Spelling suggestions: "subject:"[een] PUBLIC SCHOOL SYSTEM"" "subject:"[enn] PUBLIC SCHOOL SYSTEM""
11 |
[en] DESIGN IN PLAYABLE WORK FOR ART-THERAPY IN EDUCATION AND HEALTH / [pt] DESIGN EM TRABALHOS LÚDICOS PARA ARTE-TERAPIA EM EDUCAÇÃO E SAÚDEVIRGINIA MARIA CASTILHO RIBEIRO DE SOUZA 27 December 2007 (has links)
[pt] A presente pesquisa busca evidenciar uma atitude diante do
conhecimento desenvolvido
na rede pública, em seu Ensino Médio, na cidade do Rio de
Janeiro / RJ. Instala-se como
atividade complementar pedagógica, através de dinâmicas
arte-terapêuticas, com o
enfoque do Neuro-Design, integrando o Design Social.
Esse novo segmento, o Neuro-Design, visa demonstrar de
modo lúdico, a plasticidade
cerebral como a capacidade do sistema nervoso para alterar
o funcionamento do sistema
motor e perceptivo baseado em mudanças do ambiente,
através da conexão e
(re)aconexão das sinapses nervosas, organizando e (re)
organizando as informações dos
estímulos motores e sensitivos. (Relvas, 2005:69-70) 1.
Entre outros, são utilizados
como canais, elementos biológicos como o bambu e as
flores, além de nosso próprio
corpo, pela linguagem da música e da dança. / [en] This investigation aims at evidencing na attitude facing
the knowledge developed
in the Public School System, within the Middle School, in
the city of Rio de
Janeiro, a Pedagogical complementary activity via the use
of dynamic arttherapies,
such as the emphasis on Neuro-Design integrating Social
Design.
Such new segment - The Neuro Design, aims at
demonstrating, in a playful
manner, the cerebral plasticity as a capacity of the
Nervous System to alter
functioning of both motor and perception systems, based on
changes to the
environment trough connection and (re)connection of the
nervous synapses,
thereby organizing and (re)organizing the information of
motor and sensitive
stimuli. (Relvas, 2005: 69-70) 1.
Among other, used as channels, the biological elements,
such as bamboo and
flowers, by the language of music and dance.
|
12 |
The Impact of Extracurricular Activities on the High School Academic Achievement of Average and Below Average Students During the Implementation of the Texas No Pass-No Play Rule (1983-1986)Pitton, Debra Eckerman 08 1900 (has links)
The State of Texas implemented the No Pass-No Play Rule within House Bill 72 in the spring semester of 1985. The addition of this section to the state education code was a part of the state's efforts toward educational reform. The perceived rationale implied in House Bill 72 is that extracurricular activities can inspire student motivation and increase student achievement. The No Pass-No Play Rule seems to imply that there is a relationship between student achievement and extracurricular activities, and further implies that a student can be motivated to achieve by the desire to continue to participate in extracurricular activities.
The problem of this study was a comparison of academic achievement for high school pupils involved in extracurricular activities and those who did not participate in extracurricular activities under the Texas No Pass-No Play Rule.
The purpose of this study was to determine the impact of extracurricular activities on the academic achievement of high school students, specifically looking at the years 1983 through 1986, when the No Pass-No Play Rule was implemented.
This study was an ex post facto study with data obtained from a cooperating Texas school district. Students were matched on critical variables, and their scores on a measure of achievement were analyzed to determine if there was any relationship between extracurricular activities and achievement. Repeated measures of achievement were also analyzed to determine if students involved in extracurricular activities scored differently from those not involved in extracurricular activities over this time period in which the No Pass-No Play Rule was implemented.
Results indicated that for those students involved in this study, there was no significant difference on a measure of achievement for students involved in extracurricular activities and those who did not participate. Results also indicated that in the years 1983 through 1986 all students involved in the study declined slightly in their achievement scores, regardless of involvement with extracurricular activities.
|
13 |
A Study of Educational Reform Legislation, Extracurricular Activities, and No-Pass, No-Play in Texas House Bill 72Westmoreland, James Larry 08 1900 (has links)
The problem of the study was to ascertain the perceptions of high school personnel and students regarding the effectiveness and implementation of the educational reforms and the No-Pass, No-Play section in Texas House Bill 72 and compare them to changes in reported student academic performances. Questionnaires were mailed to a stratified random sample of fifteen high schools in Texas. Six persons were asked to respond at each school. The sample consisted of ninety participants. In addition, each school provided forty student grade profiles, twenty from 1984 and twenty from 1986. The instrument, "Questionnaire on Texas Educational Reform Legislation, Extracurricular Activities and No-Pass, No-Play," had eighteen questions. Questions one and two provided demographic data for the study. Questions three through eighteen assessed the perceptions of high school personnel and students regarding educational reforms and the "No-Pass, No-Play" rules. Hypotheses one through four used chi-square Tests of Independence to determine the significance among variables. Hypothesis five used a t value to measure the comparison of the grade-point averages from 1984 and 1986. Hypothesis six compared the result of hypothesis five and a z value generated from a comparison of a percentage of participant responses and the neutral value. The findings were that of 120 chi-square calculations only ten showed significance for 8.3 percent of the total. There were no significant differences found among the variables regarding the questions asked. There was a significant difference in what study participants thought about students' achievement and the actual differences in the student grade-point averages. A major conclusion was that the participants believed that students were achieving more academically since Texas House Bill 72 and "No-Pass, No-Play." In summary there were six findings, eleven conclusions, seven general recommendations, eight specific recommendations and six recommendations for further study reported as a result of this research.
|
14 |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso / English teachers from brazilian public school system in a continued teacher education program in the USA: a case studyCruvinel, Roberta Carvalho 26 September 2016 (has links)
Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-01-10T16:37:27Z
No. of bitstreams: 2
Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-11T09:53:09Z (GMT) No. of bitstreams: 2
Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-11T09:53:09Z (GMT). No. of bitstreams: 2
Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Previous issue date: 2016-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the continued education of English teachers from Brazilian public
schools and aims at investigating the implications of the participation of ten teachers in a
Professional Development Program for English Teachers, promoted and funded by Capes in
partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the
United States, identifing and analyzing the reasons that led these teachers to invest and
compete for one of the places offered for the program and also eliciting how the selected
teachers experienced it, studying in that country. Narratives of their academic and
professional lives, questionnaires and individual interviews constituted the data used in this
research. A qualitative approach was adopted in order to collect and analyze data, according
to Fetterman (1998). This case study was conducted with the participation of ten teachers,
enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013.
The data was analyzed in the light of studies on continued teacher training in a
temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical
developments of continued teacher training for a global society (KUMARAVADIVELU,
2012), as well as on social identity and the notion of investment (NORTON, 2000). The
results point out the fact that the English teachers invested to participate in this Program
mainly for personal accomplishment reasons through cultural experience,
language/communication practice and methodological update. Results also show that
continued training courses offered by the universities in the United States for PDPI have
occurred in the form of methodological training, thus reinforcing the ideology that training on
teaching techniques can be a solution for their teaching problems. Therefore, critical
education was not adopted as an educational approach in any of courses from the universities
surveyed. As a result, a number of factors continue to nourish the ideology that holds native
speakers as reference and orientation towards language learning, which maintains the status
quo of the English language upon the basis of ideological imperialism. Nevertheless, all
participants evaluated the program positively, once their needs and expectations were met.
Moreover, regarding the implications of their participation in the program, the experience has
motivated them to improve their lessons regarding the use of English in class, as they returned
more confident of their linguistic/communicative potential in the language. They have also
gained from the use of various teaching tools and technologies to which they had been
exposed to during the program. In addition, the experience has motivated them to seek more
training in post-graduate programs. / Este estudo tem como foco a formação continuada de professores de inglês da rede pública
brasileira, com a finalidade de investigar as implicações da participação de dez professores no
Programa de Desenvolvimento Profissional para Professores de Língua Inglesa (doravante
PDPI), promovido e custeado pela Capes em parceria com a Fullbright e a Embaixada dos
Estados Unidos da América no Brasil, realizado nos Estados Unidos da América. Para isso,
busquei identificar e analisar os motivos que levaram os professores participantes desta
pesquisa a investirem para concorrer a uma das vagas oferecidas para tal curso e como se deu
a experiência dos professores selecionados, estudando naquele país, a partir de narrativas
sobre sua vida acadêmica e profissional, questionários e entrevistas individuais. Adotando
uma abordagem qualitativa de coleta e análise dos dados segundo Fetterman (1998), este
estudo de caso foi conduzido com a participação de dez professores participantes de três
diferentes edições de oferecimento do curso, a saber, janeiro de 2012, junho de 2012 e junho
de 2013. Os dados obtidos foram analisados à luz de estudos sobre formação continuada de
professores na perspectiva temporal histórica (ALMEIDA FILHO, 1997; CELANI, 2010) e
seus desdobramentos teóricos de formação continuada de professores para uma sociedade
global (KUMARAVADIVELU, 2012), bem como sobre identidade social e a noção de
investimento (NORTON, 2000). Os resultados apontam para o fato de que os professores de
Língua Inglesa investiram para participarem do Programa de Desenvolvimento Profissional
nos Estados Unidos da América, principalmente a fim de terem uma realização pessoal
através da vivência cultural, prática linguístico/comunicativa, bem como atualização
metodológica. Além disso, observei que os cursos de formação continuada propostos por
universidades dos Estados Unidos da América para o PDPI ocorreram na forma de
treinamento metodológico, reforçando, assim, a ideologia de que o treinamento de técnicas de
ensino apresenta-se como a solução dos problemas. Sendo assim, foi possível constatar que a
formação pela e para a reflexão e crítica não foi uma meta educacional almejada em nenhuma
das universidades pesquisadas. Como consequência disso, uma série de fatores continua a
nutrir a ideologia do falante nativo como norte ou referência para a aprendizagem de línguas,
e que se constitui na manutenção do status quo da língua inglesa sob as bases do imperialismo
ideológico. No entanto, os participantes avaliaram de forma positiva o curso, pois atendeu
suas necessidades e expectativas. Quanto às implicações da participação dos professores de
língua inglesa no curso, observei que a experiência motivou-os a incrementarem suas aulas
tanto com o uso mais constante da língua inglesa em sala, pois voltaram mais confiantes de
seus potenciais linguístico/comunicativo na língua, quanto com a utilização de diferentes
ferramentas pedagógicas, bem como tecnológicas, às quais foram expostos durante o curso.
Além disso, a experiência motivou-os a almejarem dar continuidade à formação em
programas de pós-graduação stricto sensu
|
15 |
Conceito de função: atividades introdutórias propostas no material de matemática do ensino fundamental da rede pública estadual de São PauloSilva, Alexandre de Paula 24 October 2008 (has links)
Made available in DSpace on 2016-04-27T16:58:46Z (GMT). No. of bitstreams: 1
Alexandre de Paula Silva.pdf: 437142 bytes, checksum: 8c90e74250518378ff9154e82ebe97de (MD5)
Previous issue date: 2008-10-24 / Secretaria da Educação do Estado de São Paulo / This research has the objective of investigating the function concept in the mathematics activities of the elementary teaching material in the public school system used in São Paulo during the beginning of the 2008 school year. A documentary research with qualitative caracter was developed by investigating if the function concept was implicit or explicit, if the activities favour its grasp and which kinds of registers of semiotic representation are in such activities, as well as if there is any treatment or conversion in the possible solution strategies. The research is based on the concepts about function presented by Bento de Jesus Caraça and on Raymond Duval's registers of semiotic representation. The results obtained reveal that the concept of function is implicitly present in the activities and favour its future study, therefore they deal with introductory concepts from that mathematical object like: direct and indirect proportionality, reason, the relation between the widths and the standards observation and generalization. They also reveal register transformations like treatment and conversions either congruent or non-congruents, however with no activities that could allow the conversion toward both sides. An interesting observed point was the fact that the activities don't show direct and formal definitions, and they give us the possibility of working with the concepts in a contextualized way and with an accessible language, consisting of a material we notice that matches with the current methodological orientations that are part of the official education documents / O presente trabalho tem como objetivo investigar o conceito de função nas atividades de
matemática do material do Ensino Fundamental da rede pública estadual de São Paulo,
utilizado no início do ano letivo de 2008. Foi realizada uma pesquisa documental de caráter
qualitativo investigando se o conceito de função apresentava-se de forma implícita ou
explícita, se as atividades proporcionam favorecimento em sua apreensão futura e quais os
tipos de registros de representação semiótica que figuram em tais atividades, bem como se
há tratamento ou conversão nas possíveis estratégias de solução. A pesquisa fundamentase
nos conceitos sobre função apresentados por Bento de Jesus Caraça e na teoria dos
registros de representação semiótica de Raymond Duval. Os resultados obtidos revelam que
o conceito de função está presente nas atividades de forma implícita e favorecem o seu
estudo futuro, pois tratam de conceitos introdutórios daquele objeto matemático como:
proporcionalidade direta e indireta, razão, relação entre grandezas e observação e
generalização de padrões. Revela-se haver transformações de registros do tipo tratamento e
conversões tanto congruentes como não-congruentes; não havendo nenhuma atividade que
possibilitasse a conversão nos dois sentidos. Um aspecto interessante observado foi o fato
de que as atividades não apresentam definições diretas e formais e possibilitam o trabalho
dos conceitos de forma contextualizada, numa linguagem acessível, constituindo um
material que percebemos estar em consonância com as orientações metodológicas atuais
constantes dos documentos oficiais da educação
|
16 |
Práticas de letramentos e leituras multimodais de materiais didáticos e as aulas de inglês na rede pública de SergipeFaçanha, Maria Amália Vargas 20 July 2018 (has links)
Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This thesis relates to the line of research Educators Training, Knowledge and Skills, which is
linked to the Program of Post-Graduation in Education (PPGED) from the Federal University
of Sergipe (UFS). It was conducted between 2014 and 2018, and it aimed at understanding
how the theories of literacies contribute to the expansion of perspectives of public school
English teachers, as for the multimodality that is present in educational materials, considering
the role English teaching can play for the development of critical citizenship. This is a
qualitative multireferential research that was conducted under the perspective of research
training; and it adopted the following instruments: field journal, audio recordings, semistructured
interviews, and documental analysis. The focus of the investigation was on the
meanings that were built in the practices of literacies, which involved readings of visual texts
(images) and other multimodal elements, highlighting the importance of critical literacies.
The research was developed in the context of in-service English teacher education and the
investigation involved the schoolbook for it is the most present resource in the practices of
those teachers. The research participants teach at public schools that are located in different
municipalities in the state of Sergipe; which represented a positive element for the
development of this investigation, due to the character of diversity of experiences and
contexts. The theories of literacies gave support to the problematizations that were made as
for the relationship between education, English teaching, neoliberalism, educational materials,
National Textbook Program (PNLD), globalization, and the multimodal character of
communication. The main results indicate that the activities that were conducted along with
the teachers contributed to the expansion of their perspectives by development new ways to
deal with multimodal readings of educational materials, considering the role that English
teaching can play in the education of critical citizens. / Esta tese está inserida na linha de pesquisa Formação de Educadores Saberes e Competências,
vinculada ao Programa de Pós-graduação em Educação (PPGED), da Universidade Federal de
Sergipe (UFS). Foi desenvolvida no período de 2014 a 2018, tendo por objetivo compreender
de que maneira as teorias dos letramentos contribuem para a expansão de perspectivas de
docentes de inglês da rede pública, quanto à multimodalidade presente nos materiais
didáticos, considerando-se o papel que o ensino de língua inglesa pode desempenhar na
formação da cidadania crítica. Esta pesquisa qualitativa-multirreferencial foi conduzida sob a
perspectiva da pesquisa-formação, utilizando-se dos seguintes instrumentos: diário de campo,
questionários, gravações em áudio, entrevistas semiestruturadas e análise documental. O foco
da investigação esteve nos significados que foram construídos nas práticas de letramentos que
envolveram leituras de textos visuais (imagens) e outros elementos multimodais, ressaltando a
importância dos letramentos críticos. A pesquisa se desenvolveu no contexto de formação
continuada de professores e a investigação envolveu o livro didático, por ser esse recurso o
mais presente nas práticas daqueles docentes. Os participantes da pesquisa lecionam em
escolas localizadas em diferentes municípios do estado de Sergipe, uma condição positiva
para o desenvolvimento desta pesquisa, devido ao caráter de diversidade de experiências e
contextos. As teorias dos letramentos embasaram as problematizações feitas a respeito das
relações entre educação, ensino de inglês, neoliberalismo, material didático, Programa
Nacional do Livro Didático (PNLD), globalização e o caráter multimodal da comunicação. Os
principais resultados indicam que as atividades conduzidas no módulo contribuíram para que
novos olhares fossem lançados a respeito de leituras multimodais de materiais didáticos,
considerando-se o papel que o ensino de inglês pode desempenhar na formação de cidadãos
críticos. / São Cristóvão, SE
|
17 |
A participação de professores de inglês da rede pública de ensino em um curso de formação contínuaMartins, Renata Almeida 09 October 2009 (has links)
Made available in DSpace on 2016-04-28T18:24:12Z (GMT). No. of bitstreams: 1
Renata Almeida Martins.pdf: 1453359 bytes, checksum: 8034082e67cead89b15f3a1453d9a0a1 (MD5)
Previous issue date: 2009-10-09 / Secretaria da Educação do Estado de São Paulo / This research aims at describing and interpreting the phenomenon of participation of public school English teachers in a continuing education course. It is justified by the need to also understand what involves my own participation in many continuing education courses with the purpose of gathering subsidies that provide me directing, coordinating, supervising, and developing courses of this kind. This research is theoretically grounded on studies about pre-service teacher education (Imbernon, 2000, Vianna, 2004; Martins, 2004, Santos and Mendes Sobrinho, 2006; Gómez, 1995; Mizukami, 2002; Brito, 2006, Contreras, 2002; Brazil, 2002) ; continuing teacher education (Marin, 1995; Mizukami, 2002; Destro, 1995; Contreras, 2002; Smyth, 1991); English teachers education (Celani, 2002; Paiva, 2005; Dutra, 2003, Brazil, 2001, Castro, 1999 ; Celani and Collins, 2003) and concepts of reflection (Schön, 1995, 2000). The methodological approach adopted in this study was the hermeneutic-phenomenological one (van Manen, 1990, Freire, 2007). The description and interpretation of the phenomenon in focus was undertaken through textual registers obtained through questionnaires answered by 57 student-teachers enrolled in a three-semester continuing education course offered to public school English teachers. The research results reveal that participation of public school English teachers in that continuing education courses is unique, since it results in a constant search for improvement and also in change related to practice. The results also allow me to say that the research phenomenon was experienced in three different ways because each semester was played by a different group of student-teachers who was in a different period of the course and into a different reflective moment as well / Esta pesquisa tem por objetivo descrever e interpretar o fenômeno da participação de professores de inglês da rede pública de ensino em um curso de formação contínua e justifica-se pela necessidade de também entender o que envolve a minha participação em vários cursos de formação contínua com a finalidade de obter subsídios que me proporcionem dirigir, coordenar, supervisionar, bem como elaborar cursos dessa natureza. Fundamentam teoricamente esta pesquisa, estudos sobre: formação inicial (Imbernón, 2000; Vianna, 2004; Martins, 2004; Santos e Mendes Sobrinho, 2006; Gómez, 1995; Mizukami, 2002; Brito, 2006; Contreras, 2002; Brasil, 2002); formação contínua (Marin, 1995; Mizukami, 2002; Destro, 1995; Contreras, 2002); formação de professores de inglês (Celani, 2002; Paiva, 2005; Dutra, 2003; Brasil, 2001; Castro, 1999; Celani e Collins, 2003) e conceitos sobre reflexão (Schön, 1995, 2000) A abordagem metodológica adotada nessa pesquisa foi a hermenêutico-fenomenológica (van Manen, 1990; Freire, 2007). A descrição e interpretação do fenômeno em foco foi feita a partir de registros textuais, obtidos por meio de questionários respondidos por 57 professores-alunos, participantes dos três semestres de um curso de formação contínua oferecido a professores de inglês da rede pública de ensino. Os resultados da pesquisa revelam que a participação de professores de inglês da rede pública de ensino em cursos de formação contínua é único, pois decorre de uma constante busca por aprimoramento e mudança em relação à prática. Os resultados também me permitem afirmar que o fenômeno investigado foi vivenciado de três formas diferentes, pois cada semestre foi vivido por um grupo de professores-alunos que se encontravam em um momento diferente do curso e também em um momento reflexivo diferente
|
Page generated in 0.0391 seconds