Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 124-132). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 105-109). Also available on the Internet.

Thesis (Ph.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on Nov. 10, 2009). Includes bibliographical references (p. 161-173).

Elever med kognitiva funktionsnedsättningar har ofta nedsättningar av de exekutiva förmågorna. Denna målgrupp har ett stort mörkertal i skolan och får därför inte alltid det stöd de behöver i skolan, vilket kan leda till elevernas delaktighet i skolaktiviteter inskränks. Studien syftar därför till att beskriva hur arbetsterapeuter arbetar med teknikstöd för att främja delaktighet i skolaktiviteter för elever med kognitiva funktionsnedsättningar. Studien är en empirisk undersökning vars forskningsmetod är en kvalitativ intervjustudie. Studiens deltagare är legitimerade arbetsterapeuter som arbetar på skolor runt om i Sverige. I resultatet presenteras tre huvudteman som beskriver att arbetsterapeuten arbetar i en process för att utforma elevernas teknikstöd, som kan vara hög- eller lågteknologiska som förebygger eller kompenserar för elevernas svårigheter. Genom att handleda skolans övriga personal kan arbetsterapeuten få stöd i arbetet med teknikstöd för att främja elevers delaktighet i skolans aktiviteter. De utmaningar som arbetsterapeuten möter i sitt arbete är lärarnas attityd och kunskap om teknikstöd, vilket påverkar arbetsterapeutens samarbete kring teknikstöd. Slutsatsen är att eftersom att arbetsterapeuter fortfarande håller på att etablera sig i skolan så påverkas deras arbete med teknikstöd av det. Hade detta varit en etablerad verksamhet för arbetsterapeuter hade deras arbete med teknikstöd fått ytterligare stöd från yttre faktorer. / Students with cognitive disabilities often have reduced executive skills. It is not known exactly how many students with cognitive disabilities there are in schools and therefore they do not always receive the support they need. Lack of support can lead to reduced participation in school activities. The study therefore aims to describe how occupational therapists work with assistive technology to promote participation in school activities for students with cognitive disabilities. This is an empirical study whose research method is the qualitative interview. The participants were registered occupational therapists working at schools around Sweden. The results present three main themes describing the occupational therapist’s working process for designing assistive technology. Assistive technology can be high or low tech, and may prevent or compensate for difficulties. By tutoring school staff, the occupational therapists can get support in their work on assistive technology. The challenges faced by the occupational therapists in their work are the teachers' attitude towards and knowledge of assistive technology, which affect the collaboration with therapists on assistive technology. The conclusion is that since occupational therapists are still becoming established in schools, their work on assistive technology is affected. Had occupational therapy already been established in schools, their work with assistive technology would have received further support from the politic and economic environment, as well as other professionals in school.

LIMA NETO, José Melinho de. O ambiente escolar e a relação com o saber: história de vida, memória e narrativas de alunos do ensino fundamental. 2016. 104f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-03-31T10:51:13Z No. of bitstreams: 1 2016_dis_jmlneto.pdf: 2238562 bytes, checksum: 9e13d799d91496b3becd88e9c9aa0220 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-03-31T14:22:14Z (GMT) No. of bitstreams: 1 2016_dis_jmlneto.pdf: 2238562 bytes, checksum: 9e13d799d91496b3becd88e9c9aa0220 (MD5) / Made available in DSpace on 2016-03-31T14:22:14Z (GMT). No. of bitstreams: 1 2016_dis_jmlneto.pdf: 2238562 bytes, checksum: 9e13d799d91496b3becd88e9c9aa0220 (MD5) Previous issue date: 2016 / A presente pesquisa objetivou compreender o ambiente escolar e a relação com o saber dos alunos numa turma de 9º ano do ensino fundamental regular da Escola de Ensino Fundamental Raimundo Sotero de Moura, no município de Pacajus, no Ceará, à luz de suas narrativas. As narrativas trazidas pelos estudantes foram analisadas como instrumento histórico importante para o entendimento da representação acerca da sala de aula, na medida em que se situaram como sujeitos pertencentes a tal espaço. Eis o critério de entendimento da relação que eles fazem com o saber e a sala de aula. A proposta de construção do significado do ambiente escolar demonstrou a elevação do sentimento de pertencimento dos alunos à escola, na medida em que colaborou com o desenvolvimento da autoestima, por destacar sua condição de protagonistas no processo de ensino-aprendizagem. Ao serem envolvidos numa atividade que propôs a elaboração de narrativas históricas de vida e de memória de tais discentes como parte integrante do processo escolar, foi possível, por meio de tal procedimento, construir a representação que fazem da escola. Admite-se que tal estudo seja oportuno para facilitar o processo de ensino-aprendizagem, na medida em que envolveu discentes e professores da escola como sujeitos participantes da investigação ao ser narrada a história de vida dos educandos, evidenciando-se o significado que elaboram da sala de aula, bem como a relação com o saber.

This thesis is written on a theoretically empirical basis. It deals with primary prevention of risk behavior in schools, in particular secondary schools. The theoretical part of the thesis concentrates on the characteristic features of risk behavior and its primary prevention. It also concentrates on the relationship between the teacher and pupils, the specifics of class group, the principles of effective communication and class environment. The practical part of the thesis is based on the results of a questionnaire which provided information about pupils´ and teachers´ views concerning risk behavior, and preventative activities being carried out at selected schools in co-operation with external consultants. The aim of this practical part of the thesis was to investigate pupils´ and teachers´ attitudes to primary prevention.

The purpose of this thesis is the theoretical part to compile insights into the actual concept of primary prevention in the elementary school environment, to analyze the system of strategic planning and management of prevention at national and regional level and analyse tasks elementary school in this area. The practical part will be to monitoring and comparing the objectives and priorities of regional prevention strategies (for example, two regions) and the author then conduct an investigation in an environment of selected primary schools of the regions, their strategy will be subject to an prime analysis. It will focus in this context on the structure of prevention in schools and its continuity to the strategic objectives. Compares also realization of prevention and selects adequate examples of good practice. Based on the research will be formulate recommendations for the realization of primary prevention at the school level.

Orientadores: kamal Abdel Radi Ismail, Bjarne Wilkens Olesen / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecânica / Made available in DSpace on 2018-08-18T21:57:56Z (GMT). No. of bitstreams: 1 Moraes_CleliaMendoncade_D.pdf: 11219740 bytes, checksum: 58fccb247696bc4b704b7456032700a6 (MD5) Previous issue date: 2009 / Resumo: A qualidade da sala de aula é determinada pelo projeto da edificação. Esse, por sua vez, exerce uma forte influência sobre as condições térmicas do aluno em aula. A relevância de formularem-se normas e padrões específicos para esse tipo de ambiente que considere as suas particularidades é discutida em países como Dinamarca, Finlândia, Holanda, Suíça, Estados Unidos entre outros. No Brasil, como avaliação pós-ocupação. Sendo assim, a presente pesquisa avalia o comportamento térmico real em sala de aula com o levantamento de variáveis climatológicas do ambiente externo e interno da edificação localizada em duas universidades brasileiras no estado de São Paulo a fim de contribuir para o bem estar e produtividade. Por meio dos métodos de conforto térmico (Givoni, 1969) de ambientes envoltórios e sua correlação com a sensação térmica humana (Fanger, 1970) com a participação do aluno. Para estabelecer condições limite de conforto térmico em sala de aula, verificando as mudanças abruptas de temperatura em clima tropical de altitude. Adotou-se medida física objetiva e subjetiva. Monitoraram-se T(ºC), UR(%), Var(m/s) e P(atm); com o registro de dado interno por meio de "datalogger" e sensores; externo por Estação Meteorológica, e a percepção térmica do aluno foi avaliada com questionários. Aplicaram-se os dados obtidos no estudo do voto médio, ou seja, "CLO-FANGER-MET" interpolado com Givoni e nos softwares de simulação computacional de avaliação do desempenho ambiental de edificações. Os resultados finais obtidos com o cálculo numérico de sala de aula permitem obter uma avaliação de medidas padrões de uma temperatura ideal para salas de aula universitárias, estabelecendo o limite entre as zonas de conforto do metabolismo humano propondo um modelo adaptativo de conforto para um país com uma vasta variação latitudinal como o Brasil. Foi possível verificar através da análise da literatura que a qualidade do projeto da edificação determina a adaptação do homem ao clima / Abstract: The quality of the classroom is determined by edification Project. This exercise is a strong influence on the student's thermal conditions in classroom. The relevance of norms and specific patterns to the environmental that considers their particularities are discussed in countries such as Denmark, Finland, Holland, Switzerland, United States and among others. In Brazil, as post-occupation evaluation. In this manner, the research present evaluates the real thermal behavior in the classroom with the rising of climatology evaluation of external and internal environmental of the located edification in two Brazilian universities in the state of São Paulo in order to contribute to the comfort welfare and productive. Due to of thermal comfort methods (Givoni, 1969) of external environmental and his correlation with the human thermal sensation (Fanger, 1970) with the student's participation. Conditions establish limit of thermal comfort in classroom, verifying the abrupt changes of temperature in tropical climate of altitude. Physical measure was adopted aims at and subjective. Monitored T(ºC), UR (%), Var(m/s) and P(atm); with the registration of given internal through "datalogger" and sensor; external for Meteorological Station and the student's thermal perception was evaluated with questionnaires. The data were applied and obtained in the study of the medium vote, in other words, "CLO-FANGER-MET" interpolated with Givoni and in the softwares of computational simulation of evaluation of the environmental acting of constructions. The final results obtained with the numeric calculation of classroom allow to obtain an evaluation of measures patterns of an ideal temperature for university classrooms, establishing the limit between the areas of comfort of the human metabolism proposing a model comfort adaptation to a country with a vast latitudinal variation like Brazil. It was possible to verify through the analysis of the literature that the quality of the project of the construction determines the adaptation of the man to the climate / Doutorado / Termica e Fluidos / Doutor em Engenharia Mecânica

Although teachers and students are the primary actors in the classroom environment, they often have different perceptions of the instructional and relational aspects of the classroom. Despite these differences, research indicates perceptions of the quality of the classroom social environment have implications for both student and teacher outcomes. Additionally, research has indicated the differences in perceptions occur not only between students and teachers, but also among individual students within classrooms. The extent and the manner in which these perceptions converge may vary across different class and school contexts. School and class context, as well as individual characteristics and beliefs have shown to influence student and teacher perceptions of their environment. Thus, to further understand the relationship between perceptions and outcomes, it is important to understand the factors that influence perception. Therefore, the current study examined (1) the extent to which elementary school students’ and teachers’ perceptions of the classroom social environment differ from middle school students’ and teachers’ perceptions, (2) the extent to which teachers and students in elementary and middle school agree about the classroom social environment, (3) if the degree of convergence between teachers and students differs based on high or low levels of motivational and socio-emotional components of the classroom environment, (4) the extent to which school, classroom, and individual teacher factors help to explain teacher perceptions of their classroom environment, (5) and the extent to which school, classroom, and individual student factors help to explain student perceptions of their classroom environment. The sample comprised of fifth- and sixth-grade students and teachers from ethnically diverse elementary and middle schools. Exploratory factor analyses revealed differences in how teachers and students conceptualize the classroom environment. Results from multiple regression and design-model multi-level modeling indicated that school socio-economic status, classroom gender and ethnic composition, as well as teacher and student demographics and beliefs, influence both teacher and student perceptions of the Classroom Social Environment. Findings from the current study may guide researchers in developing effective instructional practices for specific teacher and student populations and may provide unique contributions to the literature regarding factors that may enhance early adolescences’ and teachers’ experiences in the classroom.

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