A situação aparentemente caótica da rede pública de educação paulista, leva o governo responsável a adotar políticas públicas de educação com caráter neoliberal e seguindo receituários impostos pela globalização econômica. Exemplo disso é a imposição da Nova Proposta Curricular do Estado de São Paulo. Ela foi implantada em 2008 e passou a ser Currículo Oficial em 2010, determinando uma sequência de conteúdos e uma forma de trabalho para todas as unidades escolares, a fim de levá-las a trabalhar como uma rede, padronizando a forma de pensar dos alunos e o trabalho dos professores, limitando a autonomia dos mesmos. Atrelada a esta imposição de um currículo único, está a centralização das decisões e a meritocracia. Apesar de as políticas públicas terem sido elaboradas com o objetivo de melhorar a qualidade de ensino, não é isso que acontece, pois acabam fortalecendo os desestímulos dos alunos e dos professores, impedindo uma possível melhora. Dentro desse contexto, o professor possui um papel essencial, pois seu trabalho em sala de aula, diretamente com o aluno, pode ser o passo inicial para uma transformação cotidiana da realidade. Ao utilizar a educação como um elemento que leve ao entendimento do aluno sobre sua situação na sociedade, este poderá compreender o processo em que está envolvido e tomar conhecimento para questioná-la e até sugerir e lutar por mudanças. O professor não é capaz de promover uma revolução, modificando toda a estrutura da educação pública, mas ao realizar seu trabalho de forma consciente e politizada é capaz de, junto ao aluno, ainda acreditar na possibilidade de uma mudança na direção de uma sociedade mais justa. / The situation apparently chaotic of paulistas public education network, leads the responsible govern to adopt public politics of education with neoliberal character and following recipes that are imposed by economic globalization. An example is the imposition of São Paulos New Curriculum Proposal. Its was implanted in 2008 and turned official curriculum in 2010, which determine a sequence of contents and standardizes the form of work to all school units with a purpose of leads each unit to work as a net, standardizing the way of student think and the teachers work so limiting their autonomy. Hitched to this imposition of a unique curriculum there is a centralization of decision and the meritocracy. Despite the fact that public policies were prepared with the purpose of improve the education quality that is not what happens, since increase the discouragement of students and teachers preventing a possible improvement. Inside this context the teacher has a special role since his work in the classroom directly in contact with the student can be the first step for an everyday transformation of the reality. Using the education as an element to help students to understand about his situation inside the society and then the student can understand the process which he is involved, acquire knowledge to question and even suggest and fight for changes. The teacher cannot to promote a revolution changing all public education structure, but realizing his work conscious and politicized, he can, united to students, believe in a possible change in direction to a fairer society.

A Geografia Escolar, sob Parâmetros Curriculares Nacionais (PCNs) (1998) do Ensino Fundamental e Médio, pauta-se em um modelo neoliberal de ensino e propõe uma prática pedagógica para a adequação dos jovens brasileiros no atual mercado de trabalho, no qual poucos terão chance de acesso. É o instrumento da ideologia neoliberal sob o discurso fatalista que a finalidade da educação no mundo atual, em face do desemprego, é apenas o treino técnico-científico do educando e não a sua formação. Portanto, o ensino de Geografia nas escolas públicas, pautado no movimento de (re)produção do espaço geográfico, e de suas contradições no plano da vida cotidiana, contribuem para uma formação crítica dos alunos brasileiros é a negação desse modelo educacional. No presente trabalho, práticas pedagógicas intituladas de oficinas de geocidadania em turmas do Ensino de Jovens e Adultos (EJA) em uma escola pública estadual na cidade de Salvador (BA), pautadas no atual momento de (re)produção do espaço urbano da capital baiana dentro do processo de (re)valorização da orla marítima, tiveram como objetivo propor uma metodologia alternativa de ensino de Geografia para uma formação efetivamente cidadã desse público e para a luta do direito à cidade (LEFEBVRE, 2008). A nossa práxis, partindo de um estudo do lugar da escola e dos bairros dos nossos alunos e sua paisagem (como categorias de análise da Geografia), buscou romper com os discursos hegemônicos e segregadores dos espaços excluídos socialmente e materialmente da capital soteropolitana. O resultado desse trabalho é um manifesto a favor da Geografia Escolar, sob perspectiva crítica, e sua potencialidade para a formação cidadã. / Elementary and High School Geography, under the National Curriculum Parameters (PCNs) (1998), is guided in a neoliberal model of teaching and proposes a pedagogical practice to the adequacy of young Brazilians in the current labor market in which few of them will have access. It is the instrument of neoliberal ideology under the fatalistic speech that claims that the purpose of education in today\'s world, in the face of unemployment, it is only the technical and scientific training of the student and not his education. Therefore, the teaching of Geography in public schools, based on the movement of (re) production of geographical space, and its contradictions in terms of everyday life, contributes to a critical education of Brazilian students and it is the denial of this educational model. In this study, pedagogical practices named geo citizenship workshops in groups of Youth and Adult Education in a public school in the city of Salvador (BA), based on the current moment of (re) production of urban space of Salvador within the process of (re) valorization of the seafront, aimed at proposing an alternative methodology of Geography teaching to a truly citizen education of this public and to the fight for the right to the city (LEFEBVRE, 2008). Our research, since the study of the school location and our students neighborhoods and their landscape (such as Geography analytical categories), aimed at breaking with the hegemonic and segregating discourses of the socially and materially excluded spaces in Salvador. The result of this study is a manifesto in favor of School Geography under critical perspective, and its potential for citizenship education.

Rip currents present a severe hazard to water users worldwide, resulting in over 100 drownings and thousands of lifeguard rescues annually. This thesis examines the demographics of who is effected by rip currents in the UK, what activity they are undertaking, when and where incidents occur, how much the public know, what people have experienced, and how best to educate them. Analysis of 7909 rip current lifeguard rescues (16777 people) across the UK between 2006-2013 highlighted the most at risk group, and subsequent target audience for education, to be male teenagers aged between 13-17 years old (n=2906, 17%). Geographically, the highest incidents occurred on the beaches in the Southwest of England (n=6911, 87%). Incidents mostly occurred outside of lifeguard flagged areas (n=4302, 54%) and mainly involved those using bodyboards (n=5290, 52%). Through the analysis of 407 public beach-based rip current and beach safety questionnaires, it was established that beach users have a poor understanding of rip currents (n=263, 65%) but a good perception of the beach safety flags (n=389, 96%). People with greater knowledge were typically educated by a lifeguard, enter the sea more frequently or have been caught in rip currents themselves. The experiences of 553 people caught in rip currents were analysed using an online questionnaire. The gender split was 69% male (n= 382) to 31% female (n= 171), indicating that males are caught in rip currents more than females. Swimming directly to shore against the rip followed an initial panic (n=108, 34%) for most people caught in a rip. Swimming parallel to the beach was the most remembered, advised, utilised, and promoted safety message. Respondents advocated the use of lifeguards to disseminate rip current safety messages. A new and unique rip current education programme was developed from the synthesis of these results. A lifeguard delivered a pilot programme to 185 teenagers in three schools and two community groups in the Southwest of England. This interactive pilot consisted of exercises using videos, photographs, news reports, and a swimming machine. Levels of rip current knowledge were evaluated before and after, and at regular intervals, to assess knowledge retention. The short-term effects after 3 months were positive, showing statistically significant (p < 0.0005) improvements in mean knowledge levels. This thesis provides a new contribution to the expanding field of social and behavioural rip current research. The development of a unique rip current education programme presents an alternative method for increasing public awareness, and supports the worldwide prevention of rip current incidents and fatalities.

No description available.

This researched is focused on how public managers, bureaucrats, can show responsiveness to the needs and wants of the citizens they serve through authentically including citizens in the process of decision-making. To examine this topic, this research reviews a process of public decision-making regarding how revisions were made to public school boundaries in Washington, DC. The findings from this research showed that the inclusion, and authentic partnership, of citizens throughout the process lead to greater outcomes, which the citizens felt were reflective of their participants and feedback. / Doctor of Philosophy / This researched is focused on how public managers, bureaucrats, can show responsiveness to the needs and wants of the citizens they serve through authentically including citizens in the process of decision-making. To examine this topic, this research reviews a process of public decision-making regarding how revisions were made to public school boundaries in Washington, DC. The findings from this research showed that the inclusion, and authentic partnership, of citizens throughout the process lead to greater outcomes, which the citizens felt were reflective of their participants and feedback.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Today, the demand for higher education is growing at a rapid rate in many developing countries throughout the world. Unfortunately, many governments have realized that their public higher education systems are unable to satisfy this demand. Under this condition and strong encouragement from international donors, private higher education has begun to emerge. Sri Lanka is an example where private higher education surfaced in response to a need from its society. However, private higher education remains a foreign and elusive concept for many Sri Lankans. This study seeks to determine what are the perceptions and attributes that influence pupils and students in Sri Lanka regarding their selection between public and private higher education opportunities. This study, using traditional push-pull theory, utilized a research design that combined both quantitative and qualitative research methods. The design focused on the pupil, student, teacher, and administrator populations in Colombo, Sri Lanka. Questionnaire surveys and interviews were administered. The data produced consisted of quantitative data from the questionnaire surveys and qualitative data from the interviews, all of which were analyzed for common themes. The study concluded that the major themes of the responses included the cost of higher education, quality of higher education, recognition of higher education, and the environment within higher education institutions. Further, the study also discovered several minor themes that played a role for some pupils and students. These included the medium of instruction and the issue of social class in higher education. The recommendations proposed include a need to provide pupils with loans to pursue higher education, to increase awareness of private higher education, to establish smaller private community colleges in rural areas of Sri Lanka and to provide more interaction between public and private higher education. / 2999-01-01

The purpous of this master’s thesis is to explore how the swedish public library evolved between 1890-1911, before the state implemented the library reform in 1912. The material used to cunduct the study concists mainly of texts published during the time frame of the thesis in the form of books, booklets and articles from Folkbiblioteksbladet, a journal dedicated to the subject of the swedish public library. Drawing upon Habermas theory of the structural transformation of the public sphere and Bourdieus theories about taste as social distinction and symbolic capital, the thesis seeks to show how the public participated in the evolvement of the public library and which aspects of society that contributed to the public library’s establishment as an institution. The findings are also discussed in relation to previous research of the history of the Swedish public library. In summary, the study shows that the public library evolved as part of a larger aim to educate the masses with help from what was seen as ”good” litterature. It also shows that even though the higher classes decided the premisses for public education and the public library, some of the ideas were shared by the working class despite their different political goals.

The California State Legislature passed Assembly Bill 97 in June 2013 and Governor Brown signed it into law on July 1, 2013. The legislation created the Local Control Funding Formula (LCFF) and the Local Control and Accountability Plan (LCAP). The LCFF changed the way that school districts in California receive education funding from the state, shifting from a complex categorical program towards a per-pupil based formula. Furthermore, school districts receive “supplemental” and “concentration” funds based on the number of English learners, low-income students and foster youth in the district. The LCAP is a key component of this new funding system and requires that school districts create an accountability document showing how they intend to allocate funds and how they propose to track student outcomes. The 2014-15 academic year was the first full-year of policy implementation, and this thesis investigates how districts around the state created their LCAP. Drawing from research reports, press coverage, and a case study of Claremont Unified School District, this investigation finds that the LCAP has the potential to make the California public education system more equitable and adequate.

Survey research was used to conduct a formative evaluation of Quality Indicators for Assistive Technology Services (QIAT) by 120 leaders in the field of assistive technology. Survey respondents represented five different types of assistive technology interest and responsibilities: consumers of assistive technology services and family members, district and regional assistive technology leaders, state and national assistive technology leaders, assistive technology leaders in higher education, and assistive technology policy leaders. Respondents reviewed QIAT and completed either print or online electronic versions of a survey in which they provided their perspectives on the need for quality indicators, the importance of each quality indicator contained in QIAT, the clarity of each accompanying intent statement, and the usefulness of QIAT to people with assistive technology interests and responsibilities similar to their own. Results of this investigation suggested that quality indicators are needed to guide the development and delivery of assistive technology services, that the 39 quality indicators contained in QIAT are important, and that QIAT would be useful to people with varied interests and responsibilities in assistive technology. The perceptions of the majority of the participants about QIAT were positive. Analysis of the rankings indicated that every quality indicator contained in QIAT was considered important by greater than 92% of the participants and every intent statement was considered clear by greater than 82% of the participants. Results also indicated that participants believed that some revisions in the wording and reordering of the items contained in QIAT would increase clarity and that the identification and development of training and products aligned to QIAT could aid in the development and delivery of effective assistive technology services. Proposed revisions were made in QIAT as a result of respondent recommendations. Implications for practice, future development, and additional research also were proposed.

The purposes of this study were, 1. To develop a documented history of the founding of the town of Islip. 2. To trace the development of public education within the town and to parallel this development with state-wide developments in the field.