Made available in DSpace on 2016-07-27T13:52:33Z (GMT). No. of bitstreams: 1 LUZANIR LUIZA DE MOURA PEIXOTO.pdf: 2557039 bytes, checksum: bf64c150e9a549f58da8273cf2790866 (MD5) Previous issue date: 2011-09-15 / The current study had as a investigative focus the learning of the concept of aesthetics on the perspective of historical-cultural theory, especially based on the contributions of V. Davydov s developmental teaching theory. This research privileged a form of a teaching organization of an art content, in addition to conventional teaching procedures, would contribute to the formation of theoretical thinking, combining ownership of content required for formation of the aesthetics concept with the development of related intellectual capacities. With this intention, the investigative proposal was directed to research the following questions: How does the teaching of visual arts can be organized so that student learning results in the formation of concepts? Working on the concept of aesthetic theory and cultural history? What are the advantages and difficulties in implementing this type of teaching organization? The research objectives were: to investigate and analyze the application of the methodology proposed by Davydov for learning the aesthetics concept; organize the teaching of visual arts to a class of 3rd year of high school in order teach the aesthetics concept, identifying the advantages and difficulties of implementing Davydov s proposal considering the context of a public High School. The survey consisted on the implementation and monitoring of an didactic training experiment. Data were collected through an observation of teachers and students activities during the execution of the teaching experiment, with reference on the teaching plan developed from the perspective of cultural historical theory. Besides the observation of classes, we used semi-structured interview with the teacher of the class, document analysis and focus groups with students. The research subjects were the art teacher and students from the 3rd class in high school. In the development of the experiment were systematically evaluated the effects of teaching procedures carried out in the promotion and expansion of the students mental processes, especially the ownership / internalization of concepts, the mental domain actions that correspond to it, the development of logical thought procedures and the ability to apply more general concepts to particular situations. The results point to the real possibility of using the methodology of teaching art that, based on content, values the students intellectual capacities formation. The main contribution of this research was to show what is possible in developmental teaching, that students learn more effectively in the arts content, particularly as regards the formation concepts, but the teacher must attend to the contradictions that surround her achievement. It is believed that their results are also useful to all who care about the issue of teaching art. / O presente estudo teve como foco investigativo a aprendizagem do conceito de estética na perspectiva da teoria histórico-cultural, especialmente com base nas contribuições da teoria do ensino desenvolvimental de V. Davydov. A pesquisa privilegiou uma forma da organização do ensino de um conteúdo de arte que, para além dos procedimentos didáticos convencionais, viesse contribuir para a formação do pensamento teórico do conceito de estética pelos alunos. A proposta de investigação foi direcionada para as seguintes indagações: De que modo o ensino de artes visuais pode ser organizado para que a aprendizagem dos alunos resulte em formação de conceitos? Como trabalhar o conceito de estética na Teoria histórico-cultural? Quais as vantagens e dificuldades na concretização desse tipo de organização do ensino? Os objetivos da pesquisa foram: investigar e analisar a aplicação da metodologia proposta por Davydov para a aprendizagem do conceito de estética; organizar o ensino de artes visuais para uma turma do 3º ano do Ensino Médio tendo em vista a aprendizagem do conceito de estética; identificar as vantagens e dificuldades da proposta de Davydov considerando o contexto de uma escola pública de Médio. A pesquisa consistiu na realização e acompanhamento de um experimento didático-formativo. Os dados foram coletados por meio de observação da atividade do professor e dos alunos no decorrer da realização do experimento didático. Além da observação das aulas, foi utilizada a entrevista semi-estruturada com o professor da classe, a análise de documentos e o grupo focal com os alunos. Os sujeitos da pesquisa foram o professor de arte e os alunos de uma turma de 3º ano do ensino médio. A análise focou efeitos dos procedimentos de ensino na promoção e ampliação dos processos mentais dos alunos, especialmente, quanto à apropriação/interiorização do conceito de estética. Os resultados mostram a possibilidade do ensino do conteúdo de estética como conceito a ser formado pelos alunos. A principal contribuição da pesquisa foi revelar as contradições que se apresentam no ensino desenvolvimental no contexto concreto da escola. Acredita-se que seus resultados são úteis também a todos que se preocupam com o tema da didática de artes.

The need for development education for first year community college students is a growing trend and has a variety of solutions. Engagement and retention of these students is vital to the success of the student and the college in which they attend. Taking developmental education courses should not be repetitive hurdles for a college student. This study is to establish the level of engagement of community college students who are enrolled in developmental education compared to students not enrolled in developmental education and their levels of success. The study evaluates administrative practices that engage developmental students in 2-year institutions. This study aims at increasing successful outcomes in developmental education students through research. The study of levels of engagement, retention, successful strategies and academic support may be the determining factor of success of developmental education students and the 2-year institution in which they are enrolled. Quantitative analysis will determine if there are significant differences in the engagement levels among first year developmental education students versus first year viii non-developmental college students within 2-year institutions and what institutional practices or academic support initiatives support developmental students’ engagement in 2-year institutions. The instrument used was the 2009 SENSE (Survey of Entering Student Engagement). This tool assists colleges to focus on the “front door” of the students’ college experience. This study uses an independent sample t-test to analyze the responses of students currently enrolled in developmental education courses versus students enrolled in non-developmental courses. The SENSE Survey was administered to students at 120 member community colleges during the fourth and fifth week of the fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20- year community college system in suburban Houston, TX was specifically examined. This study determines the significance of implementation of successful programs and academic support procedures to enhance the college experiences and performance of students enrolled in developmental education, increases more efficient use of college resources, and assists students to complete developmental courses to persist into college level courses. / text

Developmental education courses are typically defined as courses offered at postsecondary institutions below college level instruction. More than 60% of community college students are deemed non-college ready and required to enroll in non-credit bearing developmental education courses. Research shows that developmental education can be either a bridge or barrier to degree attainment for racial/ethnic minority students, particularly African Americans, who require developmental education more than any other racial/ethnic groups. The purpose of this study was to explore the lived experiences of African American community college achievers who were required to enroll in two or more developmental education courses. Achievers were defined as students who passed all developmental education courses and were enrolled in their final college gateway course at the time of the interviews. Utilizing a phenomenological approach and anti-deficit framework, 15 semi-structured interviews were conducted to capture the essence of how African American achievers described, interpreted, and understood their journeys from developmental education to becoming college ready to completing college level courses. Twelve participants were female and three were male, ranging from 20 to 52 years old. Results revealed seven major themes. The first research question addressed how achievers described their developmental education experience from pre-collegiate years through inside the classroom, and four themes emerged: (a) Achievers experienced difficulty from childhood through college matriculation; (b) achievers experienced support from familial and institutional agents; (c) achievers experienced chilly instructional environments; and (d) achievers experienced positive interactions with peer tutors. The second research question addressed factors that contributed to the persistence of achievers, and three themes emerged: (a) Achievers persisted because of clearly defined goals; (b) achievers persisted because of help seeking behaviors; and (c) achievers persisted because of intrinsic motivation that stemmed from difficult life experiences. Although the majority of participants were discouraged by the requirement to enroll in two or more non-college level courses, all stated that developmental education courses served as a bridge to their success in college level courses. Because developmental education is positioned at the intersection of secondary and postsecondary education, recommendations for policy, practice, and future research are presented for both educational levels.

This purpose of the study was to explore the personal perspectives of three select state college administrators regarding their purpose, values, and beliefs they inherently espouse about leadership, developmental education and academic success. The researcher examined the ways in which community college administrators used communication strategies to lead change processes within their organizations. The researcher identified the administrators’ leadership approaches in leading a major redesign of a developmental education program at a large community college in Florida. The following primary research question was explored: What are the strategies adopted by the select state college administrators leading a major developmental education redesign initiative within a community college? Utilizing a qualitative approach, the methodology encompassed comparative case study including interviews, observations, and selected document analysis. The conceptual framework utilized Walumbwa, Avolio, Gardner, Wernsing, and Peterson’s (2008) authentic leadership model, adaptive communication from Heifetz, Linsky, and Grashow’s (2009) adaptive change model, agile leadership approaches based on elements of Eddy’s (2010a) multidimensional leadership model, and leadership competencies identified by the American Association of Colleges and Universities (2005). Results of the study included four primary considerations: (a) the influence of a leader’s past experiences contextualized the approach to leading change in developmental education redesign; (b) the leader’s intrinsic values and beliefs formed the foundation to conceptualize change in developmental education redesign; (c) the leader’s sensemaking and communication necessitated the understanding of complex change; (d) leadership qualities and approaches facilitated acceptance, adaptation, and management of leading change in developmental education redesign. Recommendations included processes for new employee orientation, educational advocacy, professional development, strategic planning, mentorship, and collective bargaining.