<p> This study investigated the caregivers' most highly valued factors for enrolling their children in Christian schools. Caregivers (N = 297) were included from more than 39 California Association of Christian Schools International (ACSI) schools. They responded to survey questions regarding their most highly valued factors for enrolling their children in Christian schools. The survey considered factors from five categories: (a) biblical values, (b) academics, (c) school culture, (d) student-centeredness, and (e) economic considerations. The study found their highest valued factors to be biblical values and care of the student. Quality academics, safe environment, and number of highly qualified teachers were also found to be highly valued factors. Factors that were found not likely to be important to caregivers were adherence to state standards, attention to special learning needs, technology in the classroom, fine arts, athletic programs, tuition and other school expenses, and distance from the home.</p>

<p> The purpose of this study was to investigate factors that predict success in AP Calculus. The factors investigated include student study habits, such as time spent doing homework, working with a study group or tutor, phoning a friend for help, or using the Internet for help. The study also examined the classroom environment and structure and the affect of teacher knowledge and attitude on predicting success. Additionally, teacher teaching styles and teacher designed lessons that predicted success in AP Calculus were investigated. Seventy-three (<i>N</i>=73) former students in the course participated in the study. An online survey was conducted to collect data for the study. The study used multiple regressions to analyze the student data. The results showed that, when taken together, student study habits and teacher teaching styles were two factors that were statistically significant predictors of success in AP Calculus. The study found that the Internet was a factor that predicted success of AP Calculus which was important as students become more and more wired into cell phones, tablets, and other media devices.</p><p> Conversely, the results also showed that the classroom environment and structure, teacher knowledge and attitude, and the teacher designed lessons were not statistically significant in predicting success in AP Calculus. However, even though these were not significant statistically, the students expressed that they were very important contributors to their success. Recommendations include the application of specific study habits, teaching styles, and increase use of the Internet resources to students in school, including increased access to their various handheld devices such as cell phones and tablets.</p><p> Additionally it is recommended to continue the examination success factors in higher level math courses such as AP Calculus.</p>

<p> Traditional teacher evaluation procedures involve the school leader providing feedback in a summative form to the classroom teacher (Tuytens &amp; Devos, 2011). The function of the administrator to be both supervisor and evaluator is a contrasting role. There are four main purposes of teacher evaluation: improvement, accountability, staff development, and personnel decisions (Darling-Hammond, Wise, &amp; Pease, 1983; Tuytens &amp; Devos, 2011). Administrators are already constrained for time and resources. Therefore, fulfilling all four purposes through the current evaluation process in California is becoming increasingly difficult.</p><p> Using peers in the evaluation process is an alternative evaluation method being explored across the country, specifically in the form of Peer Assistance and Review (PAR; Goldstein, 2004; Matula, 2011; Weems &amp; Rogers, 2010). The problem this research addressed was the efficacy of teacher evaluation systems and how evaluative practice can be improved from the perspectives of principals and Consulting Teachers (CTs) with experience in the PAR program. </p><p> The study found principals and CTs had mixed reactions regarding the inclusion of PAR as a multiple measure for teacher evaluation. All participants' perceptions of the role of the CT included the common language of supporter, helper, coach, and mentor, which matched the PAR documents from each district. The data showed that subjectivity, fear, and lack of time, negatively impacted the traditional teacher evaluation process and that involving peers in the process could be beneficial.</p>

<p> The focus of this comparative study was to examine the connection between attendance in preschool and kindergarten students' literacy success as measured by the Developmental Reading Assessment (DRA2+). Historical data were obtained from the DRA2+ scores of 1,080 kindergarten students in one Missouri school district for the 2010-2011, 2011-2012, 2012-2013 school years. The study was also used to determine the perceptions of kindergarten educators of the impact of preschool on their students. The following overarching question was: What difference exists when comparing the DRA2+ scores of kindergarten students who had a preschool experience and those who did not? Additionally, the perceptions of teachers working with students who had received an early learning experience and students who had not received an early learning experience were gathered. Using a t-test to examine the difference between the mean scores of participating and non-participating students, there was a statistically significant difference in scores of students who participated in preschool and those who did not for 2010-2011; however, there were not statistically significant differences in the sets of data for 2011-2012 and 2012-2013. Educators surveyed in this research perceived that students who had not received an early learning experience seemed to have more difficulty learning the basics of school life; attending for longer periods of time; taking direction; using manipulatives, such as scissors, pencils, and crayons; and getting along with peers.</p>

Orientador: Mara Sueli Simão Moraes / Banca: Marcelo Câmara dos Santos / Banca: Jair Lopes Junior / Resumo: A presente pesquisa teve como objetivo analisar os erros e acertos dos alunos nos itens referentes aos conteúdos de Grandezas e Medidas que foram testados na aplicação piloto da Provinha Brasil de Matemática. Participaram da amostra alunos do 1º e 2º ano do Ensino Fundamental matriculados nas escolas selecionadas pelo INEP para a aplicação piloto, sendo o objeto da pesquisa, a própria avaliação. Na primeira etapa da análise, foram utilizados os resultados da análise estatística e da revisão pedagógica desses itens, bem como o relatório do acompanhamento dessa aplicação. Na segunda etapa, foram analisados 27 itens relacionados ao bloco de conteúdo de Grandezas e Medidas, em que foi verificada a adequação desses itens em função dos descritores, sua pertinência para a alfabetização matemática e o desempenho dos alunos. Constatou-se que, apesar dos conteúdos desse bloco estarem intensamente vinculados ao cotidiano do aluno, o ensino deses conteúdos pode estar priorizando determinadas abordagens e não permeando todo o bloco. De modo geral, os alunos apresentaram dificuldade em realizar trocas monetárias e não estão familiarizados com medidas de tempo. Os dados da Provinha Brasil de Matemática podem orientar o trabalho docente a fim de superar a dificuldades constatadas e a Matriz de Referência dessa avaliação pode propor maior equidade na qualidade do ensino no país, norteando o ensino no país, norteando o ensino da Matemática nas séries iniciais / Abstract: This research aimed to analyze the successes and failures of students on items relating to the contents of Quantities and Measures that have been tested in pilot application of Provinha Brasil of Matematics. The sample was formed with students from the 1st and 2nd year of elementary school enrolled in schools selected by INEP for the pilot application. The object of the research was the own assessment. In the first stage of analysis, we used the results of statistical analysis and revision of items and the report of accompanying this application. In the second step, we analyzed 27 items related to the content block of Quantities and Measures. It was verified the adequacy of these items in terms of descriptors, their relevance for Mathematical Literacy and performance of students. It was found that, despite the contents of this block are strongly linked to student's daily life, the teaching on this topic can be prioritizing certain approaches rather than permeating the entire block. In general, students had difficulty in making monetary exchanges and are not familiar with time measurements. Data from Provinha Brasil of Mathematics can guide teacher' work in order to overcome the difficulties encountered and Reference Array of this assessment may propose more equitable quality education in the country, guiding the teaching of mathematics in the first years / Mestre

Made available in DSpace on 2015-10-06T13:03:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-24. Added 1 bitstream(s) on 2015-10-06T13:19:00Z : No. of bitstreams: 1 000850142.pdf: 842639 bytes, checksum: afeca211fc059e361de0351be57aa9e8 (MD5) / Esta pesquisa buscou analisar as implicações do Sistema de Avaliação do Rendimento Escolar de Marília (SAREM) na gestão de duas escolas municipais de Ensino Fundamental do município. Para tanto se definiu três eixos: currículo, gestão e projeto político-pedagógico. Para a pesquisa foi realizado levantamento bibliográfico sobre os contextos de influência, de produção de textos legais, da prática e dos efeitos que conduziram à política de avaliação externa da educação nas últimas décadas. Esta pesquisa se orienta pela perspectiva qualitativa, ao realizar levantamento bibliográfico, análise dos documentos, entrevista e questionários. Este conjunto de material revela que as concepções acerca do SAREM são contraditórias. A avaliação é percebida pelos entrevistados como norteadora da gestão nas escolas, influindo na elaboração do projeto político-pedagógico e no trabalho do professor ao imprimir diretrizes. Mas revelam que os resultados das avaliações externas representam o avanço da qualidade da educação desenvolvida no município. Porém, pode concluir que a gestão do sistema utiliza os resultados desta avaliação externa para controlar o processo educativo ao determinar o currículo, direcionar o trabalho do professor na tentativa de alcançar equidade em seu sistema de ensino e atingir bons resultados. / This research investigates the implications of Educational Achievement Assessment System Marilia (SAREM) in the management of two public schools in the municipality of elementary school. Therefore defined three areas: curriculum, management and political-pedagogical project. For the research was carried out literature about the contexts of influence, production of legal texts, practice and events leading to external evaluation of education policy in recent decades. This research is guided by the qualitative perspective, to carry out literature, analysis of documents, interviews and questionnaires. This set of materials revealed that the conceptions about Sarem are contradictory. The evaluation is perceived by respondents as guiding management in schools, influencing the development of the political-pedagogical project and the teacher's job when printing guidelines. But reveal the results of external evaluations represent the advancement of quality education developed in the municipality. However, it can be concluded that the system management uses the results of this external evaluation to control the educational process to determine the curriculum, direct the teacher's work in trying to achieve equity in its education system and achieve good results.

Made available in DSpace on 2014-06-11T19:29:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-02-28Bitstream added on 2014-06-13T20:18:46Z : No. of bitstreams: 1 cavalieri_am_me_bauru.pdf: 1302019 bytes, checksum: 2816bedaccbb7ffe826a89f8cd9b1ce5 (MD5) / O Sistema de Avaliação da Educação Básica (SAEB) foi implantado no Brasil em meados da década de 90, como política pública visando monitorar e contribuir com a qualidade do ensino. Porem, nos últimos anos, o SAEB ganhou centralidade nas discussões sobre a qualidade da educação, devido principalmente ao estabelecimento de metas para a melhoria do Índice de Desenvolvimento da Educação Básica (IDEB). Esta pesquisa teve como objetivo analisar as incidência de tais dimensões do SAEB na atuação profissional do professor no ciclo inicial do ensino fundamental. O percurso metodológico dessa pesquisa dividiu-se em três fases. A Fase 1 objetivou obter informações a respeito do planejamento de ensino da professora. A Fase 2 consistiu na observação de aulas ministradas pela professora e em apresentar a tabulação dos registros das aulas observadas para que a professora realizasse possíveis correções e acréscimos. A Fase 3 compreendeu um conjunto de discussões da pesquisadora com a professora participante sobre tópicos, descritores e exemplos de itens da Prova Brasil, com ênfase na proposição, pela professora, de correspondências entre as dimensões do SAEB e as atividades efetuadas nas Fases 1 e 2 do projeto. Na coleta de dados foram realizadas entrevistas com gravações em áudio (Faes 1 e 3) e observações de aulas ministradas pela professora participante da pesquisa (Fase 2). os resultados das duas fases iniciais salientaram práticas profissionais distantes e não subordinadas à diretrizes e dimensões do SAEB em termos dos relatos e das ações da professora. Em termos das práticas foram constatadas ações da professora consistentes com o desenvolvimento de medidas comportamentais dos descritores. Na Fase 3, os relatos da professora sobre relações entre dimensões do SAEB (tópicos, descritores e exemplos de itens) e suas práticas profissionais evidenciaram... / The Evaluation System (SAEB) was implemented in Brazil in the mid-90s, as a public policy aiming to monitor and contribute to the quality of education. However, in recent years, SAEB gained centrality in discussions about the quality of education, mainly due to setting goals for improving the Index of Basic Education Development (IDEB). This study aimed to evaluate implications of such dimensions SAEB in professional performance of teachers in the initial cycle of primary education. The methodological approach of this research was divided into three phases. Phase 1 was aimed at obtaining information about the planning of teacher education. Phase 2 consisted of the observation of classes laught by the teacher and present the tabulation of the classes observed records for the teacher carry out possible corrections and additions. Phase 3 consisted of a series of discussions with the teacher researcher on topics, descriptions and examples of items Proof of Brazil, with emphasis on the proposition, the teacher, the correspondence between the dimensions of SAEB and activities carried out in Phases 1 and 2 the project. In data collection, interviews were conducted with audio recordings (Phases 1 and 3) and observations of classes taught by teacher research participant (Phase 2). The results of the two initial phases stressed distant professional practices and guidelines and not subject to the dimensions of SAEB in terms of reports and actions of the teacher. In terms of practical actions of the teacher were found consistent with the development of measures of behavioral descriptors. In Phase 3, the teacher reports on relations between dimensions SAEB (threads, descriptors and examples of items) and their professional practices showed oscillation between positions sometimes consistent, sometimes separate and incompatible. Taken together, the data diverge from models that suggest... (Complete abstract click electronic access below)

Orientador: Maria Beatriz Loureiro de Oliveira / Banca: Luci Regina Muzetti / Banca: Carlota Josefina Malta Cardoso dos Reis Boto / Banca: Marco Fábio Prata Lima / Banca: Eduardo Gutierrez Borges / Resumo: Este estudo teve por objetivo verificar a trajetória acadêmica dos egressos do curso de Pós- Graduação em Educação Escolar da Faculdade de Ciências e Letras de Araraquara, suas expectativas e perspectivas. Foram incluídos para a amostra, trinta e seis sujeitos, destes, vinte e um (58%) são mestres e quinze (42%) são doutores, trinta e um (86%) do gênero feminino e apenas cinco (14%) do gênero masculino. A maioria deles freqüentou escolas públicas e 33% receberam bolsas de incentivos no Mestrado e 53,33% no Doutorado. As principais razões que levaram os sujeitos a ingressarem no Mestrado e no Doutorado foram a busca da carreira docente e o anseio de realizar pesquisa. Tanto o curso como o corpo docente foram considerados muito bons. A maioria deles não se dedicou integralmente ao curso, apenas 28% publicaram suas Dissertações e/ou Teses e cerca de 40% atuam como orientadores de trabalhos e cinqüenta e dois é o número de orientandos atualmente e de cerca de duzentos e setenta o de já orientados. Observou-se que a maioria dos sujeitos atua em Instituições públicas em nível da educação básica, tendo uma renda média que varia entre seis e dez salários mínimos. A maioria escolheria a mesma profissão, cursaria tanto o Mestrado quanto o Doutorado, optaria pela mesma área na Graduação e escolheriam o mesmo orientador. O estudo aponta que o medo da exclusão e da marginalização obriga seu aperfeiçoamento acadêmico, onde a educação está caracterizada como algo a ser consumido e que a escola valoriza o saber onde o atributo é socialmente definido como o "valor da educação". / Abstract: This study aimed to verify the trajectory of the egresses in the Master’s degree course at Faculdade de Ciências e Letras de Araraquara, their expectations and perspectives. The sample included for to the sample thirty six subjects, twenty-one of them (58%), are masters, fifteen (42%), are doctors, thirty-one (86%) of the female gender and just five (14%) of the male gender. The majority of them frequented public schools and 33% had received scholarship from incentives in Master degree and 53.33% in the Doctorate. The main reasons to enter the Master degree and the Doctorate had been the search of the teaching career and the yearning to carry through research. The course and its teachers had been considered very good. The majority of them was not dedicated integrally to the course, only 28% had published their Dissertation and/or Thesis and about 40% acts 52 are being oriented are about two hundred and have already bee published. It can be also observed that many of the egresses are dealing with some of orientation. It was observed that the majority of the egresses works in public Institutions in level of the basic education, having an average income that varies between six to ten minimum wages. The majority would choose the same profession, would attend a both the Master degree and Doctorate, would opt to the same area in the Graduation and would choose the same orienting. The study points that the fear of the exclusion and the marginaliging compels its academic perfectioning, where the education is characterized as something to be consumed and that the school values know where the attribute is socially defined as the "value of the education". / Doutor

Orientador: Waldir José de Quadros / Tese (doutorado) - Universidade Estadual de Campinas, Insituto de Economia / Made available in DSpace on 2018-08-19T01:22:53Z (GMT). No. of bitstreams: 1 Curi_LuizRobertoLiza_D.pdf: 3324389 bytes, checksum: dac6979491e6d842c289eec54473e356 (MD5) Previous issue date: 2011 / Resumo: O presente trabalho trata da avaliação como principal forma de gestão da política de ensino superior no Brasil. É mesmo considerada o eixo pelo qual o ensino superior no Brasil vem se desenvolvendo. Esse processo ganha intensidade a partir de 20 de dezembro de 1996, com a promulgação da Nova Lei de Diretrizes e Bases da Educação Nacional. Em grande parte, o conjunto de Leis, Decretos, Portarias, Pareceres que se seguiram por orientação do Ministério da Educação tratam direta ou indiretamente de aspectos relacionados à avaliação. A tese aborda a avaliação como conseqüência relacionada mais ao processo de expansão do ensino superior do que propriamente como forma de adequação qualitativa a determinantes estratégicos nacionais, relacionados a empregabilidade, interesses econômicos setoriais ou mesmo atendimento de necessidades no âmbito de políticas sociais, tais como formação de professores, médicos ou outros especialistas capazes de atender requisitos contemporâneos desses ambientes profissionais. Considera, ainda, a ausência dessas dimensões do processo de avaliação como fator limitante à proposição de políticas de educação superior ao conjunto do sistema federal (público e privado) que permitisse estimular setores dinâmicos da economia, aperfeiçoar as políticas sociais e fornecer recursos humanos de qualidade, competitivos e adequados aos requisitos das novas áreas de exercício profissional. A avaliação, assim, apresenta-se como elemento de interesse dos mantenedores ou instituidores do ensino superior. O conjunto de indicadores que integra não se ajusta às necessidades ou requisitos profissionais, mas, sim, aos padrões de qualidade na organização e nas condições de oferta do ensino superior, de forma geral. A própria avaliação destinada ao aprendizado dos estudantes, O ENADE, segue a formulação curricular tradicional e conservadora de forma a não permitir especificidades ou atenção aos conteúdos e cursos de destaque. Vinculada ao processo de expansão, a avaliação é antes sancionadora do que ordenadora ou inibidora desse processo. Ao se posicionar como controle do Estado, ela se estabelece como reguladora do ensino superior cujo fruto é invariavelmente a expansão e não o cerceamento ou encerramento de cursos, instituições ou programas que não atingiram os critérios de qualidade analisados. A regulação, divulgada como proteção da sociedade em relação à má qualidade no ensino superior, é, na verdade, disposição legal para o efetivo processo de expansão. Hoje, a avaliação deixou de ser um instrumento que incentiva a qualidade de cursos e programas da educação superior ou de utilidade das demandas econômicas e sociais estratégicas. Não se qualifica e nem se planeja com o atual sistema de avaliação. Sua finalidade continua sendo reforçada como um instrumento de expansão às mantenedoras ou instituidores que obtêm, dos mínimos indicadores alcançados, a sansão e a legitimidade de oferta de cursos e programas sem necessariamente se ater as estratégias ou prioridades relativas aos requisitos ou necessidades de recursos humanos para a sociedade brasileira / Abstract: This work takes for granted that evaluation is the most crucial form for the managing of the highest level of superior education in Brazil; and it can be considered the real axis through which high education as been developed in the country. This process has acquired intensity since December 20, 1996, after the promulgation of the Nova Lei de Diretrizes e Bases da Educação Nacional. Norms, regulations and other managerial instructions - derived from the new legislation - have dealt with the evaluation, in a way or in another. The study treats the evaluation as a consequence of the process of expansion of the high education level, more than with the inherent adequacy to strategic national goals and propositions taken for granted, such as: employability, sectorial economic interests or even with the accomplishment of other issues belonging to social policies geared to the dispense of subsidies supporting formation of professors, medical doctors and other specialists, usually required by contemporary working environments, as it is well considered nowadays. This study also assumes that the absence of these complementary goods and services comes to provoke the overall propositions under the New Law, as a way to stimulate dynamic sectors of the economy, the perfectioning of social policies and human resources, as requirements for the good professional performance into the market. Therefore, evaluation embodies a central element for managers and other personnel involved with highest education units. The set of indicators are not to be adjusted to eventual needs or professional requirements, but they are to be connected to quality standards of the educational organizations to whom they are constructed to. The evaluation destined to the students (ENADE) follows the traditional curricular formulation; a conservative orientation that does not allow the scrutiny of peculiarities needed for the overall performance of the system. As the evaluation is linked to expansion it has a sanction role, rather than inhibitory factor along this process. As long it functions as a State control, it does not inhibit the ongoing development; but, at reverse, helps to foster the expansion, instead of being a way to control and to punish bad quality of the educational system. The regulation presented by the State has not been a protective policy for quality, but a way to incentive the malfunction of an expansion without qualitative control. Therefore, it is impossible to attain quality and a good planning policy through the present evaluation procedures, in so far as its goal is the perpetual expansion, which comes to create insurmountable obstacles to the educational entities submitted to the present regulatory legislation / Doutorado / Política Social / Doutor em Ciências Econômicas

M.Ed. (Educational Management) / Apprentices in South Africa must attend a technical college for their theory training. A major problem is that technical colleges experience difficulty in attracting suitable people to be appointed as lecturers in their technical departments. The majority of technical lecturers are artisans who are drawn from industry as they are needed to teach trade theory to apprentices. In most cases the young lecturer who teaches technical subjects does not have the necessary professional qualifications. One cannot assume that someone who is suitably qualified in a technical field of study is necessarily capable of successfully passing on his knowledge to the students. , The functions and tasks of the lecturer must be examined. Once these have been defined, one can concentrate on the recruitment of lecturers. The following factors must be considered: admission requirements, evaluation and acknowledgement of qualifications, promotion and conditions of service. It is not only important to recruit the most suitably qualified person but just as important to ensure that this person remains in the teaching profession. The problem is that salaries and benefits are determined by the education department and colleges cannot compete with industry. In most cases the suitable lecturers, as well as those with a few years teaching experience, are offered well-paid jobs with excellent benefits in the industrial sector. The technical lecturer is a member of the college staff. As many lecturers have the required professional qualifications, it is imperative that all lecturers fulfil the requirements set by the teaching profession. This means that most of the newly appointed technical lecturers must be professionally developed. The principal of the college plays a vital role in the professional training and development of the lecturer. He can promote this by adopting the correct managerial attitude and by creating the appropriate college climate. A good evaluation system is also important...