Orientador: Márcia Regina Canhoto de Lima / Banca: Irineu Aliprando Tuim Viotto Filho / Banca: Marcos Vinicius Francisco / Resumo: Esta dissertação está vinculada à Linha de Pesquisa denominada: Processos Formativos, Infância e Juventude do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP- Campus de Presidente Prudente. A pesquisa foi realizada em uma Universidade no interior do Estado de São Paulo e contou com a participação de 71 jovens que cursavam o 1º ano da graduação de um curso de Educação Física, divididos em duas turmas, período matutino e noturno. Sua origem está baseada na observação de práticas educativas referentes ao jogo. Um fenômeno foi apontado pela professora da disciplina de Atividades Lúdicas e Lazer da Universidade, a partir de um grupo de jovens que revelaram dificuldades em participar de atividades, as quais estão relacionadas à socialização, ao respeito às regras, à organização, à coordenação motora e ao equilíbrio emocional. Sendo assim, a pesquisa assumiu como objeto de investigação as vivências de jogos na infância de jovens universitários, investigando quais as intercorrências que levaram esses jovens a apresentar dificuldades de participação nos jogos coletivos e quais e como foram as vivências em jogos no decorrer da sua trajetória, até alcançarem o Ensino Superior. A investigação estabeleceu como objetivo principal identificar e analisar a relação entre as dificuldades dos jovens alunos durante a prática de jogos no contexto universitário e as vivências acontecidas durante a infância dos mesmos. Utilizamos como metodologia o estudo de caso ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation is linked to the Research Line called: Formative Processes, Childhood and Youth of the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus. The research was carried out in a University in the interior of the State of São Paulo and had the participation of 71 young people who attended the 1st year of the graduation of a Physical Education course, divided into two classes, morning and night. Its origin is based on observing educational practices related to the game. A phenomenon was pointed out by the teacher of the subject of Leisure Activities and Leisure of the University, from a group of young people who showed difficulties in participating in activities, which are related to socialization, respect for rules, organization, motor coordination and to emotional balance. Thus, the research took as object of investigation the experiences of games in the childhood of university students, investigating the intercurrences that led these young people to present difficulties of participation in the collective games and what and how they were the experiences in games in the course of their trajectory, until they reach Higher Education. The main objective of the investigation was to identify and analyze the relationship between the difficulties of young students during the practice of games in the university context and the experiences that occurred during their childhood. We use as methodology the case study an... (Complete abstract click electronic access below) / Mestre

Orientador: Divino José da Silva / Banca: Pedro Angelo Pagni / Banca: Rodrigo Barbosa Lopes / Resumo: Esta pesquisa tem como objetivo discutir a emergência do discurso de autoajuda dirigido à educação escolar. Referimo-nos, especificamente, a algumas obras de Augusto Cury, que serão analisadas nesta Dissertação, cujo foco se volta para professores, alunos, pais e demais profissionais da educação. Analisamos esse discurso a partir dos conceitos de biopolítica e governamentalidade de Michel Foucault, para pensar de que maneira a autoajuda se transformou, hoje, num discurso que orienta o indivíduo a se transformar em um capital humano. A discussão da biopolítica, na perspectiva neoliberal, nos possibilita compreender que esse discurso orienta o indivíduo para que ele seja capaz de fazer render o seu corpo e seu valor - capital humano. Dentro do contexto contemporâneo, marcado por síndromes, ansiedades e processos de adoecimentos decorrentes das exigências competitivas do capitalismo, a busca pelos discursos de autoajuda tem-se apresentado como um fenômeno contemporâneo com forte ressonância, inclusive no âmbito educacional. Identificado como um discurso imperativo e com características específicas, ele visa a orientar e a treinar a conduta dos indivíduos em consonância com os interesses do empreendedorismo neoliberal. Identificamos, nas obras de Augusto Cury, com destaque para aquelas direcionadas à educação, as características assumidas pela literatura de autoajuda, em seus aspectos mais gerais. O intuito, nesta Dissertação, é compreender e explicitar o funcionamento dos discur... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to discuss the emergency of self-help discourse addressed to school education. We refer, specifically, to some works by Augusto Cury that will be analyzed in this dissertation, whose focus is directed to teachers, pupils, parents and other professionals of education. We analyze this discourse from Michel Foucault's biopolitics and governmentality concepts, in order to consider how self-help has turned into a discourse that leads the individual to become a human capital. The discussion of biopolitics in the neoliberal perspective allows us to understand that this discourse guides the individual so that he is able to rise his body and his value - human capital. Within the contemporary context, marked by syndromes, anxieties and processes of illnesses resulting from competitive demands of capitalism, the search for self-help discourses has presented itself as a contemporary phenomenon with strong resonance, even in the educational scope. Identified as an imperative discourse with specific features, it aims to guide and train the behavior of individuals in accordance with the interests of neoliberal entrepreneurship. We identified in the works of Augusto Cury, especially those directed to education, the characteristics assumed by self-help literature in its broadest aspects. The purpose of this dissertation is to understand and explicit the operation of self-help discourses in the educational context and how they articulate themselves in terms of government and... (Complete abstract click electronic access below) / Mestre

A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of requirements for the degree of Master of Science. Johannesburg, 28 May 2016. / This qualitative study sets out to examine a teacher’s metacognitive preparation for and reflection on the mathematical content and pedagogy of a short series of Grade Six Probability lessons, with their contribution to the development of a general framework for lesson preparation from a metacognitive perspective. An action research methodology is followed in which teaching episodes are collaboratively assessed by a panel of three colleagues. These fora serve to enlighten the author of their observations after the preparation and teaching of a series of Probability lessons, which also capture audio data for deep reflections and dialogue post teaching and fora. The analysis of the data will serve as the foundation for the development of a metacognitive framework that teachers can use in their preparation for and reflection of lessons that will pay particular attention to higher cognitive engagement of teachers with content and facilitating lesson delivery, always striving for them to be of higher quality. The efficacy of this framework for the teacher-researcher’s teaching practice is also examined.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Drawing upon a critical constructivist framework and informed by scholarship on culturally relevant, responsive, and sustaining pedagogy (CRRSP) and student voice, this qualitative study utilizes portraiture methodology to render visible successful teaching practices for Latino male secondary students in urban contexts by answering the following two research questions: 1) What are the pedagogical practices of three White male teachers in one New York City public high school that their Latino male secondary students identify as successful in supporting their educational potential?; and 2) How do these three teachers make sense of these identified practices and their success with Latino male secondary students? To achieve these goals, data was collected from four sources: 1) ethnographic observations; 2) semi-structured individual interviews; 3) semi-structured focus group interviews; and 4) written documentation, and was analyzed using constructivist grounded theory. The final products of this work are three pedagogical portraits—written research documents that bridge science and art to lead to new or deeper understandings about teaching and learning. Findings from this study indicate the saliency of pedagogies that authentically care for Latino male students in urban areas, support their academic achievement, and explicitly draw connections between course content and students’ interests, lives, and future goals. The resulting portraits also encourage consideration of how attention to the development of Latino male students’ cultural and linguistic competence and dexterity as well as their sociopolitical awareness could further support the academic and personal growth of these young men. These findings: 1) contribute to a limited research base on successful teaching practices of Latino male secondary students in urban communities; 2) support more tailored recommendations for educational policy aimed at leveraging the unique potential of Latino young men in our nation’s cities; and 3) can inform the professional development of both pre-service and in-service school actors who work with Latino male students. Such contributions are particularly significant given the existing patterns of underachievement and untapped promise of Latino male youth across the country.

Recently there has been a call to disrupt the continuous cycle of (re)production from within university-based programs through the development of transformative approaches rooted in the cultural norms of traditionally marginalized populations. This study aimed to explore how one such approach, critical hip-hop pedagogy (CHHP), manifests within the formal university-based teacher education setting. Focusing on one specific course in a prestigious, Northeastern university, this study explores how the course was conceptualized, enacted, experienced and interpreted by both the professor and twelve enrolled teachers in the Spring 2017 semester. Through qualitative case study methodology the purpose of this study was to: (1) document the ways that one CHHP teacher educator carves out space for his work amidst the politically charged teacher education space; (2) document and analyze the pedagogical moves embedded in the praxis of one teacher educator who teaches a university-based course designed to prepare teachers to utilize hip-hop cultural artifacts and aesthetics to critical educational ends; and (3) document and analyze the ways in which enrolled pre-service teachers experience, conceptualize, and interpret these practices. Four key findings are presented: (1) the professor conceptualized and enacted the course as a means of disrupting dominant narratives about acceptable and effective approaches to teaching and learning; (2) his enactments of CHHP embodied hip-hop cultural practices and aesthetics through his (re)conceptualization of teacher as MC; (3) the course’s structure through the aesthetics and rules of engagement of the hip-hop cypher provided a variety of ways for students to actively participate in the processes of knowledge production; (4) enrolled teachers reported new understandings of hip-hop as culture, resulting in shifts in perspectives on key issues impacting education and their visions for themselves as educators. Given these findings, this study suggests that the professor’s construction and enactment of the course resulted in an immersive experience in which he taught through a CHHP framework rather than about it, as is often seen in courses claiming similar critical multicultural and culturally relevant approaches, creating a dynamic immersive cultural experience for the enrolled teachers.

This dissertation is a qualitative case study exploring the understandings, beliefs, and practices of Youth Spoken Word Poetry (YSW) educators who work within the field of Hip Hop-Based Education (HHBE) and have grown from youth participants to adult professionals within an international YSW Network. This study examines how current YSW practitioners describe and understand their work, along with the multiple literacy practices they utilize related to spirituality and race. This study is framed by a sociocultural lens of education, includes a blend of qualitative research methods related to narrative approaches, and is inspired by literature grounded in Hip Hop-Based Education; Race and Education; and Spirituality and Education. It is a hope of this study that the findings lead to a more nuanced understanding of how HHBE functions within the landscape of education and impact how we approach HHBE moving forward. Major findings revealed that the participants describe themselves as racialized and spiritual beings in implicit and explicit ways. YSW participants in this study described the field of YSW as grounded in African American lineages and acknowledged that the field currently functions as pluralistic and multicultural. YSW participants describe spirituality as personal, collective, and transcendent experiences. Though participants defined spirituality differently, they described it as something that is present, naming it as an important factor to be considered when examining YSW practice. Core literacy practices participants engaged with and enacted within the YSW community related to race and spirituality included acknowledging their voice as something that was expressed individually, collectively, and universally and across time (past, present, and future). These findings highlight the value of communities that support: (1) Reflection, or honoring individual identities; (2) Refraction, or honoring Communities of Practice that shape our paths; and (3) Dispersion, or the use of stories to support dreaming, sharing, and revolutionizing the world as we know it.

This case study documents three Socratic seminars in a Basic English class in a community college in an urban center in northeast United States. Specifically, the study examines the presence and absence of dialogue in these three Socratic seminars. The researcher employed qualitative methods to address the following questions: (1) What are the characteristic features and affordances of the discourse that takes place in a Socratic seminar conducted within a community college Basic English class for nine enrolled students in that class who participated regularly in an assigned Socratic seminar? (2) How do these nine students perceive and describe their experience of the discourse of the Socratic seminar in which they participated? Examining her data through the lens of a socio-cultural theory perspective, this research found that students effectively employ many of the criteria of dialogue. Students described their previous experiences of classroom discussion and their more recent experiences of Socratic seminar. This investigation suggests that Socratic seminar provided opportunities for dialogue and meaningful interaction for these students of Basic English.

Interest in the elementary education major by underrepresented minority (URM) students at a public four-year institution (Queens College) increased from 36% of declared majors in 2012 to 51% in 2017. However, a disproportionate number of URM students drop out of the educator pipeline, leaving the average percentage of URMs who complete the elementary education major at 22%. While there has been a great deal of research on the preparation of preservice teachers, the bulk of the scholarly literature is focused on the final student teaching practicum and preservice teachers’ experiences at the end of their academic programs. Little research has been done on beginning teacher education students and how their educational experiences, both past and present, influence the way they see themselves as learners and future teachers. Guided by a sociocultural lens, this qualitative study examines teacher education students’ educational experiences and how those experiences influence and shape their paths into the teaching profession. The study was conducted using an interpretive inquiry approach to enable the exploration of participants’ lived educational experiences (Connelly & Clandinin, 1990), using data collected from semi-structured interviews, critical incident reports, and a focus group. Analyses informed by narrative inquiry and grounded theory methodologies were used to look across data collected from participants to paint a rich chronicle of the participants’ stories. Findings highlight the pedagogy of care in conversation with notions of identity, belonging, and community, in order to note its significance for the more oft- studied aspects of teaching. This study contributes to research on teacher education and teaching and learning in higher education, and considers a different perspective on long-standing ideas about communities of practice.

Although the majority of scientists agree that we are facing unprecedented climate crises, higher education’s engagement with environmental and sustainability problems is lacking. While the role of human behavior on climate change has been well established by science, these insights have yet to be adequately applied by citizens, thus exacerbating the consequent economic and social problems (like inequity and poverty). In response to the imminent danger of climate change, calls have come for citizens to be mindful of their actions to reverse the deteriorating trajectory of environmental and sustainability decline. In particular, policymakers have deemed higher education classrooms a promising site for equipping future generations of citizens to engage with sustainability. Formal teaching and learning surrounding sustainability-related subject matter, or Education for Sustainability (EfS), is the process of developing students’ knowledge, attitudes, and behaviors toward sustainability. However, EfS is not being incorporated into the higher education curriculum with either the quantity or quality necessary to steer society toward social change. Therefore, the purpose of this dissertation study was to explore the amount of, and the effectiveness of, EfS in an institution of higher education, and to analyze whether EfS was related to students’ sustainability learning outcomes. Data collection took place at Michigan State University, a public, large-size, four-year institution. Students were surveyed at both the beginning and end of the fall 2017 semester to measure changes over one academic semester. Guided by the frameworks of opportunity to learn, cognitively responsive teaching, teaching for sustainability, and transformative sustainability learning outcomes, data were analyzed with logistic and ordinary least squares regression, and Structural Equation Modeling (SEM). Results found that approximately two-thirds of participants reported that they had the opportunity to learn about sustainability. On average, neither cognitively responsive teaching, nor teaching for sustainability, pedagogical approaches were employed to teach sustainability. Interestingly, though, when instructors surfaced students’ prior knowledge about sustainability while teaching the subject, students’ sustainability behaviors increased over the course of the semester. As such, this study illustrated the importance of the pedagogical technique of utilizing students’ prior knowledge when teaching them about sustainability in higher education.