[pt] O presente trabalho, de cunho sociológico, efetua um mapeamento do perfil dos professores de escolas consideradas de excelência no município do Rio de Janeiro. Parte da hipótese de que, para além da situação sócio-econômica da clientela e das condições institucionais, o corpo docente é um dos principais aspectos que contribui para a qualidade do ensino escolar e para a construção da imagem de prestígio das instituições investigadas. Esta pesquisa é um recorte de outra mais ampla, intitulada Processos de Produção de Qualidade de Ensino: Escola, família e cultura que o SOCED/PUC-Rio - Grupo de Pesquisa em Sociologia da Educação - vem desenvolvendo há alguns anos. Utilizou o material empírico derivado do survey composto por três questionários (professores, alunos, pais) e aplicados em nove escolas anualmente apontadas pela imprensa como as melhores do Rio de Janeiro. Visando a articulação das dimensões macro e micro e a ampliação do corpus da pesquisa, utilizou, num segundo momento, dados qualitativos do trabalho de campo realizado em três das nove escolas da amostra. A partir da análise de dados como o nível socioeconômico, condições de trabalho, trajetórias escolares e profissionais e práticas pedagógicas, foi possível traçar as características do corpo docente que atende a clientela dessas escolas e levantar algumas hipóteses sobre o efeito-professor na produção de trajetórias escolares de sucesso. / [en] This paper, trough a sociological perspective, builds a map of teachers profiles of schools perceived as excellence institutions in the city of Rio de Janeiro. Our hypothesis is that, in the institutions investigated, beyond socialeconomic situation of customers and institutional conditions, teachers qualities are one of the main contributors to the quality of school education and the construction of the prestigious image detained by then. This research is a cutting from a broader research called: Procedures for Producing Quality in Education: School, family and culture developed by SOCED / PUC-Rio - Group Research in Sociology of Education - some years ago. It uses material derived from an empirical survey, composed of three questionnaires (teachers, students, parents) and applied annually in nine schools identified by the press as the best educational institutions in the city of Rio de Janeiro. To articulate macro and micro dimensions and also to expand the corpus of research, this investigation uses, in a second time, qualitative data acquired in fieldwork activities centralized in three of the nine schools of the sample. From the analysis of data such as socialeconomic level, working conditions, school and professional trajectories and teaching practices were possible to trace some characteristics of the teachers that serves the customers of these schools and raise some assumptions about the teachers effect in the production of well succeed school trajectories.

Submitted by Geyciane Santos (geyciane_thamires@hotmail.com) on 2015-05-14T14:09:41Z No. of bitstreams: 1 Marcello Mazzaro de Mello.pdf: 939836 bytes, checksum: cd150ba21ce304a066fd46bcc785eee9 (MD5) / Made available in DSpace on 2015-05-14T14:09:41Z (GMT). No. of bitstreams: 1 Marcello Mazzaro de Mello.pdf: 939836 bytes, checksum: cd150ba21ce304a066fd46bcc785eee9 (MD5) Previous issue date: 2014-05-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to understand the divergent positions between the theory of social reproduction of Pierre Bourdieu and the theory of rational choices of Raymond Boudon. Theories involving the sociology of education are often placed at opposite poles in relation individual / society. On one side, the field of action subjectively motivated, rational individual choices, represented by Raymond Boudon, became known as methodological individualism. On the other hand, the inverse perspective, holistic, derived from macrosociological contexts related to the size of the collective structures represented by Bourdieu, known as structuring. In trying to understand the differences of these two theories, research is supported in methodologies related to bibliographic studies, as well as those pertaining to comparative studies of works and authors. To understand the theories of sociology of education, the approaches are preceded by a summary of the general history of western education, contextualized, where relevant, with the history of education in Brazil. Moreover, an itinerary is done in the history of sociology of education to a better understanding of its various currents. With this purpose is focused on the following: a) Identify and analyze the characteristics and contributions of each approach in the construction of modern conceptions of education; b) describe the most relevant findings of the traditions of social science research in education and c) understand the various currents of the field of sociology of education with its various aspects, in seeking to understand the "crisis" of educational paradigms. / O presente trabalho tem por objetivo compreender as posições divergentes entre a teoria da reprodução social de Pierre Bourdieu e a teoria das escolhas racionais de Raymond Boudon. As teorias que envolvem a sociologia da educação são colocadas frequentemente em polos opostos na relação indivíduo/sociedade. De um lado, o campo da ação subjetivamente motivada, das escolhas individuais racionais, representado por Raymond Boudon, tornou-se conhecido como individualismo metodológico. Por outro lado, a perspectiva inversa, holista, oriunda de contextos macrossociológicos relacionada à dimensão das estruturas coletivas, representada por Pierre Bourdieu, conhecida como estruturalismo. Na tentativa de compreender as divergências dessas duas teorias, a investigação está apoiada em metodologias relacionadas aos estudos bibliográficos, assim como àqueles concernentes aos estudos comparativos de obras e autores. Para o entendimento das teorias da sociologia da educação, as abordagens são antecedidas por uma síntese da história geral da educação ocidental, contextualizadas, quando pertinente, com a história da educação no Brasil. Ademais, é feito um itinerário pela história da sociologia da educação para uma melhor percepção de suas diversas correntes. Com esta finalidade é focalizado o seguinte: a) Identificar e analisar as características e contribuições de cada uma das abordagens na construção das concepções modernas sobre educação; b) descrever as descobertas mais relevantes das tradições de pesquisa em ciências sociais na área educacional e c) compreender as diversas correntes do campo da sociologia da educação com suas várias vertentes, na busca do entendimento das “crises” dos paradigmas educacionais.

Education plays a vital role in shaping social structures and influencing social mobility in a society, and thus educational equality is a concern for many societies. Considering the compulsory status of English from basic to higher education in China and its symbolic meaning in Chinese society, this study regards it as a window to explore educational inequality and its association with social structures. This study investigates the roles played by family, geographic divide, and institution, and the way in which the three interplay in structuring the educational pathways of individuals and shaping educational inequality. This study describes a qualitative case study of 36 students of different social milieus in an elite university. Data from the case interviews is complemented by classroom observation of three secondary schools within the educational system hierarchy, classroom observation of the elite university, teacher interviews from the four educational institutions, and collected documents. I draw on Bourdieu's conceptual tools of different types of capital, field, and habitus in order to understand the complexity of educational inequality in China. The data present striking differences in the educational trajectories between social groups. The success of higher-SES students is partly ascribed to the richer volume and types of their families' cultural capital, and the inclination for their families to transfer abundant economic capital to their children's embodied cultural capital. The interview data suggest that disadvantaged students rely heavily on formal education and are inscribed with institutional habitus due to the scarcity of educational resources obtained from family. More importantly, for advantaged students, their family, secondary schools (previous field) and the elite university (current field) work together in a consistent way, resulting in a positive momentum that contributes to a sense of belonging and fitting-in to the elite university. On the contrary, for marginalised students, contradictions and disconnections are found between secondary schools and the current elite field in terms of institutional habitus and practices, which to a large extent can be ascribed to the stratified school system and geographic divides. This situation leads to a negative momentum for them, which causes feelings of alienation and a sense of disorientation when encountering the elite field. This academic disorientation is evident in their transitional period. Their habitus is identified by a transformative tendency with easier access to dominant cultural capital and habitus. However, the transformation is circumscribed by their huge efforts made in overcoming the initial difficulties and their families' lack of capital. Some special cases in my study suggest a more equal admission policy and the critical role that institutions play in compensating for a family's lack of capital. This thesis concludes with suggestions for more inclusive practices for institutions and policy makers in China to achieve a more equal educational context.

[pt] Essa pesquisa se insere na investigação Contextos Institucionais e a Construção da Qualidade do Ensino na Educação Básica do SOCED – Grupo Pesquisas em Sociologia da Educação da PUC-Rio. Desenvolveu um estudo comparativo entre duas escolas públicas da rede municipal de educação do Município do Rio de Janeiro, uma que apresentou resultados acima da média municipal na nota padronizada da Prova Brasil de 2005 e 2007 de alunos de 9º ano e outra com resultados abaixo dessa média. A análise do material empírico (survey SOCED constituído por questionários aplicados para pais, alunos e professores das duas escolas; registro de campo e entrevistas com membros das direções) nos permitiu identificar características organizacionais e sociopedagógicas das escolas que poderiam indicar elementos importantes para a compreensão da diferença de desempenho dos alunos das duas escolas nas avaliações oficiais. Para entender as possíveis razões dessa diferença, a investigação procurou traçar perfil de cada unidade de ensino, considerando a estrutura organizacional da escola em termos de pessoal e de gestão; delinear os perfis socioeconômicos e sociodemográficos dos agentes educacionais; além de situar as unidades de ensino dentro da estrutura organizacional da Rede Municipal de Educação do Rio de Janeiro. As práticas pedagógicas de cada escola, a relação família-escola e a relação estabelecida com o poder público também foram elementos que surgiram na análise, considerando a localização geográfica das duas escolas, ambas situadas em uma mesma área da Zona Norte da cidade do Rio de Janeiro, porém uma dentro de uma área favelizada, o complexo de favelas da Maré, e outra em Bonsucesso, importante área comercial dessa região da cidade. / [en] The research is part of the investigation Institutional Contexts and the Construction of Quality Teaching in Basic Education organized by SOCED – Group Research in Sociology Sociology of Education of PUC - Rio that aims at making a comparative study between two public schools in the city of Rio de Janeiro, one of them showed results above the Municipal average of the standard grade on the Prova Brasil of 2005 and 2007, done by 9th-grade students and the other showed results below that average. The analysis of the empirical material (SOCED Survey) made up of questionaires answered by students’ parents, students and teachers from both schools; field records and interviews with members of the school administrations enabled us to observe some organizational and sociopedagogical features of the two schools which could point out pertinent elements for the understanding of the difference in the students’ performances on their official evaluations in both schools. In order to understand the possible causes of that difference, the investigation could draw up each school’s profile, considering the organizational structure of the school regarding the teachers and the school’s administration; draw up the socialdemographic profiles of the educational agents; besides locating the schools in the organizational structure of public schools in the city of Rio de Janeiro. The pedagogical practice of each school, the family-school relationship and the relationship established with the political power were also elements that arose from the analysis, considering the geographical location of the two schools, both located in northern zone of Rio de Janeiro; however, one located in a slum area, Complexo da Maré, and the other located in Bonsucesso, an important commercial borough of the city.

The purpose of this dissertation is critically to illustrate discursive recontextualization between sociocultural production and reproduction, with respect to both relations within and relations to music education in Swedish upper-secondary school. The starting point for the study is the Swedish upper-secondary school reform, Gy 2011, which has involved a marked reformulation of the agenda for music education in upper-secondary school. The general Artistic Activities disappeared, at the same time as the significance of a specialising education in the field was strengthened. This dissertation is driven by the desire to understand the results of the upper-secondary school reform by explaining the processes and principles involved. But, in a wider perspective, the dissertation deals not only with a single reform, but encompasses a search for the underlying principles that have had, and are having, a regulating effect on the design and positioning of music in publicly regulated education. The results show that structuring of the subject of music takes place primarily through the classification and framing of social relationships in general, and of interactional relationships in particular. The focus of these relationships has shifted from time to time, and varies from context to context, but has always been in relation to something that has been regarded as sacred. In recent times, the framing within music-oriented knowledge practices has become weaker. At the same time, such knowledge practices have shown an increasing need for the drawing of boundaries in relation to other knowledge practices. The latter also has a value in explaining why general music content was removed from the upper-secondary school curriculum, whereas a special and specialising educational programme was able to gain legitimacy.

International mathematics assessments have established students in East Asia as among the best in the world and their U.S. counterparts as mediocre. What is not clear is why this “achievement gap” exists. The last major study to address this question, Stevenson and Stigler’s (1992) The Learning Gap, was published prior to empirical and methodological advances in international comparative research on education. Prevailing wisdom points to unverified differences in cultural beliefs, which often leads to defeatist conclusions. This dissertation offers a fresh perspective by applying sociological theory and methods to the issue. Specifically, I rely on underutilized data from the 2003 and 2007 Trends in International Mathematics and Science Study (TIMSS) of fourth graders to compare educational systems across three major factors that influence math achievement: curriculum, teachers and parents. My main empirical findings are that there is greater uniformity of math instruction across classrooms in the participating East Asian nations of Hong Kong, Japan, Singapore and Taiwan than in the U.S. and that, among all participating educational systems, average achievement tends to be higher in those with greater uniformity of instruction. The implication is that the institutional arrangements that allow for less uniformity of instruction across classrooms in the U.S. might be partially responsible for the gap. Cross-regional differences in teacher effectiveness might also account for part of the gap, as three-level, hierarchical linear models of achievement in each nation indicate that U.S. math teachers are less effective than their East Asian counterparts—even after the quantity of instruction provided is taken into account. The main theoretical contribution is an alternative explanation for the apparent cross-regional disparity in the proportion of involved parents, which highlights how schools can make a difference in whether or not parents become involved. Such an approach promises a way out of the dead-end reached by previous theorists. However, this dissertation also draws attention to the limitations of the existing data. At present, there is not enough information available to substantiate the policy recommendations made in previous studies. As such, a central aim of this dissertation is to put research onto sounder methodological footing. / Sociology

<p> College student mental health is a significant issue for educational leaders, as mental health needs are increasing in prevalence and severity (ACHA, 2013; Gallagher, 2013). Eisenberg, Downs, Golberstein, and Zivin (2009) note that mental health issues cause adverse occupational, academic and social outcomes, impacting student success, retention, and persistence (Belch, 2011; Cleary, Walter, &amp; Jackson, 2011). Anxiety and depression, which are more prevalent in women (ADAA, 2007; APA, 2013), are the most common mental health issues affecting college students (ACHA, 2013; Gallagher, 2013). </p><p> Coyne and Downey (1991) correlated social support with improved mental health outcomes. Baron (2010) indicated that involvement in student organizations may promote development and connection, thereby enhancing learning and retention (Chambliss &amp; Takacs, 2014). Female students may engage in campus life by joining sororities, which are prominent and influential on many campuses (Lien, 2002). The purpose of this research was to investigate sorority member mental health, specifically anxiety and depression. The relationships between anxiety, depression, and student characteristics were examined. </p><p> This correlational, ex-post facto study explored the presence and severity of anxiety and depression of women (N =72) who self-identified as living in sorority housing. Permission was obtained to review data from the 2013-2014 Healthy Minds Study (Eisenberg &amp; Lipson, 2014), including demographic information and results from the PHQ-9 (Kroenke, Spitzer, &amp; Williams, 2001) and the GAD-7 (Spitzer, Kroenke, Williams, &amp; L&ouml;we 2006). Data analyses produced frequencies, correlations, and t-tests. </p><p> Findings revealed the following: 20% of respondents reported anxiety, with 8% percent reporting severe anxiety; 15% of respondents reported depression, with 5% reporting major depression. Financial difficulty was correlated with depression (<i>r</i> =.27, <i>r²</i>=.07, <i> p</i>=.008) and a significant relationship existed between the presence of anxiety and depression (<i>r²</i>=.36, <i> r</i>2=.13, <i>p</i>=.004). No statistically significant difference existed in reported symptoms of anxiety and depression of women residing in sorority housing compared to those residing elsewhere. Information about mental health may assist sororities in providing support and resources to members. Educational leaders, mental health practitioners, faculty, and student affairs staff can also benefit from this information as they work to help address student mental health needs, student retention, persistence, and success. </p>

<p> The 2011 East Japan Earthquake and Tsunami suddenly took the homes, family members, friends, and familiar neighborhoods away from the children of Iwate. In the midst of this difficult situation, early childhood development (ECD) programs provided protective environments for the young children to access continuous care and development opportunities. This case study examines how these daycare centers in Iwate prepared for, responded to, and coped with the severe natural disaster, providing physical, cognitive, and psychosocial protections to these children.</p><p> The study re-affirmed that daycare centers in Iwate had integrated the national standards for disaster risk reduction (DRR). On the day of the disaster, personnel safely evacuated the children while practicing monthly drills. Despite the challenges, the daycare programs quickly re-established normalcy in children&rsquo;s lives, ensuring continuous access to care. Not only did daycare personnel act in loco parentis for these children, but also re-installed daycare programs during the recovery.</p><p> The study revealed that local governments also faced serious challenges in their leadership and coordination roles. Their response capacities had been severely affected by the disaster. Governments&rsquo; appropriate and timely guidance was most beneficial for the daycare providers. Among other recommendations, I assert that in the future, local governments could take more active roles in coordinating the massive influx of humanitarian organizations. </p><p> This interpretivist research was based on my one-year fieldwork in Iwate immediately after the disaster, and employed a series of survey instruments (questionnaires and interviews). This case study contributes to the field of education and ECD in emergencies through the use of qualitative, ethnographic research. It also recognizes significant and complimentary contribution of qualitative inquiry methods, including on-site fieldwork, ethnographic analyses, and follow-up interviews, for better understanding of crisis situations.</p><p> While pre-school programs are not compulsory in Japan, the study calls attention to the valuable protection that they provide for both young children and their childhoods in emergencies. A recovery strategy that focuses on protective environments for children has great potential as a harmonizing approach, rather than as a parallel one, in the complex nature of humanitarian assistance. </p>

<p> The purpose of the qualitative phenomenological study was to describe the phenomenon of being a student-parent by identifying the lived experiences of nursing students that are parents, specifically their perceptions of their experiences of how they balance their family life with their academic life successfully. Two participants were involved in the pilot test and 21 main study participants were included in the sample. The data obtained through semi-structured one-on-one interviews were analyzed using Giorgi&rsquo;s method of phenomenological research. The findings of this study identified eight themes resulting from descriptions provided by the student-parents while in undergraduate nursing school and included: (1) <i>All challenges are subjective to the personal circumstance</i> reflecting the unique home situation, (2) <i>Unmet personal expectations occur while in nursing school</i> through role conflict and guilt, (3) <i>Post-secondary education has particular demands</i> through financial and academic obligations, (4) <i>Support is essential to nursing school success</i>, (5) <i> Processes enabling student-parent success</i> contain compromises and strategizing balance with flexibility, (6) <i>Interactions and outcome from negative spillover</i> imbalance family and academic obligations, (7) <i>Organization culture of campus attributes to the student-parent perspective</i>, and (8) <i>Participant recommendations to stakeholders </i>. The essence of the student-parent experience influenced a formation of a comprehensive model, titled PARENTS to inform campus leaders of strategies to enhance the student-parent experience and accommodate family influences brought to campus. Future qualitative research suggestions include exploring support systems of student-parents, children experiences of student-parents, and campus stakeholder perspectives of breastfeeding and parent planning and family-centred accommodation on campus.</p>

<p> With a focus on socioeconomic issues considered important by the international students in the host nation, this study asks two research questions: How do United States and Canadian universities provide information on immigration policies that address the socioeconomic issues pertaining to international students? How are American and Canadian universities similar and different in the information they provide on immigration policies on socioeconomic issues pertaining to international students? Five universities each from U.S. and Canada that received most international students were purposively selected. A qualitative content analysis was conducted on the websites of the universities. The U.S. and Canadian universities are similar in the approach of presenting policies on employment and costs of education, and different in regard to the focus on immigration policies and international students' immigration status maintenance in the presentation of the policies. Despite presenting restrictive U.S. immigration policies, international students have selected the U.S. universities for their higher education. Conversely, the presentation of flexible Canadian immigration policies has seemingly helped in the enrollment of international students in the Canadian universities.</p>