The purpose of this study was to investigate whether Kenya's national policies of education are consistent with the principles of nation building and state sovereignty. The investigation involved developing eight multiple regression models. Each model utilized one dependent variable, one independent variable and two control variables. The dependent variables were the average boys and the average girls public primary education gross enrollment ratios for 2000-03, the boys and the girls public primary education completion rates for the class of 2003, and the boys and the girls public primary education gross enrollment ratios for 2003. The independent variables were the public primary education pupil/teacher ratios for 2000 and the public primary education pupil/teacher ratios for 2003. The two control variables were the percentage of the population living in towns in 1999 and the percentage of the population in wage employment in 1999. The only significant results were a negative relationship between public primary education pupil/teacher ratios for 2003 and the girls public primary education completion rates for the class of 2003 and, a positive relationship between the percentage of the population in wage employment in 1999 and the girls public primary education completion rates for the class of 2003. The results suggested that Kenya's national policies of education are not consistent with the principles of nation building and state sovereignty and led to the conclusion that Kenya's public primary education may not be playing the nation-building role that it should play. / Ph. D.

The purpose of the study was to develop and test a block scheduling evaluation model. Conceptual development of the model was based on a review of the literature which targeted the components of the school program most consistently identified with scheduling type: instruction, school climate, student outcomes, and operating efficiency. The model included an interview with the principal, analysis of documents, survey of teachers, and survey of students. The model was pilot tested in three high schools in Western Virginia. The principals of the three pilot schools and the researcher evaluated the model according to pre-established evaluation criteria. The evaluation identified several improvements including: instrumentation refinements aimed at providing more detailed information on teacher concerns about preparation and planning on the block schedule; data analysis refinements centering on technology; inclusion of other indicators such as standardized test scores and cost analysis; and, expansion of data collection techniques centering on systematic observation over an extended period of time. / Ed. D.

This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.

The primary objective of this study was to describe and analyze visions of 21st century education articulated by prominent individuals involved with current school reform and restructuring efforts. A second objective was to describe and analyze those images of the most likely educational scenario in the 21st century and the perceived barriers that would prevent realization of those idealized visions.

No description available.

Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling en akademiese prestasie. Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en ontoereikende sosialiseringsmoontlikhede. 'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die graad 7-tuisleerders 'n verhoudingevraelys invul. Hierdie studie bevestig dat: • tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie akademies benadeel word nie • tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk. This study deals with the effect of home schooling on the home leamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)

In this dissertation literature discussions which include students of Vehicle Engineering at a Swedish upper secondary school will be discussed. The students are all boys. The study is focused on these boys’ small-group literature discussions, and the aim of the study is to describe what happens when they discuss four of the novels that form an integral part in the context of their Swedish studies. Principal fields of interest are the readings and the reception that the boys give utterance to in the literature discussions, as well as the identity-constructing processes which set in when they interact in the light of what they have read. The empirical material consists of eleven video recorded small-group discussions, and a conversational analytic perspective is combined with a reception theory perspective in the dissertation. The study shows that a sense of community is vital to the core of the boys’ literature discussions, and this has an influence on the reception and the readings that come up in the discussions. The boys are anxious to come to an agreement and voices which threaten to shatter the sense of community that has been constructed in the discussions are opposed in different ways. The literature discussions are not only arenas where the boys construct themselves as readers but are also considered as a forum where various identity-constructing practices take place. As readers these boys are bound to what can be read, and what cannot be read, in literary texts, but it is possible to see a certain development in their readings towards a more complex attitude, such as they find expression in the discussions. The boys also carry out the literature discussions, and the constructed sense of community is based on the reading of the novel to be discussed in a small-group discussion. Thus the boys take on the responsibility for their own learning as well. Many of the processes in which the boys are involved during the literature discussions could be described as processes of social reproduction, but various dividing lines which could be identified in the study also show that there are openings for other directions of the discussions.

Esta pesquisa teve como objetivo verificar as contribuições do atendimento educacional em ambiente hospitalar, denominado classe hospitalar, a crianças e adolescentes que fazem tratamento oncológico. O trabalho possibilitou compreender os fatores envolvidos no processo, visando ao retorno dos alunos, sujeitos deste estudo, às escolas. Apesar de existir há décadas, produções científicas sobre o assunto estão começando a surgir recentemente, da mesma forma que a estruturação desse serviço, ainda pouco garantido nos hospitais brasileiros. Alguns artigos publicados na literatura informam que crianças em tratamento de câncer têm maior incidência de problemas relacionados à escolaridade, resultantes da doença, das sequelas do tratamento ou mesmo do período prolongado de afastamento do ambiente escolar. Nesse contexto, o atendimento educacional hospitalar exerce um papel fundamental, oferecendo a possibilidade de dar continuidade aos conteúdos escolares, minimizar dificuldades de aprendizagens, dentre outros. Devido à natureza do trabalho, optou-se, por uma abordagem qualitativa para o desenvolvimento da pesquisa, adotando como método o estudo de caso e elegendo como fontes de levantamento de dados entrevistas semi-estruturadas com mães, professoras da classe hospitalar e professoras da escola de origem, relacionadas a duas crianças que passaram por tratamento oncológico em um hospital público infantil que oferece esse serviço. Nesses dois casos o trabalho desenvolvido pelas professoras foi realizado com as atividades e as avaliações enviadas pelas escolas, para que as alunas pudessem continuar os estudos no período de tratamento. Dessa forma, foi possível observar que, em todo esse processo, o envolvimento e o compromisso das pessoas a elas relacionadas tiveram vital relevância. A pesquisa também permitiu verificar que diversos fatores devem ser considerados para que esse trabalho seja efetivo. Na realidade, muitos desafios ainda permeiam a prática dos profissionais educadores que trabalham nos hospitais, a dificuldade de vínculo com as escolas de origem dos alunos/pacientes é uma delas, necessitando o desenvolvimento de estratégias que viabilizem maior articulação entre essas instituições. / The goal of this study is to assess the role played by in-hospital schooling for children and adolescents undergoing cancer treatment. This study enabled the understanding of the factors involved in the process, which is aimed at bringing the students in question back to school. Although this mode of schooling has been in existence for decades, scientific studies on the subject have only appeared recently. The same applies to the creation of a structure to ensure this kind of service, still rarely provided by Brazilian hospitals. Certain scientific papers in the literature have found that children undergoing cancer treatment have a higher incidence of schooling-related problems, the effects of which may have been resulted from the disease, post-treatment sequelae or even from the prolonged period away from school. In this perspective, in-hospital schooling plays a fundamental role, providing cancer patients the possibility of continuing to pursue their school education, minimizing their learning difficulties, among others. Due to the nature of this study, a case-based qualitative approach was adopted and carried out through semi-structured questionnaires. The interviewees were the mothers, in-hospital-school teachers, and regular school teachers of two children undergoing cancer treatment in a public pediatric hospital that offers in-hospital schooling services. In both cases the work of in-hospital-school teachers was performed according to the assignments and assessments sent by the patients\' regular school teachers so the students could continue their school education during the treatment period in hospital. Therefore, it was possible to observe that during the entire process the involvement and the commitment on the part of all the interviewees played an important role. This study also found that several factors must be taken into account in order to ensure the effectiveness of in-hospital schooling. In fact, many are the challenges faced by the education professionals who work in-hospital, among which is the difficulty of preserving the bond with the patient\'s school of origin; thus revealing the need of developing strategies to enable a better articulation with these institutions.

Made available in DSpace on 2016-04-04T18:33:14Z (GMT). No. of bitstreams: 1 Marisa Xavier Coutrim Dalri.pdf: 1539333 bytes, checksum: 895f8f9db4c6cede343570713b170dc1 (MD5) Previous issue date: 2013-12-06 / The present study aimed to investigate the challenges of managing a process Integrated Center for Public Education (ICPE) in the city of Americana - SP, in its administrative and pedagogical aspects. Sought to recognize the specificities and differential management school full-time (SFT) researched and analyze its elements facilitating and inhibiting. In this perspective, we sought to identify the public policy of expanding the school day in Brazil, which revealed diverse experiences. Studies on the subject are so important in contemporary educational setting, where the expansion of the school day is explicit in the current Law of Guidelines and Bases of National Education (LGBNE), Law No. 9394, of December 20, 1996. In a qualitative approach, empirical materials were produced through desk research and semi-structured interviews with the management team of that ICPE after bibliography and literature review. The survey revealed a successful experience of SFT in ICPE researched. As regards the factors hindering and facilitating its management, highlights were the facilitators, it is possible to perceive differences imply that the quality of the educational process of the school researched, academic training of managers, coupled with experience in teaching career and the political commitment and teaching the same toward public education. Among the difficulties that stands out the ICPE?s infrastructure, principlamemente in relation to physical space. Respondents indicated a differential, the possibilities of space and time for meetings, which set out exchanges and collective constructions. It is intended that the research will foster the expansion of spaces for reflection and debate needed on school full time in Brazil, so as to contribute to the definition and redefinition of public policies in education, strengthening the construction of a quality education social. / A presente pesquisa teve como objetivo investigar os desafios do processo de gest?o de um Centro Integrado de Educa??o P?blica (CIEP) do munic?pio de Americana - SP, em seus aspectos administrativos e pedag?gicos. Buscou-se reconhecer as especificidades e o diferencial da gest?o da escola de tempo integral (ETI) pesquisada e analisar seus elementos facilitadores e dificultadores. Nesta perspectiva, procurou-se identificar as pol?ticas p?blicas de amplia??o da jornada escolar no Brasil, as quais revelaram experi?ncias diversificadas. Os estudos a respeito do tema adquirem relev?ncia no cen?rio educacional contempor?neo, em que a amplia??o da jornada escolar est? explicitada na atual Lei de Diretrizes e Bases da Educa??o Nacional (LDBEN), Lei N? 9394, de 20 de dezembro de 1996. Em uma abordagem qualitativa, foram produzidos materiais emp?ricos, por meio de pesquisa documental e entrevistas semiestruturadas com a equipe gestora do referido CIEP, ap?s levantamento bibliogr?fico e revis?o de literatura. A pesquisa revelou uma experi?ncia exitosa de ETI no CIEP pesquisado. Quanto aos elementos dificultadores e facilitadores de sua gest?o, sobressaem-se os facilitadores, sendo poss?vel perceber diferenciais que implicam a qualidade do processo educativo da escola pesquisada, como a forma??o acad?mica dos gestores, aliada ? experi?ncia na carreira do magist?rio e ao compromisso pol?tico e pedag?gico dos mesmos para com a educa??o p?blica. Entre as dificuldades apontadas, destaca-se a infraestrutuda do CIEP, principalmemente, em rela??o ao espa?o f?sico. Os entrevistados apontaram como diferencial, as possibilidades de espa?o e tempo para reuni?es, em que se estabelecem trocas e constru??es coletivas. Pretende-se que a pesquisa possa fomentar a amplia??o dos espa?os de reflex?o e debates necess?rios sobre a escola de tempo integral no Brasil, de modo a contribuir para a defini??o e redefini??o de pol?ticas p?blicas em educa??o, potencializando a constru??o de uma educa??o com qualidade social.

O presente trabalho As Estratégias de Escolarização Primária na cidade de Rio Claro São Paulo (1889-1920), busca mapear as organizações escolares na primeira república, procurando analisa-las nas suas múltiplas estratégias de escolarização primária. A partir da lei da obrigatoriedade do ensino (1874), procuramos entender como as cidades do interior paulista se organizaram para atender a esta imposição legal. O recorte temporal (1889 1920) foi escolhido por tratar-se de uma fase de efervescência na república, principalmente na difusão da escola primária, em 1920, a Reforma Sampaio Dória é indicada como marco delimitador para observar como estas estratégias foram sendo forjadas, por se constituir em um projeto que vai redefinir a estrutura educacional paulista do período, diminuindo o tempo de escolarização oficial ampliando o número de alunos atendidos. Ao utilizarmos o recurso da micro-história e observar com uma lente de aumento as particularidades dessa cidade interiorana, foi possível identificar a criação dos grupos escolares, a expansão das escolas isoladas, as iniciativas particulares implementadas e os sujeitos que circularam nesses espaços. Desta forma, ficou evidente que a escolarização primária nas cidades do interior não estava centrada nos grupos escolares. Os municípios tiveram um papel importante no processo de escolarização e a as escolas isoladas, sejam estas municipais ou estaduais, assim como a iniciativa particular foram fundamentais para atender a população que estava nos locais mais distantes do centro urbano. Reconhecer o papel das organizações civis imigrantes, negros, operários etc e suas reivindicações educacionais, possibilitou discutir a escolarização em sentido mais amplo. Assim, foi possível encontrar uma multiplicidade de estratégias de escolarização primária em Rio Claro, abrindo novas perspectivas de estudos. / This paper \"Strategies for Primary Schooling in the city of Rio Claro - São Paulo (1889-1920)\", seeks to map the school organizations in the first republic, looking analyzes them in its multiple strategies for primary schooling. After of the law of compulsory education (1874), we seek to understand how the cities inside state of São Paulo organized to meet this statutory requirement. The time frame (1889 - 1920) was chosen because it is a phase of effervescence in the republic, mainly in the difusion of primary school in 1920, the reform of Sampaio Dória is indicated as the delimiter sign for observe how these strategies were being forged, for to be a project that will redefine the educational of São Paulo structure in the period, shortening the time of schooling and increasing the number of students served. By using the feature of the micro-history and observing with a magnifying glass the particularities of this town of inside, was possible to identify creation the school groups, the expansion of individual schools, private initiatives implemented and the subjects that circulated in these spaces. Thus, it became evident that the primary education in the inner cities was not centered in the group schooler. Municipalities had an important role in the schooling process and individual schools, of the state, local or the private initiatives, were essential to meet the people that were most distant from the urban center. Recognize the role of civil organizations - immigrants, blacks, workers etc. - and their educational demands, allowed discuss the schooling with the broadest sense. Thus, it was possible to find a multitude of strategies primary enrollment in Rio Claro, opening new studies perspectives.