Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-09T12:52:05Z No. of bitstreams: 1 tiagolimaesilva.pdf: 972502 bytes, checksum: 0862d11fee299bde3826d799cebe5199 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T11:23:02Z (GMT) No. of bitstreams: 1 tiagolimaesilva.pdf: 972502 bytes, checksum: 0862d11fee299bde3826d799cebe5199 (MD5) / Made available in DSpace on 2017-01-31T11:23:02Z (GMT). No. of bitstreams: 1 tiagolimaesilva.pdf: 972502 bytes, checksum: 0862d11fee299bde3826d799cebe5199 (MD5) Previous issue date: 2016-02-15 / A Secretaria de Estado da Educação e Qualidade do Ensino do Amazonas (SEDUC/AM) iniciou em 2005 o desenvolvimento e implantação do seu Sistema de Gestão Educacional do Amazonas (SIGEAM). A implantação em todas as escolas estaduais foi concluída em 2010. O desenvolvimento do sistema é contínuo, pois há sempre atualizações, modificações e novas implementações a serem feitas. Esse sistema oferece diversas funcionalidades às várias esferas de gestão da SEDUC/AM. Dentre essas funcionalidades, ganha especial destaque a possibilidade de geração de estatísticas bimestrais do desempenho dos alunos, a partir das avaliações feitas pelos docentes e nele inseridas. Essa possibilidade potencializa as intervenções pedagógico-administrativas, amplificando a adoção de medidas corretivas no decorrer do ano letivo, podendo ser de grande auxílio para os gestores da SEDUC/AM, em especial para os gestores escolares. O presente trabalho teve por objetivo pesquisar os fatores que limitam a utilização do SIGEAM, pelos gestores escolares, para promover intervenções pedagógicas e administrativas, considerando que a SEDUC/AM não dispõe dessas informações. Para alcançar esse objetivo inicia-se caracterizando a rede estadual de ensino do Amazonas. Aborda-se em seguida sobre o SIGEAM, seu processo de criação, funcionalidades, possibilidades e esferas de gestão. Dialoga-se na sequência com a teoria, principalmente, a partir das contribuições de Balbe (2010), Almeida e Rubim (2004), João Oliveira (2009), Kenski (2012), Paes de Paula (2005), Porto (2006), Vieira, Almeida e Alonso (2007) e Virgílio Oliveira (2013), sobre as possibilidades advindas da utilização de sistemas informatizados de gestão, com foco na gestão escolar. Em seguida aplicaram-se os instrumentos de pesquisa (entrevistas com roteiros semiestruturados e questionários). A análise dos dados indicou a necessidade de correções e melhorias, principalmente, na Internet, na capacitação dos usuários, no suporte técnico para os usuários, no suporte técnico para os equipamentos, no perfil de acesso, no quadro de pessoal, bem como a implementação de novas funcionalidades. Finaliza-se com a proposição de um Plano de Ação Educacional (PAE), centrado nos pontos críticos, buscando auxiliar a SEDUC/AM a implementar medidas corretivas e/ou saneadoras, que potencializem a utilização do SIGEAM como um sistema eficaz de apoio às tomadas de decisão dos gestores escolares. / The Secretary of Education and Teaching Quality of the State of Amazonas (SEDUC / AM) started in 2005 the development and implementation of its Amazon Educational Management System (SIGEAM). The implementation in all schools of the state was completed in 2010. The development of the system is continuous, as there are always updates, modifications and new implementations to be made. This system offers several features to the various layers of SEDUC / AM management. Among these features gain special highlights the possibility of generating a bimonthly statistics of student performance, based on assessments made by teachers and inserted on it. This possibility enhances the pedagogical and administrative interventions, amplifying the adoption of corrective actions during the school year and may be of great help for SEDUC / AM managers, in particular the school managers. This study aimed to investigate the factors that limit the use of SIGEAM, by school managers in order to promote educational and administrative interventions, considering that SEDUC / AM doesn’t have such information. To accomplish this goal, it starts featuring the state schools in Amazon. Then the following approach is about the SIGEAM, the process of creation, features, possibilities and management spheres. After, it is important to discuss about theory, mainly, from the contributions of Balbe (2010), Almeida and Rubim (2004), João Oliveira (2009), Kenski (2012), Paes de Paula (2005), Porto (2006) Vieira, Almeida and Alonso (2007) and Virgílio Oliveira (2013), about the possibilities arising from the use of computerized management systems, focusing on school management. Then the research instruments were applied (interviews with semi-structured scripts and questionnaires). The Data analysis indicated the need for corrections and improvements, especially on the Internet, the training of users, the technical support for users, technical support for equipment, access profile, the staff, as well as the implementation of new features. It ends up with the proposal of an Educational Action Plan (PAE), which focuses on critical issues, in order to help SEDUC / AM to implement corrective and / or remedial measures that enhance the use of SIGEAM as an effective support system to assist the school managers’ decision.

Orientadores: Dario Fiorentini, Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T03:13:05Z (GMT). No. of bitstreams: 1 Gomes_AdrianaAparecidaMolina_D.pdf: 6606302 bytes, checksum: 01453cd23e82ca18a566fbbbc148e023 (MD5) Previous issue date: 2012 / Resumo: Os objetivos desse trabalho são: (1) compreender as práticas pedagógicas que geram discursos produtores e mobilizadores de conhecimentos e saberes nas aulas de matemática da Educação de Jovens e Adultos (EJA); (2) identificar as contribuições trazidas para o processo de ensino da matemática. Os sujeitos da pesquisa são alunos e alunas 1º termo, 2º termo e 4º termo do Ensino Fundamental da Educação de Jovens e Adultos (EJA) e 1º termo A do Ensino Médio da EJA, da rede pública de Louveira/SP. Tem-se como questão central: "Em um contexto de diversas culturas e de múltiplos (con)textos, que práticas pedagógicas podem produzir discursos produtores de conhecimentos e saberes em aulas de matemática da EJA?". Trata-se de uma pesquisa qualitativa, cujos instrumentos adotados para construção da documentação são: videograções e audiogravações das discussões em grupos e no coletivo da sala de aula, produções escritas, relatórios, entrevistas semiestruturadas, diário e notas de campo. As produções escritas incluem questionários, cartas, registro de jogo, exercícios, tarefas exploratório-investigativas, memoriais e formulação de problemas. Para análise, cruzaram-se instrumentos e informações. Define-se, assim, como objeto de investigação, os contextos, as práticas discursivas, as interações, os modos de representações matemáticas propostos pelos sujeitos, as estratégias envolvidas no processo de resolução de uma tarefa exploratório-investigativa, a mediação, a intervenção, a comunicação, a apropriação e a (inter)ação. A análise, centrada na perspectiva histórico-cultural, possibilitou constatar que os jovens e os adultos se mobilizaram e se engajaram na resolução de tarefas escolarizadas de cunho matemático, o que possibilitou que estes e estas tivessem vozes, (trans)formassem suas vozes em escritas, expressassem suas ideias e seus pensamentos matematicamente, o que propiciou o desenvolvimento da autonomia intelectual e crítica e, consequentemente, sua inclusão social e educacional. Outra questão percebida, nas análises, é que no contexto de diversas culturas e de múltiplos (con)textos da EJA, as aprendizagens, as significações e as apropriações se entrelaçam e se entremeiam aos sentidos, ao sentir, ao saber ouvir, escutar e estar com o outro. / Abstract: The aims of this study are, firstly, to understand the pedagogical practices in mathematics lessons, within the Brazilian Youth and Adult Education System (EJA), that generate discourse to foster and stimulate knowledge and understanding; and, secondly, to identify contributions to the process of mathematics teaching. The subjects of the study are male and female students from EJA elementary education classes 1, 2, and 4 and EJA secondary education class 1A, in the city of Louveira, São Paulo state. The central question is: "In a context consisting of diverse cultures and multiple (con) texts, what are the pedagogical practices that are able to generate discourse to stimulate knowledge and understanding in EJA mathematics lessons?". The study is a qualitative one, using the following tools to gather information: video and audio recordings of group and classroom discussions, written texts, reports, semi-structured interviews, journal and field notes. The written texts consist of: questionnaires, letters, game results, exercises, exploratory-investigative tasks, worksheets, and problem formulation. For the purpose of analysis, the tools and information were interconnected. Thus, the object of the investigation is the contexts, discourse practices, interactions, kinds of mathematical representations proposed by the subjects, strategies involved in solving exploratory-investigative tasks, mediation, intervention, communication, appropriations, and (inter)action. The focus on a historical-cultural perspective, allows the analysis to show that the young people and adults were mobilized and engaged in the solving of mathematical tasks in the classroom context, enabling these students to have a voice, allowing them to (trans)form their voices into writing, to express their ideas and thoughts mathematically. This conciliated development of intellectual and critical autonomy, and consequently, social and educational inclusion. Another issue seen in the analysis is that in the context of the cultural diversity and multiple (con)texts of the EJA, learning, meanings, and appropriations intertwine and mesh with the senses, with sensibility, ability to hear, listen, and to be with others. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

The purpose of this study was to investigate how children with Inflammatory Bowel Disease (IBD) and their families perceived their school experiences in Québec. IBD is one of many “invisible” chronic diseases. It is considered invisible because it occurs internally without significant observable external symptoms. However, children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as the side effects from medications. As a result, they require special accommodations while they attend public or private school. The Québec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. Consequently, the research sought to answer the following questions: What are the experiences of parents and children with IBD enrolled in general education classrooms? And, what are the experiences of their brother or sister? To research these questions, a case study method was used with five families. The two instruments used to collect the data were, (1) individual semi-structured interviews that followed a modified version of Seidman’s (2006) in-depth interviewing approach and (2) drawings of the family by siblings. The data were analyzed inductively. This study was the first to use a qualitative approach with multiple methods that were guided by Bronfenbrenner’s ecological systems theory (1979) and Turnbull and Turnbull’s family systems theory (2001). The findings revealed that, unlike many studies on families of children with special needs, these families with a child with IBD functioned relatively well. At the microsystem level, mothers assumed responsibility as the primary caregiver. Siblings experienced their own challenges, such as feelings of parental neglect. Nonetheless, they also maintained nurturing roles. Within the mesosystem level, the home and school relationship was impacted. Parents and children with IBD experienced school personnel who lacked awareness of IBD and provided insufficient classroom support, especially at public schools. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child’s behalf. In contrast to many studies on children with disabilities, children with IBD in this research had many friends in and outside of school. In the exosystem, parents struggled with feelings of guilt at having to balance employment and the high financial expense of caring for a child with IBD. They relied on assistance from government services and their IBD association. At the macrosystem level, family members believed that children with IBD were perceived negatively by society because of the lack of public awareness and the stigma that surrounds the topic of incontinence. This study makes contributions to systems theories and provides practical recommendations to school personnel and parents.

The diploma thesis is concerned with the education of officials of local government. The introductory part of the thesis summarizes theoretical knowledge about the education of employees of private corporations and analyses requirements on the education of officials of local government under the act No. 312/2002. The practical part of the thesis presents empirical knowledge based on original research in a selected local government office. The current education framework of officials of the office is examined, strengths and weaknesses are identified and specific recommendations for its enhancement are offered. Based on the acquired knowledge an improved comprehensive concept of education of local government officials is recommended.

L’objectif général de la présente étude est d’une part, de dresser un état des lieux de l’intégration des technologies de l’information et de la communication (TIC) dans le système éducatif marocain et d’autre part, d’identifier et d’analyser les obstacles majeurs susceptibles d’entraver cette intégration. Dans la présente étude l’approche de méthodologie mixte a été adoptée, pour répondre à cette préoccupation, à partir des points de vue des différentes parties prenantes et pour appuyer la validation par la combinaison de différentes sources d’informations, afin de donner une image complète du fait étudié. Ainsi, la collecte des données a -t- elle été faite en deux phases : La première consiste en la collecte des données qualitatives en priorité en utilisant deux possibilités de recueil à savoir : l’étude de documents et les entretiens semi-dirigés auprès des directeurs des établissements scolaires primaires et secondaires et des responsables de l’intégration des TIC aux niveaux ministériel, régional et provincial. La seconde phase, quant à elle, consiste en une enquête par questionnaires auprès des enseignants, des directeurs et des élèves d’établissements scolaires de l’enseignement primaire et secondaire et vise à recueillir des données quantitatives en priorité.Les résultats ont mis en évidence trois principales catégories d’usages des TIC à l’école marocaine, à savoir : l’usage des TIC en tant que discipline indépendante à enseigner, l’usage des TIC en administration et enfin l’usage des TIC en tant qu’outils pédagogiques pour enseigner d’autres matières. L’analyse des données recueillies montre qu’en général, malgré les investissements importants, l’intégration des TIC à l’école marocaine reste encore en phase embryonnaire. Plus particulièrement, l’intégration pédagogique des TIC demeure, pour la plupart des enseignants, très limitée voire absente.Les résultats montrent également que le processus d’intégration des TIC dans l’enseignement/apprentissage rencontre de multiples obstacles. En effet, cinq principales catégories d’obstacles ont été identifiées, à savoir : des obstacles généraux liés aux problèmes structurels dont souffre le système éducatif lui-même, des obstacles relatifs à la politique et à la stratégie de mise en oeuvre des TIC dans l’éducation, des obstacles relatifs à l’infrastructure des TIC, des obstacles relatifs au soutien et au développement professionnel et des obstacles relatifs aux enjeux culturels et linguistiques. / The general objective of this study is on the one hand, to draw up an inventory of fixtures of the integration of information technologies and communication (ICT) in the Moroccan education system and on the other hand, to identify and analyze the major hurdles likely to block this integration.In the present study the mixed approach of methodology was adopted, to meet this need, starting from the points of view of the various recipients and to support the validation by the combination of various information sources, in order to give a complete image of the studied fact. Thus, the data-gathering was made in two phases: The first consists of the qualitative data-gathering in priority by using two possibilities of collection namely: the study of documents and talks semi-directed by the headmasters of the primary and secondary schools and the persons in charge of the integration of the ICT on the ministerial, regional and provincial level.. As for the second phase, it, consists of an investigation by questionnaires provided by the teachers, the headmasters and the pupils of primary and secondary schools and it primarily aims at collecting quantitative informationThe results highlighted three principal categories of uses of the ICT at the Moroccan school, namely: the use of the ICT as an independent discipline to teach, the use of the ICT in administration and finally the use of the ICT as educational tools to teach other subjects. Data analysis collected show that in general, in spite of the important investments, the integration of the ICT at the Moroccan school still remains in embryonic phase. More particularly, the teaching integration of the ICT remains, for the majority of the teachers, very limited if not absent.The results also show that the process of integration of the ICT in teaching/training meets multiple obstacles. Indeed, five principal categories of obstacles were identified, namely: the general obstacles related to the structural problems of which the educational system itself, The obstacles relating to the policy and the strategy of implementation of the ICT in the education, the obstacles linked to the infrastructure of the ICT, the obstacles linked to the professional support and the and the obstacles relating to the cultural and linguistic stakes.

The Master's Thesis deals with the education and development of employees in the company OEZ. The aim is to analyze the education system in this organization, find strengths and weaknesses and recommend possible solutions. The component goal is to develop the theoretical basis of this issue, to the extent necessary for subsequent analysis and to conduct a survey among employees of the company, which shows their perception of the functioning of the education system. The theoretical part deals with the various stages of the education system, linked to strategy and to a lesser extent, the legal regulation of educational issues and links to other personnel activities. The practical part contains the characteristics of the company, the analysis phase of the education system in OEZ, evaluation of the functioning of this system from the perspective of its users - employees, a summary of the main strengths and weaknesses and suggestions for possible solutions.

This Master's Thesis deals with the education and development of employees in the company NATE --nápojová technika a.s., which is a modern and flexible company active in the engineering industry. The aim is to analyze the existing system of education in this organization and the results of a questionnaire survey conducted to design and recommend measures to improve the current situation. The theoretical part looks into identifying the basic concepts related to staff training, particularly describing the systematic training and to a lesser extent, the financial cost of education in society. The practical part contains the characteristics of the company, description of the education system and a summary of the views of employees resulting from own research and suggestions for possible solutions.

This study’s contribution to knowledge is the contextualizing of emotional awareness as a prerequisite for becoming emotionally intelligent, and developing a program to educate emotional awareness, as a developmental ability, within the educational system. Emotional intelligence is a familiar and widely recognized term, but is in fundamental nature more of a broad and overreaching outcome, rather than an ability. This research focused on children in the middle childhood developmental phase and how emotional awareness can be taught to them. An Emotional Awareness Program (EA Program) was developed and implemented within the classroom context and its effectiveness was evaluated to determine whether the EA Program did have an influence on emotional vocabulary, emotional expression and the general level of emotional awareness displayed by the learners. Being emotionally aware, benefits children on different levels of their functioning. Various authors, as cited in this study, conclude that relationships, self-esteem, academic performance, independent functioning and self expression all benefit from the development of emotional awareness. Entering the school setting is often the child’s first move into relationships with peers and adults other than family members. Learners spend most of their waking lives, during their middle childhood, in school. Many aspects necessary for emotional education may be found within the school environment. These consist of peer relationships, empathy for others, problem-solving, developing a regard for the feelings of others and coping with difficult situations or emotions. A child suffering physical and emotional abuse, neglect, trauma or insufficient stimulation presents neurological deterioration in neurons (the “building blocks” of the brain). Diminished brain functioning may result in anger, emotional episodes and disruptive behaviour as methods of emotional expression in some learners. Neurological damage, suffered in this manner, can be reversed via the intervention of a caring adult. This interaction stimulates healthy neurons, and causes them to migrate to the area that suffered damage, thus illustrating the immense role educators are required to play in the future development and restoration of neurological health of some learners. The educational system is ideally positioned to deal with children from a holistic perspective by addressing not only their cognitive and physical needs, but also their emotional and subsequent social needs. Furthermore, the development of the emotional awareness of educators will equip them with the necessary insight into the emotional needs of learners. It is anticipated that emotional awareness will benefit learners in general and have a positive ripple effect on schools and communities as a whole. The study found that the Gestalt approach is best suited for the research study, as it presupposes that the child is “a whole and complex being”; and considers, as a backdrop, the child’s development regarding awareness and the influence that this has on their progress. It was noted from the study that this viewpoint is not always the point of departure of the current school set-up. This investigation was executed using a quantitative research approach, with a structured method of inquiry. This consisted of the formulation of a specific and constant hypothesis, a predetermined research process and a standardized questionnaire. The researcher wanted to measure the effectiveness of an EA program on specific variables such as the learners’ ability to: <ul> <li> be in contact with their emotions; </li><li> discriminate between different emotions; </li><li> verbalize and take ownership of their emotions; </li></ul> This study resorted within the description of applied research, as it was undertaken to acquire new knowledge and was primarily directed towards practical objectives. It focused on a practical problem; the need for an EA Program for children in middle childhood that was scientifically tested within the South African Education System. Within the context of applied research, intervention research was applicable to this study as it aimed to develop technology, useful to the educational profession. The design and development sub-type of intervention research best encompassed the researcher’s intent to design and develop technology, namely the EA Program, to implement the program (intervention) and to evaluate the effectiveness thereof for further implementation within the education system. A quasi-experimental design namely the comparison group pre-test – post-test design was utilized. A standardized questionnaire entitled Levels of Emotional Awareness Scale (LEAS-C), developed by Dr. Jane Bajgar and Dr. Richard Lane (2003), was used as the measuring instrument. This questionnaire was developed specifically so that its use of language, the length and content of the form would be child appropriate. The study focused on children in the middle childhood developmental phase, which proved to be the phase where emotional awareness begins to play an important role. Children in this phase are particularly susceptible to new knowledge as they have already obtained the basic cognitive abilities (reading, writing and reasoning) necessary to comprehend the content of the EA program. The following conclusions were derived from the execution of this research study: Emotional awareness seemed to be a relatively unfamiliar term in comparison with the widely recognized and renowned term, emotional intelligence. This study positioned emotional awareness as a prerequisite for emotional intelligence; as it is a practical awareness of cognitively obtainable knowledge regarding the emotions of self and others. Emotional intelligence on the other hand is achieved through constructive and optimal emotional awareness abilities. Based on the research findings, and as suggested earlier, it appears that the education system is particularly well positioned to address the emotional development of a large percentage of the school going population. It is assumed that emotional awareness can be cognitively educated and educators are equipped with the necessary educational skills. The education system is thus further favourably equipped to educate emotional content due to the fact that cognitive development is their field of expertise. The research findings indicated that the EA Program succeeded to a great extent in developing emotional vocabulary, higher level emotional responses and the accompanying ability of emotional expression within the experimental group. This measured increase was derived from a seven week exposure to the EA program, which may be indicative of the results that could be achieved with daily exposure to emotional learning, and a healthy emotional setting within the school environment. Obtaining higher level emotional vocabulary is evidently accompanied by emotional expression as the appropriate vocabulary, which is necessary to express the emotional experience accurately. Emotional expression abilities were addressed in particular by the EA Program, and the empirical results suggest that the emotional vocabulary of respondents did expand. A caring educator, well equipped with insight into emotional awareness, may in many instances prove to be a safety net for many learners. This may well serve as a catalyst for reprogramming the brain of the emotionally scarred learner to trust, and risk getting back in the circle of life again, a better alternative than having the learner only surviving by adopting “fight‟ or “flight‟ strategies. Educators must become equipped with the knowledge to comprehend the possibly diminished brain development of the rebellious, aggressive, emotional or introverted learner. This will ensure that their response to such learners has emotional development at heart rather than further emotional harm. Educators should therefore be in touch with their own emotional awareness as well. Indeed, it may prove interesting to determine the value that would be added to the quality of education in South Africa through emotional awareness training to educators. The education system as a whole possesses a responsibility and accountability regarding the educational wellbeing of their learners, as emotional health pre-determines the learners’ ability to thrive. This study made a valuable contribution to the field of both social work and education in their collective aim to develop and empower children. It is recommended that the common grounds where these two professions may meet should be further explored to determine where such a partnership can add further value to the South African educational setting. Providing an emotionally safe and secure classroom atmosphere requires further exploration, as it is an additional factor relating to the ability of learners to excel in class. Existing literature suggests that peer relationships and self-esteem will also benefit from emotional awareness, but the development of these two variables was not tested in this study, and may be a topic for further research. It would be significant to repeat this study on a national level to determine the current emotional level of primary school learners. Comparative studies to determine the differences in emotional awareness of learners in urban and rural areas, or within different ethnic backgrounds may also be of value. This will assist in determining the South African situation regarding emotional awareness and to develop the means to enhance it within the South African education system. This study demonstrated that emotional awareness is an easily comprehendible term which can be easily educated but presents vast benefits. / Thesis (DPhil)--University of Pretoria, 2012. / Social Work and Criminology / unrestricted

Thesis (M. A. (English Studies)) -- University of Limpopo, 2021 / As a medium of instruction in the South African education system, English remains challenging even to tertiary students who are not fully exposed to it in their environments. Higher institutions of learning have responsively factored in English Language Support Courses (ELSC) which aim to help the students acquire essential language skills at the threshold of tertiary education. These support courses include English for Specific Purposes (ESP) and English for Academic Purposes (EAP) strategically developed in line with the needs of cohorts of students the institutions admit. The purpose of this study was to review ELSCs which have been taught at the University of Limpopo (UL) for a number of years, and to provide suggestions on how to address the shortcomings identified. The study followed a qualitative research approach using lesson observations and staff interviews to collect data. Findings indicate that the situation in ELSCs is dire in that lecturers seem to need more training regarding teaching in that context.

No description available.