Submitted by THYSSIE ORTOLANI RIOLI null (thyssie_arq@yahoo.com.br) on 2016-11-16T11:18:00Z No. of bitstreams: 1 Dissertação_Mestrado_Thyssie_Ortolani_Rioli.pdf: 12273111 bytes, checksum: 84f97df6ec89c1fd7d677a62d463258b (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-11-23T11:28:24Z (GMT) No. of bitstreams: 1 rioli_to_me_bauru.pdf: 12273111 bytes, checksum: 84f97df6ec89c1fd7d677a62d463258b (MD5) / Made available in DSpace on 2016-11-23T11:28:24Z (GMT). No. of bitstreams: 1 rioli_to_me_bauru.pdf: 12273111 bytes, checksum: 84f97df6ec89c1fd7d677a62d463258b (MD5) Previous issue date: 2016-09-16 / Os pátios escolares constituem ambientes essenciais para o desenvolvimento das crianças, ao permitir a interação entre elas, o contato com a natureza, a exploração e experimentação, além de poder complementar e renovar as atividades pedagógicas. Esses ambientes de vivência e recreação (cobertos e descobertos), que podem ser cobertos e descobertos, são importantes para a relação ensino e aprendizagem e, portanto, necessitam ter seu espaço físico bem planejado. Nesse contexto, essa pesquisa propõe contribuir para essa questão ao definir um instrumento de avaliação da qualidade de pátios cobertos, o “índice de Avaliação de Pátios Cobertos - IAPC”, que considera parâmetros e indicadores de qualidade ambiental, estética e funcional. A escolha dos parâmetros e indicadores teve como base uma revisão bibliográfica sobre o tema “pátios escolares” e os resultados da aplicação de instrumentos da Avaliação Pós Ocupação – APO (Leitura dos pátios e as built; checklist; observações; walkthrough; mapa cognitivo, poema dos desejos e questionários) em oito escolas de educação infantil na cidade de Pederneiras-SP. A aplicação do IAPC, que considera os pontos de vista do técnico e dos usuários, nessas mesmas escolas, mostrou sua importância em: identificar problemas relacionados a cada parâmetro; que podem subsidiar reformas e/ou ampliações; rever aspectos funcionais do dia a dia; contribuir com um parâmetro quantitativo de comparação entre os diferentes pátios e traçar o perfil da qualidade do pátio coberto na rede municipal de ensino infantil local. Espera-se que a aplicação desse instrumento possa contribuir não apenas para subsidiar intervenções físicas locais, visando à melhoria de qualidade dos pátios escolares, mas para o planejamento e gestão de ambientes similares. / The school patios are essential environments for the development of children allowing interaction among them, contact with nature, exploration and experimentation; furthermore, they can complement and renew the pedagogical activities. These recreational environments (covered and discovered) which are important for teaching and learning, deserve to have their physical spaces well planned. In this context, this research aims to contribute to this issue when defining an assessment tool of quality of the covered school patio, the "evaluation index of the covered school patio (EIPC)", which encompasses environmental, aesthetic and functional quality parameters. These parameters and their indicators were defined based on literature review and application of Post Occupancy Evaluation instruments – POE (observations; as built; checklist; walkthroughs; cognitive map; wish poems and questionnaires) in study cases in eight preschools in the city of Pederneiras-SP. The application of the EIPC which considers the points of view of technicians and users, in these same schools, showed its importance in: identifying problems related to each parameter; review functional aspects of everyday life; to contribute with a quantitative parameter of comparison between the different patios and to outline the quality profile of the covered patio in the local preschool network. It is expected that this instrument can contribute not only to support local physical interventions aimed at improving the quality of school patios, but also for planning and management of the similar environments.

Il tema più generale dell`insegnamento scolastico in Libia, dal colonialismo italiano del 1911, fino il 1934, l’autorità italiana in Libia ha permesso l’accesso alla scuola solo per i maschi, usando la lingua araba e la lingua italiana per l’insegnamento. Nel 24.12.1951, la Libia ha avuto la suo indipendenza, il nuovo governo libico ha messo le prime basi di un sistema educativo completo che potesse formare una classe dirigente nazionale qualificata per gestire lo stato. I programmi e i metodi di insegnamento, con l’obbligo di studio per tutti fino alla terza media, si possono constatare i cambiamenti culturali e politici della Libia. Nel 1969, la rivoluzione libica, ha portato più impegno verso lo sviluppo dell’educazione per combattere l’analfabetismo, inoltre ha dato la possibilità agli studenti di avere borse di studio all’estero. Con la difficoltà di trovare testi e materiale, a causa del caos e la drammatica situazione che stava passando la Libia dopo la rivolta del 17.02.2011, si sono dovuti attuare dei cambiamenti nei programmi scolastici a causa della scarsità di fornitura dei libri in quasi tutto il paese. Infatti per sopperire a queste mancanze, si sono dovute attuare nuove riforme per conformare gli edifici scolastici danneggiati dalla guerra. I ritardi nei restauri degli edifici, i problemi della mancanza dei libri scolastici, tutto questo ha messo l`istruzione davanti a sfide che i due governi ancora oggi sono incapaci di affrontare. A causa dell`aumento della comunità libica residente all`estero, il governo libico decise di aprire delle scuole arabo - libiche in paesi stranieri, in Italia sono due, situate rispettivamente a Roma e Milano, che seguissero gli ufficiali programmi educativi libici. In queste scuole vennero accettati anche studenti di altri paesi arabi. / The most general theme of school education in Libya, from Italian colonialism in 1911, until 1934, the Italian authority in Libya allowed access to the school only for males, using the Arabic language and the Italian language for teaching. On 24.12.1951, Libya had its independence, the new Libyan government laid the foundations of a complete educational system that could form a qualified national leadership to manage the state. The programs and methods of teaching, with the obligation to study for everyone up to the third year of middle school, can be seen in the cultural and political changes in Libya. In 1969, the Libyan revolution brought more commitment to the development of education to combat illiteracy, and also gave the opportunity for students to have scholarships abroad. With the difficulty of finding texts and material, due to the chaos and the dramatic situation that Libya was going through after the revolt of 17.02.2011, changes had to be made in school programs due to the scarcity of supply of books in almost the whole country. In fact, to make up for these shortcomings, new reforms have had to be implemented to conform the school buildings damaged by the war. The delays in the restoration of buildings, the problems of the lack of school books, all this has put education in front of challenges that the two governments are still unable to deal with today. Due to the rise of the Libyan community resident abroad, the Libyan government decided to open Arab-Libyan schools in foreign countries, in Italy there are two, located respectively in Rome and Milan, that followed the official Libyan educational programs. In these schools were also accepted students from other Arab countries.

No description available.

The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo / perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession / and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.

Currently, in school leadership a distributed perspective is supported by scholars in this field. Teacher leadership is seen as a means of operationalising distributed leadership. Drawing on this, the aim of this study is to explore the experiences of teacher leadership in a special education needs school. The study seeks to answer the following key questions: What does it mean to be a teacher leader in an ELSEN (Education for Learners with Special Educational Needs School)? How do teachers enact teacher leadership in an ELSEN school? How does the SMT (School Management Team) promote/not promote teacher leadership in an ELSEN school? Distributed leadership and teacher leadership are used as theories underpinning the study. The study is located within the interpretive paradigm and employs a qualitative case study approach. One of the strategies that qualitative research encompasses is case studies. One of the advantages of case study research is that you can use various kinds of methods to collect data. Case study research is flexible in regard to data selection, methods of data collection and analysis. In this study the context was an ELSEN school in KwaZulu-Natal and the informative participants used were five teachers, two heads of departments and the deputy principal. They were purposively selected. Semi-structured interviews with open-ended questions were used to generate data. The findings revealed that teachers play a meaningful role inside their classrooms, but beyond the classroom, leadership roles are lacking. Teachers do not understand the term teacher leadership and teachers should have a vision for their school. / M. Ed. University of KwaZulu-Natal, Durban 2013.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The following research will be developed within the Graduate Program in Education of the Education Center of the Universidade Federal de Santa Maria (PPGE/CE/UFSM) as part of the investigative actions of the Research Project " Challenges for the Consolidation of Improvements in the Organization and Development of Educational and Training Processes of Teachers (DEPROCOM) ", linked to the Group of Studies, Research and Interventions (Gepi INOVAEDUC)" Educational Innovation, Educational Practices, and Teacher Training. " Our objective is to contribute with parameters to the organization of work contexts in order to enable teachers to take on a deliberate and conscious authorship and control their own work. We propose to answer the following research problem: "How do the conditions of work contexts influence the organization and development of teaching in Primary Education Public School? As a way to answer this research problem, we have been through the following issues: (1) How do you characterize the present framework of requirements in the context of teachers' work at the Primary Education School Studied?, (2) How does the activity of teacher integrates and articulates the different aspects of teaching conditions at the Primary Education School Studied? (3) How is the framework of the present actions in the context of teachers' work at the School of Basic Education Studied? It is a qualitative research, conducted as a case study, developed in a Municipal Elementary School, belonging to the City of Santa Maria, in the years 2010 and 2011, also defined as descriptive and analytical, with a view to nature of information collected. To understand the organization and operation of school work, it was used as sources of information: (1) participatory observations, made in meeting continuing education of teachers promoted by the school, (2) individual interviews with teachers to develop their professional activities in classroom and teachers who develop their work activities in the school management team and (3) guides for documentary analysis that guided the identification and collection of information in the documents used, the Political-Pedagogical Project of the Primary Education School studied and the Municipal Law No. 4696/93, 22/09/2003 establishing the Career Plan of the City Government. We found different contributions to studies of teaching in Primary education schools, in special; it is feasible to say that there is a prescriptive framework on the school work and the work of teachers contradictory in its constitution that confronts and legal opposition to the existing proposals and conditions. Working conditions is a major constituent element of the thinking of teachers about their work and have had direct impacts on the organization and their development. The teachers in performing their work activities mobilize elements of their own personal and professional characteristics, as well as characteristics of the school context, and from the articulation of these different elements, carry out their choices building standards for their performance in school. In general, teachers have done their job security in a lighter and simpler way. The complexity of most school activities has been neglected in terms of their forms of achievement, which have produced a representation of the actions that the school closer to the triviality of that complexity. There is a clear separation between the work of teachers and school, giving the impression that the school has not yet been fitted out to include the teacher's work, its organization and execution of work as an effective school. / Este texto relata uma pesquisa desenvolvida no âmbito do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal de Santa Maria (PPGE/CE/UFSM), como parte das ações investigativas do Projeto de Pesquisa Desafios para consolidação de melhorias na organização e no desenvolvimento de Práticas Educativas e de Processos Formativos de Professores , vinculado ao Grupo de Estudos, Pesquisas e Intervenções Inovação Educacional, Práticas Educativas e Formação de Professores . Com ela, objetivamos contribuir com parâmetros para a organização dos contextos escolares, de forma que possibilitem aos professores assumir, de forma consciente e deliberada, a autoria e o controle de seu próprio trabalho. Para isso, nos propusemos a responder o seguinte problema de pesquisa: Como as condições do contexto de trabalho interferem na organização e no desenvolvimento do Trabalho Docente na EPEB estudada? ? Para respondermos este problema central da pesquisa, nos guiamos pelas seguintes questões de pesquisa: (1) Como se caracteriza o quadro de prescrições presentes no contexto de trabalho dos professores da EEPB estudada?(2) Como os professores consideram e articulam os diferentes aspectos condicionantes do trabalho docente na EEPB estudada, na realização das suas atividades de trabalho? (3) Como se caracteriza o quadro de ações presentes no contexto de trabalho dos professores da EEPB estudada? Assim, desenvolvemos uma pesquisa de natureza qualitativa, do tipo Estudo de Caso, em uma EPEB, da Rede Escolar Pública do Município de Santa Maria, com a qual interagimos fortemente nos anos de 2010 e 2011. Tomamos como fontes de informação: (1) encontros regulares de formação continuada dos professores, nos quais realizamos observações participadas sistemáticas; (2) professores regentes de classe, com os quais realizamos entrevistas individuais; (3) professores que compõe a equipe gestora da escola, com os quais realizamos entrevistas individuais; (4) documentos como, o Projeto Político-Pedagógico da EPEB e a Lei Municipal que estabelece o Plano de Carreira do Magistério Público do Município, os quais foram submetidos a roteiros para análise textual específicos. Nas nossas conclusões, sistematizamos as contribuições desta pesquisa para estudos sobre o trabalho docente em Escolas Públicas de Educação Básica. Nesse sentido, podemos afirmar que, existe um quadro prescritivo sobre o trabalho escolar e sobre o trabalho dos professores que é contraditório na sua própria constituição, pois coloca em confronto e oposição as proposições legais e as condições de trabalho existentes em EPEB. As condições de trabalho representam um dos principais elementos constitutivos do pensamento dos professores sobre a sua atuação como profissional e têm tido reflexos diretos nas formas de organização e de desenvolvimento das suas ações docentes. Os professores, ao realizarem suas atividades de trabalho, efetivamente mobilizam elementos de suas próprias características pessoais e profissionais, bem como de características do contexto escolar e, a partir da articulação desses diferentes elementos, realizam suas escolhas construindo e consolidando padrões para suas atuações docentes. De maneira geral, os professores têm realizado suas ações de trabalho de forma aligeirada e simplificada/reduzida. A complexidade da maioria das ações escolares vem sendo negligenciada, em função da imposição de formas rápidas e inadequadas de sua realização, o que tem produzido uma representação pobre, reduzida e simplista dessas ações, aproximando-as mais da trivialidade e da mesmice. Assim, cria-se uma nítida separação entre o trabalho do professor, como profissional, e o trabalho da escola, como instituição, sugerindo fortemente que a escola ainda não se preparou para incluir o trabalho individual de cada professor, seu planejamento e sua realização, como parte efetiva de um trabalho coletivo institucional, ou seja, o trabalho escolar.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-20T14:48:34Z No. of bitstreams: 1 mariasocorrofariasdossantos.pdf: 1157194 bytes, checksum: 5e84491433b2f77211e662c070ab48fa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:04:04Z (GMT) No. of bitstreams: 1 mariasocorrofariasdossantos.pdf: 1157194 bytes, checksum: 5e84491433b2f77211e662c070ab48fa (MD5) / Made available in DSpace on 2016-04-24T03:04:04Z (GMT). No. of bitstreams: 1 mariasocorrofariasdossantos.pdf: 1157194 bytes, checksum: 5e84491433b2f77211e662c070ab48fa (MD5) Previous issue date: 2015-01-15 / Esta dissertação, desenvolvida no âmbito do Programa de Pós-graduação Profissional em Gestão e Avaliação da Educação Pública da Universidade Federal de Juiz de Fora, teve por objetivo analisar até que ponto as ações de formação para os gestores das Escolas Estaduais de Educação Profissional – EEEP, promovidas e articuladas pela Secretaria da Educação do Estado do Ceará, são suficientes para atender à demanda na rede, a fim de propor contribuições para uma formação em gestão de EEEP mais efetiva. A pesquisa utilizou a metodologia do estudo de caso, realizado com os gestores de cento e três EEEPs iniciadas nos anos de 2008 a 2014. Além dos estudos bibliográficos, da análise documental sobre o tema, foi aplicado um questionário para 103 diretores, com questões fechadas e abertas para a melhor organização e sistematização da coleta das informações. Esse estudo fundamentou-se teoricamente nos autores que têm contribuído com as discussões sobre a gestão escolar relacionados à ambiência escolar com estratégias e responsabilizações quanto ao papel do gestor, e a necessidade da sua formação ser contínua e eficaz, como: Luck (1997, 2000, 2001, 2006, 2009, 2012), Mintzberg (2010), Machado (2010), Pacheco et al (2005), Polon (2005), dentre outros. Na análise dos resultados da pesquisa observou-se que as formações ofertadas e articuladas pela SEDUC ao longo de sete anos foram e têm sido importantes, embora não suficientes pelo número limitado de vagas em determinadas formações e pelo não atendimento às necessidades básicas e específicas apresentadas pelos gestores da EEEP. Portanto, essa pesquisa evidenciou entre outros fatores, ser imprescindível a oferta de formação continuada em gestão escolar para os gestores da EEEP a fim de promover a qualidade educacional. A partir disso, foi proposto um Plano de Ação com a finalidade de sanar as principais lacunas apresentadas. / The present essay seeks to analyze the extent to which the trainings given to principals of State Professional Schools by Ceará Board of Education - SEDUC are enough to fulfill the demands of the collegiate. It also seeks to propose contributions on better trainings. The research used a qualitative methodology. A questionaire was applied to 103 school principals with both multiple choice and discursive questions. A case study was performed with the principals of a hundred and three schools among the ones founded from 2008 through 2014. It was also used bibliographic research and documental analyses. The present study discusses the works of Luck (1997, 2000, 2001, 2006, 2009, 2012), Mintzberg (2010), Machado (2010), Pacheco et al (2005), Polon (2005), among others, such authors have contributed in the field of school management focusing in the need of continuous training of the management staff. As a result, it was found that the discussed trainings have been extremely important for knowledge management acquisition among school managers, although not enough to supplement the real need. Such problems are due to the small number of vacancies in some training events and also because according to the managers consulted some basic necessities are not supplemented during the events. The previous results point to the need of constant school managers’ training.

No description available.

The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)

This study was conducted to assess the implementation of the expanded core curriculum for learners with visual impairments in special schools in Zambia sub – Saharan Africa. A qualitative case study was used. The main instruments in data collection were face-to-face interviews, a focus group discussion, questionnaire and documents. Data was collected from 28 learners with visual impairments from Grade 5 to 12, 22 teachers from 3 selected special schools; 10 university students, 1 lecturer at university level; 2 college lecturers and 2 curriculum specialists. All the participants were sampled using the purposive sampling procedure. The study found that ECC was taught in segmented patterns without a curriculum guide and learners did not learn all the skills. Methodologies used in teacher training and at school level were inadequate. The main challenges were lack of clear curriculum on ECC, lack of time allocated for teaching ECC, non-availability of teaching and learning resources. The strategies to improve delivery of ECC included formulation of clear ECC and improvement in personnel preparation. The findings offer insight into the kind of ECC skills offered in schools and the challenges that hinder the full teaching of skills. In order to improve skills delivery, all stakeholders: teachers, trainers, curriculum specialists and parents, should collaborate. / Inclusive Education / D. Ed. (Inclusive Education)