Entre os vários problemas crônicos na Educação, destacamos as situações de conflitos, que podem ser desencadeadas pelo impacto de emoções e sentimentos desagradáveis que se manifestam no ambiente escolar e atingem as relações. O agravo ocorre se a escola não tem um projeto pedagógico inovador que envolva o seu entorno, a comunidade local, os pais de alunos, a equipe técnica, professores, alunos e funcionários. A Escola Municipal de Educação Fundamental Presidente Campos Salles é um exemplo que merece destaque, porque vem atuando na contramão desses problemas, por ser inspirada na Escola da Ponte, situada em Vila das Aves e São Tomé de Negrelos, em Santo Tirso, no distrito do Porto, em Portugal. A escola iniciou, em 2005, um projeto pedagógico democrático e inovador para reverter o ambiente adverso. Seu passado era de violência, indisciplina e fracasso escolar. A maioria dos alunos, moradores da favela de Heliópolis, não tinha sua história de vida considerada. O docente e o aluno, respectivamente, eram vistos como: o centro do universo e um ser fraco. Com a nova prática, baseada na educação na cidadania, esse quadro se alterou, significativamente, para melhor. A pesquisa de campo traz como metodologia o estudo de caso investigatório, com análise qualitativa de entrevistas com o ex-diretor, com as coordenadoras pedagógicas e com seis professoras, além das observações sobre o trabalho de três professoras do Ensino Fundamental Regular II, responsáveis por um salão, com cerca de cem alunos dos 5º anos. A base teórica foi desenvolvida à luz de Henri Wallon. Na linha do objetivo geral, o resultado da pesquisa mostrou que o projeto da escola investigada é afetivo. Ele alterou significativamente a concepção de educação e introduziu novas práticas pedagógicas, propiciando uma impactante manifestação de emoções e sentimentos agradáveis no ambiente. O docente também se tornou afetivo e reinterpretou seu papel, caracterizado pelo compartilhamento solidário. O aluno passou a ter voz e ser visto como sujeito de direitos, forte, responsável, solidário e autônomo, capaz de construir o conhecimento próprio e de se organizar individual e coletivamente. / Among the various chronic problems in Education, we highlight situations of conflict, which can be triggered by the impact of unpleasant emotions and feelings that manifest in the school environment and affect relationships. The grievance occurs if the school does not have an innovative pedagogical project that involves its surroundings, the local community, the parents of students, the technical staff, teachers, students and employees. The Escola Municipal de Educação Fundamental \"Presidente Campos Salles\" is an example that deserves to be highlighted, because it has been acting against these problems, since it was inspired by the Escola da Ponte, located in Vila das Aves and São Tomé de Negrelos, in Santo Tirso, district of Porto, in Portugal. In 2005, the school started a democratic and innovative pedagogical project to reverse the adverse environment. His past was one of violence, indiscipline and school failure. Most of the students, residents of the favela of Heliópolis, did not have their life history considered. The teacher and student, respectively, were seen as: the center of the universe and a weak being. With the new practice, based on citizenship education, this picture has significantly changed for the better. The field research is a research case study, with a qualitative analysis of interviews with the former director, the pedagogical coordinators and six teachers, as well as the observations on the work of three teachers of Regular Fundamental Education II, responsible for a hall, with about one hundred students from the 5th grade. The theoretical basis was developed in the light of Henri Wallon. In line with the general objective, the research results showed that the investigated school project is affective. He has significantly altered the conception of education and introduced new pedagogical practices, providing an impressive manifestation of pleasant emotions and feelings in the environment. The teacher also became affective and reinterpreted his role, characterized by solidarity sharing. The student came to have a voice and be seen as a subject of rights, strong, responsible, supportive and autonomous, able to build self-knowledge and to organize individually and collectively.

Estudou-se uma amostra representativa de crianças da 1ª série de um Grupo Escolar Ginásio da rede Estadual, da cidade de São Paulo. Com o objetivo de compreender a dinâmica emocional dessas crianças utilizou-se o teste de apercepção temática infantil (The Children\'s apperception test (CAT) de Bellak & Bellak). Os alunos foram estratificados em fracos e não fracos quanto à aprendizagem e o disciplinamento. Os resultados demonstraram que 43,0por cento das crianças não estão emocionalmente ajustadas para enfrentar o ambiente escolar onde a figura do adulto (professor) é visualizada como agressiva e os castigos são vistos pelas crianças, como ameaçadores. Os alunos fracos demonstraram maior atraso no desenvolvimento psico-social em relação aos não fracos o que, possivelmente, esclarece a dificuldade de adaptação dessas crianças, à situação escolar. / A representative sample of first grade students from a primary school of the State of São Paulo school network, was studied. The school under study was located in the city of são Paulo. The Children\'s apperception test (CAT) de Bellak & Bellak was used to determine the emocional dynamics of the children. The children were divided into two groups - weak and no-weak - regarding learning and discipline. Results showed that 43 per cent of children are not emotionally fit to face school, where the figure of the adult (school teacher) is seen as agressive and punischement is considered as threaten by them. The children considered weak showed a lag in psyco-social developmert in relation to the not weak group. This fact possibly explains the dificulty in adaptation of such children to the school situation.

Estudou-se uma amostra representativa de crianças da 1ª série de um Grupo Escolar Ginásio da rede Estadual, da cidade de São Paulo. Com o objetivo de compreender a dinâmica emocional dessas crianças utilizou-se o teste de apercepção temática infantil (The Children\'s apperception test (CAT) de Bellak & Bellak). Os alunos foram estratificados em fracos e não fracos quanto à aprendizagem e o disciplinamento. Os resultados demonstraram que 43,0por cento das crianças não estão emocionalmente ajustadas para enfrentar o ambiente escolar onde a figura do adulto (professor) é visualizada como agressiva e os castigos são vistos pelas crianças, como ameaçadores. Os alunos fracos demonstraram maior atraso no desenvolvimento psico-social em relação aos não fracos o que, possivelmente, esclarece a dificuldade de adaptação dessas crianças, à situação escolar. / A representative sample of first grade students from a primary school of the State of São Paulo school network, was studied. The school under study was located in the city of são Paulo. The Children\'s apperception test (CAT) de Bellak & Bellak was used to determine the emocional dynamics of the children. The children were divided into two groups - weak and no-weak - regarding learning and discipline. Results showed that 43 per cent of children are not emotionally fit to face school, where the figure of the adult (school teacher) is seen as agressive and punischement is considered as threaten by them. The children considered weak showed a lag in psyco-social developmert in relation to the not weak group. This fact possibly explains the dificulty in adaptation of such children to the school situation.

Objective: This study compared the prevalence of use of six alternative tobacco products [ATPs] among Canadian students in grades 9 and 10, identified between-school variability in the current use of each ATP, and identified the school- and student-level characteristics associated with the use of each ATP. Methods: This cross-sectional study used nationally representative student data collected from 14,916 students in grades 9 and 10 from 134 secondary schools as part of the 2010-11 Youth Smoking Survey and data from the 2010-11 Enhanced Points of Interest data file. Multilevel regression analyses examined the association between school- and student-level characteristics and the use of each ATP. Results: Among Canadian students in grades 9 and 10, 15.4% reported currently using a tobacco product. Cigarillos or little cigars were the most prevalent product (6.3%) and bidis were the least prevalence product (0.6%). School-level differences accounted for between 14.1% and 31.2% of the variability in use. Grades 9 and 10 students who attended schools with a high rate of senior students that smoked manufactured cigarettes were significantly more likely to currently use cigarillos or little cigars (AOR 1.79, 95%CI 1.21 to 2.65) and roll-your-own cigarettes (AOR 1.88, 95%CI 1.15 to 3.07). Grades 9 and 10 students who reported having ever used flavoured tobacco products were significantly more likely to currently use cigarillos or little cigars, cigars, roll-your-own cigarettes, smokeless tobacco, and a hookah (AOR range 1.87 to 18.40). Finally, grades 9 and 10 students who reported currently using alcohol (AOR range 1.99 to 3.06) or marijuana (AOR range 2.09 to 3.47) were significantly more likely to currently use cigarillos or little cigars, cigars, and a hookah. Conclusions: Many students reported currently using one or more ATPs, and these data illustrate that there is a population of students who are not represented in current smoking prevalence estimates. The school environment continues to play an important role in tobacco control as the rate of tobacco use among senior students affects the use of ATPs by younger students. Future tobacco control strategies need to be inclusive of all tobacco products.

A considerable number young of students are suffering from sociopsychological complaints. The psychological complaints emerge from differnt sources. Important factors for psychological well being are experiences of a satisfactory social network, efficient coping strategies and a supportive school climate. The aim of this study was to examine how young girls in the age of 16-18 years old experience and cope with demands from school. To fulfill the aim of this study we have five questions: What do the girls apprehend as a satisfactory/unsatisfactory working environment? How do the girls define stress? How do the girls cope with stress? What importance has leisure time? What importance has the social network?   The method we used for this study was qualitative and the material was collected through four focus groups. Fourteen girls were interviewed from four different school classes with different profiles. The theoretical framework used to analyze the findings consisted of the demand-control-model created by Karasek & Theorell, Antonovsky’s KASAM theory and Selyes GAS-theory.   Stress expressed by the girls in this study is described as an unbalance between workload and available time. The analysis shows that most of the girls in the study experience school as a demanding setting that create strain. Furthermore, the results indicate that experienced demands not only originate from school but also from the girls themselves and by comparison with classmates. A satisfactory school environment is described as possibilities to influence the school work and the structrue of courses. Also a good relationship with teachers as well as classmates where pointed out as important factors. Strategies the girls use to cope with stress and demands are structuration, priority and planning. Some of the girls also think that a positive attitude towards life, regular eating and sleeping are important factors in coping with stress. All the girls describs leisure time as significant.  Most girls practice sport activites but activities as playing instrument, watching movies and spending time with peers is also mentioned. All of the girls find their leisure time as of importance for them to relax and revive from the strain caused by school. However, some girls find it hard to fully relax during leisure activites and also think that time for leisure is too limited. The social network is aslo seen as an important instrument in coping with strain. Most of the girls in this study do talk to family or friends in times of hardship.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 110-120). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Includes bibliographical references (leaves 135-148). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Includes bibliographical references (leaves 135-148). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 1967. / Title from title page screen, viewed Aug. 10, 2004. Dissertation Committee: Elwood Egelston (chair), Eric Baber, Elmer Lemke. Includes bibliographical references (leaves 83-86). Also available in print.

This is a case study to explore the effect of a principal’s leadership on teachers‟ shared sense of mission, through the mediating factor of culture. Culture is defined as a metaphor of the school, i.e. the school „is‟ culture. The analysis of culture is conducted through dissecting the core values as expressed in its practice: symbols, rituals and heroes. The study analyzed the principal’s values to picture his mission, since mission is a symbolic expression of values. Teachers‟ operational goals might vary in form, but were found to be highly consistent with the principal’s mission. Hence, they had a shared sense of mission. The study concludes that this was due to a high level of consistency between the principal’s personal values and the core values of the school. Thanks to the principal’s leadership, his personal values were firmly established in the power contest with other forces at the core of the culture, through his influence on the daily practice of culture: symbols, rituals and heroes. The study offers a discussion on the outcome of principal’s influence other than student assessment – teachers‟ shared sense of mission. This hopefully will encourage more efforts by other researchers in the future to investigate principal’s effects in addition to student outcomes. / published_or_final_version / Education / Master / Master of Education