Published Article / This article examines how South African newspapers report on the activities of the South African Human Rights Commission (SAHRC) regarding human rights violations in South African schools over a five-year period (1 January 2005 to 31 December 2009). The overarching research question that guided this study is: Can the media play a role in cultivating and creating a particular view of human rights violations in schools and advocate policy change through their framing of the activities of the SAHRC? McManus and Dorfman's guidelines were used to analyse the structural and content frames of 161 articles that were retrieved from the SAMedia database. These news stories provide a glimpse on the wide variety of human rights violations the SAHRC investigated during the five-year period. The interrogation of the two dominant content frames, namely school violence and infringements on learners' rights to basic education, reveals newspapers' superficial and sensationalised coverage of human rights violations. The analysis exposes the media's lack of policy advocacy.

<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

Nesta pesquisa o objetivo principal é avaliar a influência da estimativa para a compreensão do conceito de área de uma superfície plana. / In this research the main objective is to evaluate the influence of the estimation for the understanding of the concept of the area of a flat surface.

Nas últimas décadas, várias pesquisas educacionais foram desenvolvidas para verificar os determinantes do insucesso escolar e elucidar questões referentes ao ensino básico. Acreditamos que a sala de aula, por meio da relação professor-aluno, é um ambiente de manifestação de crenças que podem influenciar no desempenho discente. Sendo assim, este estudo teve por objetivo investigar as representações de professores do ensino fundamental (1a a 8a série) sobre o aluno. Os participantes desse estudo foram 15 professoras de uma escola pública estadual da cidade de Ribeirão Preto - SP. A investigação se deu por meio da observação participante e de entrevistas individuais semi-estruturadas com as professoras. As entrevistas aconteceram em duas etapas: 1º etapa: investigação sobre a trajetória profissional e a formação acadêmica; 2o etapa: percepções e crenças sobre o aluno. Os dados, depois de transcritos literalmente, foram submetidos, num primeiro momento, à Análise de Conteúdo, tomando como referência os pressupostos teóricos da pesquisa qualitativa e organizados em três fases: pré - análise; a exploração do material e o tratamento dos resultados obtidos por meio da inferência e da interpretação. Os resultados evidenciaram que a maioria das professoras não se reconhece no sucesso e tampouco no fracasso de seus alunos. Dessa forma, se desvinculam de sua responsabilidade frente ao aprendizado deixando o aluno à deriva. Acreditam que o bom aluno é fruto de um bom suporte familiar e de atributos pessoais como ser "limpinho", "esforçado", "inteligente", "estudioso", "atencioso", "quietinho", "responsável", "interessado", "bem comportado", "dedicado", "otimista". Por outro lado, "o aluno com dificuldades de aprendizagem" é descrito com características opostas aos do "bom aluno". Ele aparece na fala da maioria das professoras como o aluno "indisciplinado", "insuportável", "desatento", com "baixa auto-estima", "preguiçoso", "briguento", "rebelde", "desinteressado", "inquieto", "que não teve suporte familiar", "que não sabe ler e escrever", "que apresenta problemas neurológicos ou psicológicos". Os dados encontrados confirmam a literatura consultada. Estudos apontam que as famílias, geralmente, não podem oferecer aos seus filhos este suporte familiar como esperado pelas professoras. Algumas professoras percebem que as dificuldades de aprendizagem fazem parte de um contexto mais amplo no qual o aluno está inserido e se esforçam para buscar alternativas de intervenção. Denunciam a ineficácia das políticas educacionais vigentes que são criadas sem levar em consideração os seus principais agentes efetivos e a sua prática em sala de aula. Reconhecem o aluno de hoje como vítima do sistema educacional que cria e reformula teorias sem conseguir alcançar o seu cliente principal - o aluno - e atender às suas necessidades mais prementes. / In the last decades, several educational researches were developed in order to verify the determinants of school failure and to clarify questions related to basic education. We believe that the classroom, through the teacher/student relationship, is an evironment for disclosure of beliefs that may influence the teaching performance. Therefore, the aim of this study was to investigate the representations of basic education teachers (1st to 8th grade) about the student. The participants of this study were 15 female teachers of a public state school of the city of Ribeirão Preto-SP. The investigation was made through the participant observation and individual semi-structured interviews with the teachers. The interviews happened in two stages: 1st stage: investigation about the professional trajectory and graduation; 2nd stage: perceptions and beliefs about the student. The data, which were taped and literally transcribed, were submitted, in the first instance, to content analysis and taking as reference the theoretical presuppositions of the qualitative research and organized in three phases: pre-analysis; exploration of the material and the results' treatment by means of inference and interpretation. Results revealed that most of the teachers don't recognize themselves neither in the success nor in the failure of their students. Thus, they detach themselves from their responsibility related to the learning process, leaving the student adrift. They believe that the good student is fruit of a good familiar support and of personal attributes like be "tidy", "diligent", "smart", "studious", "attentive", "quiet", "responsible", "interested", "well-behaved", "dedicated", "optimist". On the other hand, "the student with learning difficulties" is described with characteristics opposite to the "good student’s". He appears in the talk of most teachers as the "undisciplined", "unbearable", "inattentive student", with "low self-steem", "lazy", "quarrelsome", "rebellious", "disinterested", "anxious", "who did not have familiar support", "unable to read and write", "that has neurological and psychological troubles". The data obtained confirm the literature consulted. Some studies point out that families, generally, cannot offer to their children this familiar support as expected by the teachers. Some teachers perceive that the learning difficulties are part of a broader context into which the student is inserted and endeavor themselves seeking after intervention alternatives. They denounce the inefficacy of the existing educational policies that are created without considering their main real agents and their practice in the classroom. They recognize today’s student as a victim of the educational system that creates and reformulates theories without reaching its main client - the student - and looking after his most pressing necessities.

A instituição escolar depara-se com outras e novas demandas formativas, nesse cenário de transformações, também se percebe mudança significativa na atividade docente. Nesse sentido, é necessário administrar os conflitos e adversidades, o que ocasiona desgaste físico e afetivo. Nem sempre valorizada no trabalho pedagógico, a dimensão afetiva docente pode assumir múltiplos sentidos e diversos significados nas relações humanas - o que deve ser considerado na dinâmica das interações e a partir do contexto que se produzem e são produzidas, pois os acontecimentos da vida têm significados e sentidos diferentes para cada sujeito, que concebe o seu modo de ser-no-mundo. Nesse sentido, foi proposta pesquisa de caráter qualitativo, fundamentada na perspectiva histórico-cultural do desenvolvimento humano de Vigotski. Assim, a abordagem privilegiou a profundidade e o alcance das informações, o que permitiu não somente descrever, mas interpretar os dados, tendo a linguagem como um dos principais recursos para conhecer a essência dos fenômenos, em consonância com o conceito de promoção da saúde. Objetivou-se, então, analisar como os professores da Educação Básica compreendem sua afetividade em sala de aula e como a relacionam à sua saúde. Para tal, participaram 10 professores que, à época, lecionavam no 6º ano de uma escola pública do interior paulista. Como ferramenta para construção dos dados, foi adotada a entrevista narrativa; os dados foram submetidos à Análise Temática proposta por Braun e Clarke (2006), focalizando os aspectos expressados e palavras presentes no discurso (material linguístico), considerando o campo da subjetividade, das necessidades e motivos dos sujeitos, para dar luz à forma do processo de significação da afetividade dos professores e como a relacionam com a sua saúde. A análise do material resultou na organização de quatro temas: 1. Desafios da profissão: os afetos que afetam a sala de aula; 2. as relações na e para além da sala de aula: as semânticas dos vínculos; 3. as vicissitudes dos afetos do professor: do desejo à frustração, da satisfação ao desgosto; 4. os afetos que afetam a saúde do professor: o adoecimento e as estratégias de enfrentamento. Espera-se que, com os resultados deste estudo, surja um novo olhar para a experiência afetiva do professor, uma compreensão integral, buscando outro entendimento da concepção da afetividade e seus impactos na saúde do professor em sala de aula, não apenas atrelada à relação ensino-aprendizagem ou saúde-doença, mas suas explicitações e consequências como aspecto das interações em sala de aula, e do próprio trabalho docente / The school institution faces other and new formative demands, in this scenario of transformations, it is also noticed a significant change in the teaching activity. For this, it is necessary to manage the conflicts and adversities, which causes physical and affective exhaustion. Not always appreciated in the pedagogical work, the affective dimension of the teacher may assume multiple senses and different meanings in human relations. This dimension, therefore, must be considered in the dynamics of interactions, from the context that has been produced and produces, since the events of the life have different meanings and senses for each person, who conceives his/her way of being-in-the-world. In this sense, a qualitative research was proposed, based on the historical-cultural perspective of Vygotsky\'s human development. Thus, the approach privileged the depth and the scope of the information, which allowed not only to describe but to interpret the data, having the language as one of the main resources to understand the essence of the phenomena, in accordance with the concept of health promotion. The purpose of this study was to analyze how teachers of Basic Education understand their affectivity in the classroom and how they relate it to their health. For that, 10 teachers participated, who, at the time, was teaching in the 6th year of a public school in the interior of São Paulo. As a tool for data construction, the narrative interview was adopted; the data were submitted to the Thematic Analysis proposed by Braun and Clarke (2006), focusing on the expressed aspects and words present in the discourse (linguistic material), considering the field of subjectivity, the needs and motives of the subjects, to give light to the form of the process of teachers\' affectivity and how they relate it to their health. The analysis of the material resulted in the organization of four themes: 1. Challenges of the profession: the affects that affect the classroom; 2. relations in and beyond the classroom: the semantics of links; 3. the changes of the teacher\'s affections: from desire to frustration, from satisfaction to disgust; 4. The affects that affect the health of the teacher: illness and coping strategies. With the results of this study, it is hoped that a new perspective emerges for the teacher\'s affective experience. Then, this integral comprehension will seek another understanding of the conception of affectivity and its impacts on the health of the teacher in the classroom, not only linked to the relation teaching-learning or health-disease, but its explanations and consequences as aspect of the interactions in the classroom, and of the teaching work itself

Nas últimas décadas, várias pesquisas educacionais foram desenvolvidas para verificar os determinantes do insucesso escolar e elucidar questões referentes ao ensino básico. Acreditamos que a sala de aula, por meio da relação professor-aluno, é um ambiente de manifestação de crenças que podem influenciar no desempenho discente. Sendo assim, este estudo teve por objetivo investigar as representações de professores do ensino fundamental (1a a 8a série) sobre o aluno. Os participantes desse estudo foram 15 professoras de uma escola pública estadual da cidade de Ribeirão Preto - SP. A investigação se deu por meio da observação participante e de entrevistas individuais semi-estruturadas com as professoras. As entrevistas aconteceram em duas etapas: 1º etapa: investigação sobre a trajetória profissional e a formação acadêmica; 2o etapa: percepções e crenças sobre o aluno. Os dados, depois de transcritos literalmente, foram submetidos, num primeiro momento, à Análise de Conteúdo, tomando como referência os pressupostos teóricos da pesquisa qualitativa e organizados em três fases: pré - análise; a exploração do material e o tratamento dos resultados obtidos por meio da inferência e da interpretação. Os resultados evidenciaram que a maioria das professoras não se reconhece no sucesso e tampouco no fracasso de seus alunos. Dessa forma, se desvinculam de sua responsabilidade frente ao aprendizado deixando o aluno à deriva. Acreditam que o bom aluno é fruto de um bom suporte familiar e de atributos pessoais como ser "limpinho", "esforçado", "inteligente", "estudioso", "atencioso", "quietinho", "responsável", "interessado", "bem comportado", "dedicado", "otimista". Por outro lado, "o aluno com dificuldades de aprendizagem" é descrito com características opostas aos do "bom aluno". Ele aparece na fala da maioria das professoras como o aluno "indisciplinado", "insuportável", "desatento", com "baixa auto-estima", "preguiçoso", "briguento", "rebelde", "desinteressado", "inquieto", "que não teve suporte familiar", "que não sabe ler e escrever", "que apresenta problemas neurológicos ou psicológicos". Os dados encontrados confirmam a literatura consultada. Estudos apontam que as famílias, geralmente, não podem oferecer aos seus filhos este suporte familiar como esperado pelas professoras. Algumas professoras percebem que as dificuldades de aprendizagem fazem parte de um contexto mais amplo no qual o aluno está inserido e se esforçam para buscar alternativas de intervenção. Denunciam a ineficácia das políticas educacionais vigentes que são criadas sem levar em consideração os seus principais agentes efetivos e a sua prática em sala de aula. Reconhecem o aluno de hoje como vítima do sistema educacional que cria e reformula teorias sem conseguir alcançar o seu cliente principal - o aluno - e atender às suas necessidades mais prementes. / In the last decades, several educational researches were developed in order to verify the determinants of school failure and to clarify questions related to basic education. We believe that the classroom, through the teacher/student relationship, is an evironment for disclosure of beliefs that may influence the teaching performance. Therefore, the aim of this study was to investigate the representations of basic education teachers (1st to 8th grade) about the student. The participants of this study were 15 female teachers of a public state school of the city of Ribeirão Preto-SP. The investigation was made through the participant observation and individual semi-structured interviews with the teachers. The interviews happened in two stages: 1st stage: investigation about the professional trajectory and graduation; 2nd stage: perceptions and beliefs about the student. The data, which were taped and literally transcribed, were submitted, in the first instance, to content analysis and taking as reference the theoretical presuppositions of the qualitative research and organized in three phases: pre-analysis; exploration of the material and the results' treatment by means of inference and interpretation. Results revealed that most of the teachers don't recognize themselves neither in the success nor in the failure of their students. Thus, they detach themselves from their responsibility related to the learning process, leaving the student adrift. They believe that the good student is fruit of a good familiar support and of personal attributes like be "tidy", "diligent", "smart", "studious", "attentive", "quiet", "responsible", "interested", "well-behaved", "dedicated", "optimist". On the other hand, "the student with learning difficulties" is described with characteristics opposite to the "good student’s". He appears in the talk of most teachers as the "undisciplined", "unbearable", "inattentive student”, with "low self-steem", "lazy", "quarrelsome", "rebellious", "disinterested", "anxious", "who did not have familiar support", "unable to read and write", "that has neurological and psychological troubles". The data obtained confirm the literature consulted. Some studies point out that families, generally, cannot offer to their children this familiar support as expected by the teachers. Some teachers perceive that the learning difficulties are part of a broader context into which the student is inserted and endeavor themselves seeking after intervention alternatives. They denounce the inefficacy of the existing educational policies that are created without considering their main real agents and their practice in the classroom. They recognize today’s student as a victim of the educational system that creates and reformulates theories without reaching its main client - the student - and looking after his most pressing necessities.

abstract: This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending. To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning. The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

The purpose of this study is to investigate the current conditions of the recognition and satisfaction of the open admission program of twelve-year basic education. In addition, to analyze the differences between the recognition and satisfaction of the open admission program in school environmental variables and performance of personal variables. The methodology adopted by this study, is quantitative by using questionnaire. The samples consisted of 620 teachers selected from 97 public and private junior high schools in Kaohsiung city. 620 questionnaires were released, 498 were retrieved, and after discarding 8 invalid questionnaires, there were 490 valid questionnaires, reaching 98.3% of valid questionnaires. The researcher analyzed the survey data by various statistical methods, including: t-test, one-way ANOVA, Scheffe method. The findings of this study follow: I. The current conditions of recognition of the open admission program of twelve-year basic education are general, especially on the dimension of adaptive guidance. II. The current conditions of satisfaction of the open admission program of twelve-year basic education are a little unsatisfied, especially on the dimension of adaptive guidance are satisfied. III. Teacher who are male and whose seniority are over 26 years have the most significantly greater effect in the different conditions between teachers¡¦ performance and the recognition of the open admission program of twelve-year basic education IV. Teacher who are male and whose position in subject teacher have the most significantly greater effect in the different conditions between teachers¡¦ performance and the recognition of the open admission program of twelve-year basic education. Some suggestions will be proposed to the governmental administration, the education authorities, junior high school principals and teachers, and the extended research as well, based on the findings. Key words: twelve-year basic education, open admission program and policy satisfaction

<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

Thesis (M.A. (Population and Reproductive Health Research))--Mahidol University, 2006. / LICL has E-Thesis 0016 ; please contact computer services.