bystanders. Teachers are often not prepared with the knowledge required for appropriate interventions. The purpose of this study was to understand teachers' perceptions of bullying in one of the largest urban school districts in the United States. Guided by Bronfenbrenner's ecological systems theory, which holds that individuals impact and should be impacted by various environmental systems around them, the study was focused on teachers' understanding of detection and intervention of bullying in the school setting. A qualitative single case study design was used. Fifteen urban, middle school teachers who reported having experience with bullying behaviors were recruited using purposive sampling. Data were collected through 60-minute, individual, semistructured interviews and a review of documents pertaining to bullying. Data were analyzed employing Braun's and Clarke's thematic analysis. All data were examined for patterns or commonalities across the various sources for emergent themes. The themes that emerged are signs of bullying, difficulty in identifying bullying, confidence in identifying bullying, initial steps to intervene, confidence in intervening, school policies and initiatives, perceptions of regulations and initiatives, and need for education and training. Teachers' perceptions may reflect an understanding of school bullying that involves a range of factors, including individual, school, community, and familial elements. Results of this study may support social change by serving as a basis for professional development for preparing teachers to recognize and intervene in school bullying, thereby allowing students to learn in nonthreatening school environments.

There is little evidence concerning the impact of professional learning communities (PLCs) at juvenile correctional facilities. This qualitative case study explored the implementation of a PLC at a juvenile correctional facility school that housed students 10 to 19 years of age in southeastern United States. The purpose of this study was to understand the perceptions of teachers and paraprofessionals about how the PLC supported their work as they designed, constructed, and delivered instruction at the correctional facility. The social interactions among engaged educators through collaboration, collective inquiry, reflections, and communication derived from constructivist learning theory. Qualitative methodology included document review and structured face-to-face interviews with 4 teachers and 3 paraprofessionals. Following an inductive model, educators' perceptions were analyzed using an open coding process to derive categories, themes, and meaning. Five themes emerged: professional learning growth and benefits, teacher learning in PLCs, attitude adjustment of the culture, collaboration and sharing, and active engagement of paraprofessionals in PLCs. This study provided 5 recommendations: use allotted time, prioritize concerns, keep an open communication, discuss student-centered questions, and ensure supportive relationships. The findings indicated that the PLC supported teachers and paraprofessionals with strategies and accommodations to promote student achievement. This study has the potential to strengthen teacher collaboration and instruction to empower incarcerated students to succeed academically and become productive citizens.

The problem addressed in the study was the ineffectiveness of professional learning community (PLC) implementation at some secondary campuses in an urban school district despite extensive professional development (PD) provided for principals. The purpose was to investigate perceptions of principals and teachers regarding principal leadership behaviors that contributed to implementing and leading effective PLCs. Researchers have established that effectively managed PLCs positively affect student achievement. The guiding research questions examined the leadership styles, behaviors, and characteristics of principals leading effective PLCs. The conceptual framework was Hord's 5 characteristics of an effective PLC. Using an exploratory case study design, perceptions of 9 teachers and 2 principals were investigated through open-ended surveys and interviews, respectively. Participant inclusion criteria were membership in and presence during the implementation of 2 secondary PLCs which were selected based on evidence of Hord's 5 characteristics. Emergent coding was used to analyze the data and find themes relevant to leading effective PLCs, including participating in and developing PLC expectations and structures, effective 2-way communication with teachers, and teacher empowerment. All themes emerging from the results were components of a transformational leadership style found to be effective in leading PLCs. The resulting project was a PD program for principals to develop implementation plans and intentional behaviors for themselves that will enable them to implement and sustain effective PLCs. This study has the potential to promote positive social change by providing structures for principals to promote teacher growth through PLCs that enhance the quality of education for students which minimizes the effects of cultural and circumstantial differences.

Millions have been spent in the Southern Gulf Coast states on equipping classrooms with Smart Board/interactive whiteboard (IWB) technology without an implementation plan for effective usage in lesson design and without teachers knowing how to best use these boards. The purpose of this project study was to explore the challenges and barriers that teachers face while using their IWB. Framed by the theories of adoption of technology within the K-12 classroom and self-efficacy of teachers regarding technology, the guiding research questions identified the challenges related to integrating IWB technology into lessons, as well the needs of teachers who are trying to implement this technology. This mixed-methods case study design included a convenient sample of 8 teachers and the data sets were collected by interviews and surveys. Interview analysis included coding and member checking and 3 themes emerged during analysis: (a) technical difficulties, (b) lack of sufficient professional development, and (c) finding resources for the Smart Board. The survey analysis entailed descriptive statistics and those survey results combined with the interview analysis found that teachers have problems incorporating Smart Board technology and require professional development in regards to integrating IWB technology into effective and efficient teaching and learning. The resulting outcome of this research was a comprehensive plan for an ongoing professional learning community designed to assist the teachers in gaining knowledge and skills needed to integrate IWB technology. This knowledge will improve professional practice at the local setting and provide a model for such training at the district level and beyond.