The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study. Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.

This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants’ adherence to reformed teaching methods, 2) impact of the instructional model on GTAs’ beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students’ understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students’ understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs’ beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.

This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants’ adherence to reformed teaching methods, 2) impact of the instructional model on GTAs’ beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students’ understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students’ understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs’ beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.

Submitted by Márcia Miranda Silveira Bello null (marciamsbello@gmail.com) on 2017-04-04T20:17:26Z No. of bitstreams: 1 A Aprendizagem Cooperativa como uma proposta didático-metodológica nos anos iniciais do Ensino Fundamental - MárciaMSBello.pdf: 2152990 bytes, checksum: 915b76cae40cc583fc3278e370c5ac79 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-04-12T17:06:03Z (GMT) No. of bitstreams: 1 bello_mms_me_bauru.pdf: 2152990 bytes, checksum: 915b76cae40cc583fc3278e370c5ac79 (MD5) / Made available in DSpace on 2017-04-12T17:06:03Z (GMT). No. of bitstreams: 1 bello_mms_me_bauru.pdf: 2152990 bytes, checksum: 915b76cae40cc583fc3278e370c5ac79 (MD5) Previous issue date: 2017-03-01 / A escola no Brasil sempre foi um espaço restrito no qual só tinha acesso pessoas que se encaixavam em um padrão social pré-estabelecido. Atualmente, algumas políticas públicas têm buscado alterar esse cenário direcionando a escola no sentido de torná-la inclusiva a partir da reconstrução seu papel no sentido de oferecer formas de ensino que garantam a participação efetiva de todos os alunos no processo de ensino e aprendizagem. Essas políticas, ainda que tenham um longo caminho a percorrer para garantir o acesso à educação à totalidade da população, já produziram grandes modificações na realidade escolar gerando turmas muito mais heterogêneas. Nessa perspectiva, emerge a questão da pesquisa: como o professor pode atender à diversidade presente em sua sala de aula e possibilitar a aprendizagem de seus alunos considerando suas diferenças? A hipótese apresentada é a de que uma mudança na perspectiva metodológica, que substitua práticas excludentes por uma que permita a participação de todos os alunos, é um caminho possível para responder à diversidade presente no contexto escolar. Dessa forma, o objetivo geral foi analisar o impacto do uso de uma metodologia de ensino e aprendizagem denominada Aprendizagem Cooperativa (AC) na aprendizagem dos alunos. Enquanto que os objetivos específicos foram: colocar em prática a referida metodologia em uma turma do 4º ano do Ensino Fundamental I de uma escola municipal do estado de São Paulo; apontar os entraves e potencialidades do uso dessa metodologia no contexto da escola pública brasileira a partir da experiência realizada e elaborar um material didático pedagógico para o professor de Educação Básica contendo orientações e direcionamentos sobre o uso da AC em sala de aula. A AC é um conjunto de técnicas para organizar o trabalho em grupo que tem se mostrado eficaz na construção da Escola Inclusiva, pois respeita a diversidade humana, propondo-se a ensinar todos os alunos juntos de acordo com suas singularidades. Assim, após intervenção, foi possível observar por meio da coleta dos dados, melhoras no desempenho acadêmico dos alunos, na participação deles nas atividades de ensino-aprendizagem, na autopercepção com relação a seus comportamentos e ações, bem como uma maior autonomia na resolução de conflitos dentro do grupo. Foram constatados ainda alguns entraves com relação ao uso dessa metodologia na realidade da escola onde ocorreu a intervenção e que podem ser “extrapolados” para as demais escolas públicas: pouco tempo para superação de uma postura de passividade por parte dos alunos, falta de continuidade no trabalho com uma metodologia diferenciada e falta de interesse e investimento do poder público na formação de professores para a implementação de práticas inovadoras e inclusivas. / In Brazil, schools have always been a restricted place in which the access is possible since people fit in a pre-established social pattern. Recently, some public politics have been seeking to improve this scenario in order for the school to become inclusive, reconstructing its role in offering ways of teaching that assure the participation of all students in the process of teaching and learning. These politics, besides having a long way to assure access to education for everyone, have already produced major modifications in schools realm, resulting in classrooms that are more heterogeneous. In this perspective, the question of research is: how can the teacher manage the diversity in classrooms and enable the learning of students considering their differences? The hypotheses is: a change in the perspective of methodology, that replaces excluding practices to others that enable the participation of all students, is a possible way to answer to the diversity presented in the context of schools. Thus, the general objective was to analyze the impact of the use of a teaching and learning methodology denominated Cooperative Learning in students learning process. The specific objectives were: put into practice the methodology in a 4th grade classroom (Elementary School) of a municipal school in São Paulo state; point the obstacles and the potentialities of using the methodology in the context of a public Brazilian school and elaborate a pedagogical textbook to the Elementary School teacher with guidelines and orientations about Collaborative Learning in classrooms. The Collaborative Learning is a set of techniques to organize the group work that has been successful in the construction of an Inclusive School, because it respects the human diversity, proposing to teach all the students together according to each singularities. After the intervention, it was possible to observe, through the collection of data, an academic improvement of students in their participation in activities of teaching and learning, in their self-perception related to their behavior and actions, as well as a greater autonomy in solution of conflicts inside the group. In this intervention, some obstacles were verified concerning the use of this methodology in the real school context, which may be extrapolated to other public schools. The obstacles were the following: short time for students to overcome a posture of passivity, lack of continuum in a methodology that is differentiated and lack of interest and public investment in professional training for teachers in order to promote practices that are inclusive and innovative.

La tesi di dottorato si occupa della riforma delle banche di credito cooperativo introdotta col D.l. n. 18/2016, conv. in l. n. 49/2016 (cfr. artt. 37-bis ss. t.u.b.), e mira al raggiungimento di tre obiettivi: individuare gli spazi riconosciuti all’autonomia negoziale e/o operativa nell’ambito dei gruppi bancari cooperativi cui, oggi, devono necessariamente aderire le b.c.c. per mantenere la forma della cooperativa bancaria; individuare le peculiarità del g.b.c. – caratterizzato dalla presenza di una s.p.a. capogruppo che controlla le b.c.c. attraverso un contratto “di coesione” e il cui capitale è partecipato in misura maggioritaria dalle medesime controllate – in rapporto alle figure più generali del gruppo “bancario” e del gruppo “comune” di cui agli artt. 2497 ss. c.c.; capire se le suddette peculiarità siano espressive di statuti eccezionali fondati sulle speciali esigenze del settore creditizio, in cui le bcc si trovano ad operare, o se, piuttosto, possano evocare principi già rinvenibili nel diritto comune dei gruppi di società. Il lavoro si divide in tre capitoli: il primo capitolo si occupa delle ragioni alla base della riforma delle bcc; il secondo capitolo si occupa dei confini dell'autonomia privata nell'ambito dei gruppi (principalmente contrattuali) "comuni" e "bancari"; il terzo capitolo, infine, si occupa delle differenze tra gruppi bancari (e comuni) e gruppo bancario cooperativo. Nel tentativo di comprendere i riflessi sistematici dell’istituto di recente introduzione e di colmare le fratture tra diritto comune e diritto bancario, il presente lavoro si contrappone a quegli studi e contributi attraverso i quali, al di là delle classificazioni nominalistiche, sono state proposte soluzioni interpretative volte a riconoscere, sempre o nei soli casi di perseguimento di finalità prudenziali, un potere (anche in parte) sottratto ai principi di diritto comune, tale da ridurre le b.c.c. a "meri sportelli bancari della capogruppo". / This Phd thesis deals with the italian reform of the Cooperative Credit Banks, introduced by the D.l. n. 18/2016 (see article 37-bis of the T.U.B.). In an effort to understand the systematic symptoms of the Cooperative Banking Groups and to bridge the fractures between common law and banking law, the research aims three goals. First, identify the space of contractual and operational autonomy within the Cooperative Banking Groups to which, today, the CCB must necessarily adhere to maintain the form of cooperative banks. Second, identify the peculiarities of the CBG - characterized by the presence of a lucrative bank group leader who controls CCB through a "cohesion" contract, whose majority of capital is participated by the same subsidiaries - in relation to the disciplines of the "banking" and "common" groups. Third, understand whether the aforementioned peculiarities are an expression of exceptional statutes based on the special needs of the credit sector or if they rather evoke principles already found in the common law of the group companies. The work is divided in three chapters: the first chapter deals with the reasons behind the reform of the CCB; the second chapter deals with the boundaries of private autonomy within the "common" and "banking" group (mainly contractual) laws; the third chapter, finally, deals with the differences between banking groups and cooperative banking groups. The present work is opposed to certain studies that reckon to the group leader of the CBG a nearly ilimited power, always or only in cases of pursuit of prudential purposes, to controll the subsidaries, even if on prejudice of the subsidiaries’ creditors and shareholders, risking to convert them into "mere branches of the parent company".