Esta pesquisa se propõe a fazer uma aproximação socioantropológica sobre os "sentidos" da educação escolar e não-escolar na perspectiva de jovens estudantes em situação de vulnerabilidade social. Através de uma metodologia colaborativa com educadores sociais, caracteriza-se como um estudo de caso na Rede Municipal de Ensino de Porto Alegre, com uma breve análise comparativa das representações dos jovens da cidade de Austin, Texas, Estados Unidos. Procura mapear alguns dos discursos e práticas das políticas educacionais contemporâneas que visam superar à chamada crise da educação escolar, analisando-as através do paradigma cultural. / This research proposes to straighten the bonds between the socioanthropologic studies and the "senses" of the school education and non-school education in the perspective of young students in social vulnerabillity situation. Through a collaborative methodology with social educators, it caracterizes as case study in the Rede Municipal de Ensino at Porto Alegre city, with a short comparative analises with the representations of the kids in Austin, Texas, United States. It seeks to map some current educational policies pratics and discurses that pursues to overcome the called "schooling educational crisis" analizing them through of the cultural paradigma.

The research examines the discourses surrounding disengaged young people, particularly those under the age of 16, and the role of Scotland’s Colleges in making provision for them. Consideration is given to the voices of the young people themselves: how their college experiences compare to school and how they view themselves over this transition period. Consideration is also given to the policy in this area and how it has developed since the Beattie watershed of 1999. The debate surrounding the involvement of colleges in the provision of education for this group of young people touches on issues of social justice and the construction of children and young people, as well as throwing up questions about the roles and identity of Scotland’s schools and colleges. Among the questions it raises about colleges, it raises issues of pedagogy and of the professional status of its teaching staff and offers recommendations about the lessons each sector might learn from the other . Ultimately, it proposes that Scotland’s Colleges are uniquely placed to seek ascendancy in the post-school sector, welcoming and developing the role that they now play in the transition of young people to adulthood.

International research on bullying suggests that bullying is pervasive in schools and the workplace. Most researchers concur that bullying behavior is a disruptive factor to the social and educational well-being of students. Previous research, grounded in social and family systems theory, has indicated those who bully tend to be involved in self-destructive and delinquent behaviors. Additionally, in the only-large scale study on bullying behaviors, 29% of the 10th-grade student body admitted to being bullied that school year. Further, in a new study conducted by the Josephson Institute of Ethics, half of all high school students reported that they have bullied another student. In spite of these studies, there remains a paucity of information in the literature regarding what distinguishes bullies from other students in terms of family factors such as family size, family composition, and birth order. Little has been conducted on which variables in the home contribute to being labeled a bully. The purpose of this quantitative study was to examine the relationships that exist between reported middle-school bullying and each of the above-named family variables. This study examined archival data from a standardized bully questionnaire completed by middle school students. A correlational analysis approach of the bully subscale score and family factors indicate that having a small family size and living with both parents are associated with a lower probability of engaging in bullying behavior. This research yields insight on relationships between bullying behaviors and family variables. Implications for social change included better assessment of, identification of risk factors of bullying behaviors which can lead to a more comprehensive model of bullying strategies that includes broadening our understanding of bullies as being part of a family system versus as an isolated individual.

<p> Academic and behavioral success in middle school is a predictor of academic and behavioral success in high school. How best to provide a developmentally responsive education to students at the middle level is a challenge that American educators and policymakers need to address (Jackson et al., 2000). This case study provides an understanding of the unique organizational structures and school culture that contributed to a diverse school&rsquo;s fostering and sustaining the goals of a middle school reform initiative designed to contribute to students&rsquo; academic and behavioral success. </p><p> Once a low-performing school with high disciplinary referrals, Crossroads Middle School is now considered exemplary because of high ratings on district climate surveys and success in increasing student achievement for all student groups since implementation of the reform strategy. Notably, during the reform implementation, three principals led the school. Given this leadership turnover, the school&rsquo;s success cannot be attributed to one charismatic leader, but rather the organizational culture fostered by the instructional leadership team. Data include interviews with 19 past and present members of the instructional leadership team, meeting observations, and reviews of school documents and artifacts. This exemplary case study reveals the shared norms, values, and beliefs developed over time by the leadership team members as they designed and implemented the structures, policies, and practices needed to foster the goals of the reform. </p><p> Crossroads had and continues to have a student population that mirrors the demographics of its large diverse district. This diversity contributes to the relevancy of the findings for other school leaders in districts that have diverse student populations and who seek to improve middle level education. The results of this study may inform district leaders and school-based staff seeking to adopt a middle school model uniquely suited to developing middle school students, and seeking to develop a staff with skill sets unique to teaching students at the middle school level.</p>

<p> The purpose of this mixed methods study is to test teachers&rsquo; capacity towards understanding of mathematical pedagogy and their willingness to utilize interactive whiteboard software to provide visual representations through virtual manipulatives and to understand how teachers are using interactive whiteboard software during instruction. Based Upon Linda Lambert&rsquo;s Capacity Theory and Michelle Hodara&rsquo;s five strands of Math Pedagogy, this study attempted to answer how we can improve mathematics instruction through implementing interactive whiteboards. This study looked at the relationship between teachers&rsquo; understanding of math pedagogy and their willingness to implement interactive whiteboards to enhance and engage instruction at the kindergarten through eighth grade. Included in this study is the role administrators play in improving mathematics instruction. Additionally, attitudes towards engaging instruction in both teachers and administrators were analyzed. The findings and discussions led to the adaptation of Linda Lambert&rsquo;s 4-quadrant matrix to a new Improving Capacity to Teach Math matrix. </p>

Q-methodology was used alongside semi-structured interviews with primary school teachers to explore their positions on two key areas of education ideology: inclusive schools and standards in education. The study explored in depth the views of 26 teachers in 6 schools, selected through purposive sampling to give a range of individual and institutional demographics. Key statements were compiled from the literature that offered a wide spectrum of personal and professional positions on the two issues of standards and inclusion in education. These statements were produced as sets of cards for participants to arrange in order of strength of agreement or disagreement. The results were factor-analysed via Q-method software to render visible factors of items that had statistical significance for the participants (Brown 1997). These factors were then interpreted in the light of subsequent semi-structured interviews and returned to the participants for discussion. The study found that teachers developed their own ‘practical’ notion of inclusion, in which specialist systems, such as p-scales, are needed for the inclusion of children with Special Educational Needs (SEN). These teachers held contrasting views on whether they felt constraints or experienced flexibility when implementing the strict standards objectives. Crucially, in considering the agendas simultaneously, these teachers suggested that the practical implementation of the inclusion and standards agendas is as disparate as their objectives. The agendas are seen as separate entities, with standards assuming an apparent dominance, ensuring that the inclusion agenda is implemented within a standards driven system.

Mokykliniai vadovėliai yra svarbi ugdymo turinio dalis, todėl yra keliamas probleminis klausimas – ar pasaulio pažinimui skirtų vadovėlių turinys suteikia galimybes pradinių klasių mokiniams mokomąją medžiagą įsisavinti skirtingais mokymosi būdais, atitinkančiais individualų mokymosi stilių. Eilės mokslininkų teigimu, būtent pasaulio pažinimo pamokų metu gali būti sėkmingai taikomi labai įvairūs mokymo(si) metodai, teikiantys galimybes mokiniams pasirinkti skirtingus mokymosi būdus (Vilkonienė, Leparskienė, 2003; Vilkonis, 2003; Lamanauskas, 2004; Мельник, Корожнева, Вилконис, 2004; Vilkonienė, 2005). Šiuo tyrimu siekiama įvertinti pasaulio pažinimo vadovėlių turinį pritaikymo įvairiems mokymosi stiliams aspektu. Remiantis moksline ir metodine literatūra siekiama apibrėžti pradinėje mokykloje vyraujančius mokymosi stilius bei išskirti ir apibrėžti vadovėlių turinio vertinimo kriterijus. Siekiama atlikti lyginamąją pasaulio pažinimo vadovėlių turinio analizę pagal išskirtus vadovėlių vertinimo kriterijus pritaikymo įvairiems mokymosi stiliams aspektu. Tyrimo metu taikyti mokslinės ir metodinės literatūros analizės, ekspertų apklausos, klasikinės ir kokybinės vadovėlių turinio analizės, aprašomosios statistikos, lyginamosios analizės metodai. Tyrimo metu išanalizuota 21 knyga. Ekspertinės apklausos metu apklausti 6 ekspertai – pradinio ugdymo specialistai. Pradiniam mokykliniam amžiui yra būdingi klausymo (audialinis) mokymosi stilius, kuris reiškiasi pomėgiu uždavinėti... [toliau žr. visą tekstą] / Schoolbooks are very important part of education and that is why the problematic question is as follows: does the content of world cognition textbooks provides a possibility to learn the material in different ways of studying respectively to individual needs. According to various scientists, different learning methods can be successfully adapted especially in world cognition lessons (Vilkonienė, Leparskienė, 2003; Vilkonis, 2003; Lamanauskas, 2004; Мельник, Корожнева, Вилконис, 2004; Vilkonienė, 2005). The aim of this study is to asses the world cognition textbooks in aspect of content adaptation to different styles of learning. On a basis of scientific and methodical literature the learning styles in primary schools and assessment criteria of textbooks are defined in this study. My aim was to make a comparative analysis of world cognition textbooks using defined criteria of assessing textbooks in aspect of content adaptation to different styles of learning. There were scientific and methodical literature analysis applied, expert surveys, classical and qualitative textbooks‘content analysis, descriptive statistics and methods of comparative analysis used in this research. Analysis was made on 21 textbook. Six experts (specialists of primary education) were quizzed during expertise survey. The primary school learning style characterizes itself with aural (acoustic) learning style, with specific features like giving questions and listening to people talking or audio-video... [to full text]

<p> The goal of this study is to contribute to understandings of parent-school relationships involving parents of students with autism by exploring notions of belonging with a small group of parents. The purpose of the study is to describe the experiences of middle school parents of children with autism. From these descriptions, I examined how parents of students with autism might contribute to understandings of belonging in school-family partnerships and enable schools and families to collaborate more effectively. This study addresses an apparent gap in understandings of belonging of parents of children with autism in their relationships with their child's school. As parents are asked to make connections with their children's school in parent-school partnerships, understandings of those connections are vital to generating and sustaining meaningful and effective relationships between parents and schools. This study uses thick descriptive methods (Geetz, 1973) to examine the phenomenon of belonging in parent-school partnerships among a small group of parents of middle school children with autism. The experiences of the parents in this study suggest that parents of middle school students with autism seek a sense of belonging in their relationships with those they work with regarding their children's schooling. This study also suggests that a sense of belonging may be an essential element of effective parent-school partnerships.</p>

There are vast differences between traditional content-based education and transformational outcomes-based education. For example, in content-based education teachers are viewed as the main sources of knowledge whereas in OBE teachers are viewed as facilitators of learning. In content-based education, assessment mostly focuses on the knowledge aspect of learners, rather than on skills, attitude and values. Teachers trained for traditional teaching should somehow be assisted to adjust to the outcomes-based way of teaching. This study firstly wants to identify the didactic-professional needs related to OBE of secondary school teachers in the Venda region of the Limpopo Province. The study identifies two categories of didactic-professional needs, namely: • Needs to improve secondary school teachers' academic competence • Needs to improve secondary school teachers' professional competence. The second objective of this study is to analyse and evaluate current distance education practice based in a printed format as means to satisfy secondary school teachers' didactic-professional needs related to OBE. The third objective of this study is to investigate the effectiveness of distance education based on print to satisfy the Limpopo Province Venda region secondary school teachers' didactic-professional and academic needs related to OBE to determine criteria and guidelines to this effect. A stratified systematic sample of 331 secondary school teachers and managers, including 148 persons who are or have already been involved in distance education, was selected to participate in the study. Data were collected through the use of a questionnaire and interviews with selected persons. Quantitative analysis of data employed a factor analysis to determine significant factors to work with. Cronbach's Coefficient Alpha to establish reliability of instruments, and Cohen's Criterion of effect size to determine significance of differences were used. The main findings of the study are: • The following six factors are regarded as important to satisfy secondary school teachers' didactic-professional needs: 1. Learning strategies centring around learner activities 2. Learner-centred assessing strategies 3. Learners' performance assessing strategies 4. Outcomes and methods of achieving outcomes 5. Educator centred teaching strategies 6. Learner- centred teaching strategies. • Counselling, tutoring and preparation for study are important in distance education to satisfy secondaly school teachers' didactic-professional needs related to OBE. However, counselling and preparation for study sometimes occur in the distance education currently available in the region, particularly in distance education programmes offered through an agent for a university. The findings further show certain differences with regard to teachers' needs and their satisfaction according to the experience, the nature of initial professional training, and the level of the current academic qualifications of the teachers. Finally the study recommends a plan of action to provide distance education based on print to satisfy the didactic-professional needs related to OBE of the Venda region secondary school teachers in Limpopo. The main elements of the plan include: • Effective contact sessions with lecturers. • Regular tutorial sessions under guidance of facilitators (tutors). • A multi-media approach. • Access to counselling and study guidance. • Relevant and integrated summative and formative assessment. • Efficient communication between the academic institution involved and the agent that acts on their behalf (where applicable). / Thesis (Ph.D. (Didactics))--North-West University, Potchefstroom Campus, 2006

Over the past twenty years, an increasing amount of research has been devoted to the study of student engagement within the field of educational psychology. This led to a growing body of research touting the benefits of engaged learning—from increased student achievement to more positive school experiences for learners. However, the literature is characterized by competing theoretical frameworks and multiple definitions of the construct of student engagement. Additionally, few works seek to capitalized on the expertise of classroom teachers to hone and develop what is known about engagement from the theoretical perspective. The current study used qualitative methodology to observe and interview master teachers, as defined by their designation as a National Board Certified Teachers, to learn how expert teachers define student engagement and how these conceptualizations match up to current theoretical frameworks. It also examined the sources for their professional knowledge of student engagement. The individual teachers defined student engagement through the presence of interest, engaged behaviors, social interaction, real world connections, strategic thinking, and positive student-teacher rapport. As a group, their answers support a four-dimensional construction of student engagement including affective, behavioral, cognitive and social engagement, which aligns well with one of the major theories of engagement within educational psychology. These teachers’ beliefs include an emphasis on real world connections to learning within cognitive engagement, and student-teacher rapport within social engagement that has yet to be explored deeply in the literature. Teachers identified multiple sources for this knowledge including experience, peer interactions, the NBCT process, and guidance from school leaders. While some noted formal professional education as a source, they saw classroom experience reflective and embedded professional development as more formative. This work shows these master teachers arrived independently at constructions for student engagement close to those proposed by the research community. It supports a meta-construct of student engagement that includes affective, behavioral, cognitive and social processes, and calls for greater theoretical advocacy within the study of engagement to help more teachers fully conceptualize student engagement without the need for trial-and-error learning and extensive classroom experience.