Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T14:13:09Z No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T14:13:18Z (GMT) No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T14:13:44Z (GMT) No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) / Made available in DSpace on 2017-08-17T14:13:50Z (GMT). No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) Previous issue date: 2017-02-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / With the increasing number of inclusion of students from the target audience of Special Education, there has been an increase in studies related to the topic as well. One of these topics refers to the need to focus on initial and continuing teacher training, which in addition to mastering curriculum knowledge needs to improve their interpersonal skills so that their educational action is more effective. Thus, this study aims to evaluate a curricular activity with experiences in social skills for undergraduate students and Special Education target audience students on their repertoire of social skills and educational social skills and to correlate social skills and abilities of the participants. A total of 19 teachers participated in this study, and the data collection took place in an activity called ACIEPE (Curricular Activities of Teaching, Research and Extension Integration) during 12 meetings, being the first and last meeting destined to apply the measurement instruments for pre and post evaluation – T-Test. As instruments, the Brazilian Criteria Questionnaire, the Social Skills Inventory (IHS-Del Prette), the Inventory of Educational Social Skills for Teachers (IHSE - Prof), the Social Skills Importance Scale, the Evaluation Questionnaire for Social Validation of the Program and Field journal. To the data analysis, the T-Test was performed for the comparison between pre and post-test data, as well as content analysis for the systematization of data from the questionnaires. The data showed that there were no differences in the social skills repertoire in the comparison between pre and post-test, but statistically significant differences were found to two factors related to social educational skills, and regarding to the greater importance attribution of the participants to the Classes of communicative and assertive social skills, advocacy and citizenship. In addition, we found a correlation between some specific items related to the social skills and educational social skills of the participants. In the evaluation of the characteristics of the course, the data pointed to the satisfaction of the participants regarding to the participation and format of the activities. / Com o aumento da inclusão de alunos do público alvo da Educação Especial ocorreu um aumento dos estudos relacionados ao tema. Um desses temas refere-se à necessidade de focar na formação inicial e continuada do professor, que além de precisar dominar os conhecimentos curriculares, necessita aprimorar suas habilidades de relacionamento interpessoal para que sua ação educativa seja mais eficaz. Desse modo, este trabalho teve como objetivos avaliar uma atividade curricular com vivências em habilidades sociais para alunos dos cursos de licenciatura e professores de alunos do Público Alvo da Educação Especial sobre seu repertório de habilidades sociais e habilidades sociais educativas e correlacionar as habilidades sociais e habilidades sociais educativas dos participantes. Participaram da pesquisa 19 professores e a coleta de dados ocorreu em uma atividade denominada ACIEPE (Atividades Curriculares de Integração Ensino, Pesquisa e Extensão) durante 12 encontros, sendo o primeiro e último encontro destinados a aplicação dos instrumentos de medida para a avaliação pré e pós-teste. Como instrumentos utilizou-se o Questionário Critério Brasil, Inventário de Habilidades Sociais (IHS-Del Prette), Inventário de Habilidades Sociais Educativas para Professores (IHSE – Prof), Escala de importância das Habilidades Sociais, Questionário de Avaliação para Validação Social do Programa e Diário de Campo. Para a análise dos dados foi realizado o Teste T para a comparação entre dados de pré e pós-teste e, ainda, análise de conteúdo para sistematização dos dados provenientes dos questionários. Os dados apontaram que não houve diferenças no repertório de habilidades sociais na comparação entre pré e pós-teste, mas foram encontradas diferenças estatisticamente significativas para dois fatores relacionados às habilidades sociais educativas e, ainda, com relação à maior atribuição de importância dos participantes para as classes de habilidades sociais comunicativas e assertivas, de defesa de direitos e cidadania. Também, encontrou-se correlação entre alguns itens específicos relacionados às habilidades sociais e habilidades sociais educativas dos participantes. Na avaliação quanto às caraterísticas do curso, os dados apontaram para a satisfação dos participantes com relação à participação e formato das atividades.

Objective: Our objective was to measure fourth grade elementary students' levels of physical activity (PA) during school hours in multiple settings/activities. Methods: Fourth grade students' PA levels were measured in physical education (PE) classes, playground free play, and playground-based cross-curricular instruction using accelerometers, pedometers, and SOFIT observation methods. Results: PE provided the highest levels of moderate-to-vigorous PA (accelerometers [F(2, 32) = 7.84, p < .01], pedometers [F(2, 198) = 49.6, p < .01], and the SOFIT observational method [F(2, 121) = 22.37, p < .01]). Conclusions: Whereas PE yielded the highest levels of PA, it fell short of the recommended daily guidelines. Free play and cross-curricular activity may supplement PE to reach the overall daily PA guideline levels.

In the present investigation, 99 compulsory school students in Sweden were asked to define nine English idioms chosen for their variation in inherent transparency and frequency. The participants were divided into two groups, where Group 2 was provided with context of varying degrees of support, while Group 1 was not. All students answered a biographical questionnaire. Thus, the effects of intrinsic (transparency and frequency) and extrinsic factors (contextual support, extra-curricular activities (ECAs) and age) could be examined. Results show that transparency and frequency do affect idiom comprehension, but to a much lesser extent than context. A tentative correlation between more time spent on ECAs and high scores could be found as well as between active/passive activities and high/low scores. Age did not seem to affect the participants’ idiom comprehension.

高品質的幼兒園課程除了考量課程設計品質，例如，課程目標、學習內容、教學方法及評量標準外，也應考量課程的實施或歷程品質。 本研究採取課程歷程品質觀點，以教室教學品質與幼兒學習投入，探討我國幼兒園課程實施品質。研究樣本為臺北市26所公立幼兒園的37班、295位大班幼兒。研究者採用教室教學品質評量表（CLASS）與幼兒學習投入度評量表（LIS-YC）入班觀察，並運用SPSS21.0進行統計分析。 主要研究結果為： （一）教室教學品質之情緒支持與班級經營為高品質，教學支持為中低品質，此 結果與近期國內外之相關研究發現類似。 （二）幼兒學習投入為高品質，幼兒在參與學習活動時僅偶爾分心，此結果高於 近期國外之相關研究發現。 （三）教室教學品質之情緒支持和班級經營，都與幼兒學習投入呈現低度正相 關。 （四）活動型態影響教室教學品質與幼兒學習投入的關係，包括： （1）自由活動時，幼兒的學習投入高於點心活動與教學活動時， （2）自由活動時，教師的情緒支持高於教學活動時； （3）點心活動時，教師的班級經營高於自由活動時； （4）教學活動時，教師的班級經營和教學支持，都高於自由活動與點心活 動時。 （五）自由活動型態影響教室教學品質與幼兒學習投入，包括： （1）自由體能活動時，幼兒的學習投入高於自由角落時； （2）自由體能活動時，教師的班級經營高於自由角落時； （3）自由角落活動時，教師的教學支持高於自由體能活動時。 本研究根據研究結論提出實務與後續研究建議，希望能作為幼兒園課程品質之相關研究參考。 / Early childhood curriculum quality consists of design quality, such as curriculum goals, context, teaching and assessment, and implementation or process quality. This study purports to explore the curriculum process quality in Taipei public kindergartens through classroom quality and children involvement. The research sample includes 37 classrooms and 295 children at 26 public kindergartens in Taipei. The observation tools are Classroom Assessment Scoring System (CLASS) and Leuven Involvement Scale for Young Children (LIS-YC). The conclusions are: A.Teacher’s emotional support and classroom organization are high, while instructional support is medium-low. The findings are similar to relevant researches. B.Children involvement is high, and higher than foreign researches. C.Both teacher’s emotional support and classroom organization are slightly associated to children involvement. D.Curricular activity type effects classroom quality and children involvement. (1) Children involvement is higher in free play than in snack and instructional activities. (2) Teacher’s emotional support is higher in free play time than in instructional activities. (3) Teacher’s classroom organization is higher in snack time than in free play time. (4) Teacher’s instructional support is higher in instructional activities than in snack and free play time. E.Free activity type effects classroom quality and children involvement. (1) Children involvement is higher in free physical activity than in free learning areas. (2) Teacher’s classroom organization is higher in free physical activity than in free learning areas. (3) Teacher’s instructional support is higher in free learning areas than in free physical activity.