This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies, and perceived social support in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college. A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study. Respondents were registered with an office of support services for students with disabilities at a public, four-year university, located in the Pacific Northwest of the United States. Respondents were recruited by responding to an e-mail requesting participation in an online, web-based survey. Eight self-report measures included: (a) Participant Survey (developed by the researcher to collect socio-demographic information, (b) College Stress Inventory (CSI; Solberg, Hale, Villarreal, & Kavanagh, 1993), (c) Disability Functional Limitations Scale (DFLS) (developed by the researcher), (d) Brief COPE; Carver, 1997, (e) Social Support Appraisals-Revised (SSA-R) scale; Vaux et al., 1986), (f) Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), (g) Grade Point Average-Scale (GPA-S; adapted by the researcher from a self-reported grading scale), and (h) Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999). Data were analyzed using descriptive and correlational procedures. Bivariate analysis suggested that all predictor variables (i.e., college stress, functional limitations, engagement coping, and perceived social support) were significantly associated with student adjustment to college. Hierarchical multiple regression suggested mostly direct (i.e., main) effects for engagement coping and perceived social support. No interacting role for either engagement-type coping or perceived social support was suggested, except for the following: Engagement-type coping moderated the relationship between disability-related functional limitations (as measured by increased restrictions in the ability to perform daily routines, activities, and life roles) and adaptation to college, as measured by life satisfaction. Analyses of socio-demographic variables revealed significant associations between chronological age, gender, hours employed, and adjustment to college. Lastly, hierarchical multiple regression analysis revealed disengagement coping accounting for as much as 53% of the variance in adjustment scores. This result suggested disengagement coping adding significant predictive utility for adaptation-associated college adjustment. In light of these findings, counseling professionals may wish to consider the beneficial role of engagement coping in promoting optimal adjustment to college for lower-division undergraduate students with disabilities.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-08-21T13:16:07Z No. of bitstreams: 1 MARIA DAS GRAÇAS FERNANDES TORRES.pdf: 1703336 bytes, checksum: 3c2266c10fe3042ef0433d83c2a585ef (MD5) / Made available in DSpace on 2017-08-21T13:16:07Z (GMT). No. of bitstreams: 1 MARIA DAS GRAÇAS FERNANDES TORRES.pdf: 1703336 bytes, checksum: 3c2266c10fe3042ef0433d83c2a585ef (MD5) Previous issue date: 2017-06-26 / The objective of this study is the analysis the use of social networks as a tool or instrument used by the teacher in his/her role of mediation in the teaching and learning process. Its theoretical foundation relies on the works of Vygostky and Moscovici, in addition to using other authors who contribute to the theme as Araújo (2012), Gabriel (2010), Moran (2013), Sancho (2012) and Peixoto (2019a, 2011, 2016).This is considered a fertile research field and, for this reason, we propose, through this project, to study the use of these social networks in Education taking into account the mediation that can happen with the intentional interventions of the teachers. It is a case study (GODOY, 1995) that relies on qualitative and quantitative methods. The data were collected in the first semester of 2016 in a private higher education institution in Goiânia, in the fashion design course, that uses social networks in an interdisciplinary evaluative work in which the student needs to devise a concept and a collection of clothes that can be posted and evaluated through facebook. Seven teachers involved in a focus group agreed to discuss this interdisciplinary work virtually and also involving a face to face interaction. In addition, 192 participants (among students and former ones) answered an online questionnaire composed of 26 open and closed questions. The questions dealt about the students' experience in presenting the academic papers virtually, their involvement with social networks and the skills and competences acquired from the activity, as well as verifying the participation of the teacher as a mediator in the teaching and learning process. The case study made it possible to analyze the common-sense theories (MOSCOVICI, 2011) collectively constructed from an experience lived by a social group that, in this case, was characterized by the participation of the ones involved with the interdisciplinary work that culminated in a post in the social network facebook. The analysis of the data indicates some conflicts between the students' and teachers' understanding of the pedagogical value of the use of social networks. They are discussed seeking to clarify the main conclusions and also to answer the problem and the objectives of the research. / Esta dissertação tem por objetivo verificar como acontece o uso das redes sociais, enquanto ferramenta ou instrumento que pode ser utilizado pelo professor em seu papel de mediação, no processo de ensino e de aprendizagem. Ela tem como fundamentação teórica as obras de Vygotsky e Moscovici, além de recorrer a outros autores que contribuem para a temática como Araújo (2012), Gabriel (2010), Moran (2013), Peixoto (2019ª, 2011, 2016) e Sancho (2012). Considera-se este um campo fértil para a pesquisa e, por esse motivo, propomos, por meio deste projeto, estudar o uso dessas redes sociais na Educação levando em consideração a mediação que pode acontecer com as intervenções intencionais dos professores. Trata-se de um estudo de caso (GODOY, 1995) que utiliza métodos qualitativos e quantitativos. Os dados foram coletados no primeiro semestre de 2016 em uma IES privada em Goiânia, no curso de moda, que utiliza as redes sociais em um trabalho avaliativo interdisciplinar no qual o aluno precisa criar um conceito e uma coleção de roupas que podem ser postados e avaliados por meio do facebook. Os dados foram coletados mediante a participação de sete professores envolvidos em um grupo focal que concordaram em discutir o trabalho interdisciplinar na modalidade presencial e virtual. Além disso, contou também com a participação de 192 alunos e egressos que responderam on line, a um questionário composto de 26 questões abertas e fechadas. As questões versavam sobre a experiência dos alunos ao apresentar os trabalhos acadêmicos virtualmente, seu envolvimento com as redes sociais e as habilidades e competências adquiridas com a atividade, além de verificarem acerca da participação do professor como mediador no processo de ensino e aprendizagem. O estudo de caso possibilitou analisar as teorias do senso comum (MOSCOVICI, 2011) construídas coletivamente a partir de uma experiência vivida por um grupo social que, neste caso, caracterizou-se pela participação de todos os envolvidos no trabalho interdisciplinar que culminava em uma postagem na rede social facebook. A análise dos dados aponta para alguns conflitos entre a compreensão dos alunos e dos professores sobre o valor pedagógico do uso das redes sociais. Eles são discutidos buscando clarear as principais conclusões e respondendo ao problema e aos objetivos da pesquisa.

The small Gulf nation of Qatar, despite its vast oil and gas wealth, suffers from a lack of human capital, particularly with respect to deficits in academic outcomes. Despite extensive investment in education, Qataris, and in particular Qatari boys, are still underperforming relative to international standards and relative to its wealth. In this dissertation I explored political, economic, and sociological approaches to investigate factors contributing to the underperformance of male Qatari students. Specifically, I have examined how male Qatari high school students internalize social values and economic and political policies as “signals” that inform and are reflected in their attitudes towards education and learning. I have hypothesized that Qatari male students who perceive the economic entitlement signals, and who perceive wasta (social status) as a venue of success, and who lack civic engagement, will do worse academically. My research focused on Qatari males attending public high schools in Qatar, which are operated by the Ministry of Education, and examined their performance on national standardized tests. To investigate my research question, I conducted a quantitative study using an original survey instrument. The target population included a representative sample of Qatari high school students who were in grades 10, 11, and 12 in the public schools in Qatar. My analysis of the data found mixed results in which economic signals appear to be strongly associated with male academic performance. Furthermore, Qatari high school boys’ perceptions of the value of wasta was correlated with their achievement on test scores. Surprisingly, Qatari high school boys’ perceptions of civic engagement did not appear to associate with Qatari males’ academic underperformance.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-02-18T11:21:09Z No. of bitstreams: 1 Hermenegildo Rafael Menin.pdf: 4730592 bytes, checksum: d8cee3b422ecc1ae6b8caf75ba5857f5 (MD5) / Made available in DSpace on 2016-02-18T11:21:09Z (GMT). No. of bitstreams: 1 Hermenegildo Rafael Menin.pdf: 4730592 bytes, checksum: d8cee3b422ecc1ae6b8caf75ba5857f5 (MD5) Previous issue date: 2015-08-05 / The object of this study is the analysis of interdisciplinary practices between teachers from the Social Communication field in a private Higher Education institution in a seaside city in the state of São Paulo, Brazil. The research involved 20 teachers, 80% of whom work at the aforementioned institution under class/hour contracts and 65% also perform on the market, away from the academic environment. In this scenario, we have set as our general objective, to investigate what kinds of knowledge might help, and what kinds of difficulties might hinder interdisciplinarity between research subjects in the Social Communication field, assuming that this area would be interdisciplinary by definition. The current study entails bibliographical and document research, of exploratory aspect, under the theoretical framework of Fazenda, Veiga, Franco and Morin, in which synthesis, integration and theme correlation can be elements for understanding and categorizing the training process and interdisciplinary multidimension. On the history of teaching Social Communication in Brazil, this study is based on Melo, Barbosa and Moura, besides approaching aspects on the DCNs, which are currently under a process of change. Field work has been based on Qualitative Research, with data collection through open-question questionnaire, applied within the academic environment, relying on Content Analysis approach for the end of understanding subjects discourse, and following theoretical support of Minayo, Bardon, Chizzotti, Oliveira, Franco, Ghedin and Deslandes. Findings in this study have shown the need to discuss and to structure interdisciplinary practices organization-wise. Support from the Higher Education Institution coordinators is crucial when it comes to promote planning and implementation of interdisciplinary practices on the teaching routine and also to boost teachers interdisciplinary attitude. Collective interdisciplinary attitude, mediated and supported by the organizational structure within the Institution, paves the way to improve integration between fields of study and the sprayed knowledge throughout the course itself, and towards the ultimate goal of teaching, which is to produce students knowledge. In this research we have considered that the teaching work on the interdisciplinary sense within the Social Communication field can help not only to widen perspectives but also to build new processes and to the continuous professional development for teachers which, on the integration of knowledge, also enhance their abilities as learning facilitators. From the institutional standpoint, it can also be considered that interdisciplinarity might help the Institution to keep its quality of a natural and official locus of learning and research, in order to envisage its interest to train teachers and students to strengthen educational and social relations. / Este trabalho tem por objeto de estudo a prática interdisciplinar entre professores da área de Comunicação Social, de uma Instituição de Ensino Superior privada da região da Baixada Santista, estado de São Paulo, Brasil. O estudo envolve 20 professores: 80% deles trabalham na IES no regime horista e 65% também atuam fora da dela, no mesmo campo. Neste cenário estabeleceu-se, como objetivo geral, investigar quais conhecimentos colaboram e que dificuldades tensionam a interdisciplinaridade entre os sujeitos de pesquisa no ensino da Comunicação Social, pressupondo-se que esta seria uma área naturalmente interdisciplinar. Este estudo constitui-se de pesquisa bibliográfica/ documental de caráter exploratório, sobre pressupostos teóricos fundamentados nos autores Fazenda, Veiga, Franco e Morin, nos quais síntese, integração e correlação temática desvelam-se como elementos para a compreensão e categorização do processo formativo e multidimensional interdisciplinar. Sobre a trajetória do ensino de Comunicação Social no Brasil e sua natureza, este estudo apoia-se em Melo, Barbosa e Moura, além de verificar alguns aspectos presentes nas DCNs de Comunicação Social, atualmente em fase de transição. O trabalho de campo baseia-se em pesquisa qualitativa, com a coleta de dados via questionário aberto, realizada no próprio locus acadêmico. Fundamenta-se na Análise de Conteúdo para interpretação dos discursos dos sujeitos, de acordo com o aporte teórico de Minayo, Bardin, Chizzotti, Oliveira, Gomes, Franco, Ghedin e Deslandes. Os principais achados deste trabalho evidenciam a necessidade de se discutir e estruturar, organizacionalmente, a prática interdisciplinar. O apoio organizacional da IES é importante no sentido de estimular o planejamento e a incorporação de práticas interdisciplinares no fazer docente e alavancar a atitude interdisciplinar do professor. Essa atitude, coletivizada, mediada e apoiada pela estrutura organizacional da instituição, abre espaço para melhor integração entre as disciplinas e os saberes esparsos nos cursos, em direção à finalidade essencial do ensino - produzir o conhecimento no aluno. Considera-se, nesta pesquisa, que o trabalho docente com sentido interdisciplinar na área de Comunicação Social pode colaborar tanto para o alargamento dos horizontes disciplinares quanto para o processo de construção e aperfeiçoamento profissional contínuo dos professores que, na integração dos saberes, também amplificam sua capacidade de agentes mediadores da aprendizagem. Do ponto de vista institucional, considera-se também que a interdisciplinaridade pode colaborar com a IES no sentido de sua manutenção como locus natural e oficial de ensino e pesquisa, ao perspectivar o interesse formativo de professores e alunos em favor do aperfeiçoamento das relações educacionais e sociais.

published_or_final_version / Education / Master / Master of Education

No abstract available. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The government of Lesotho and the parent expect all learners to attend school daily to receive the best education so that they can have a bright future. Education prepares the learner for life; if the learner drops out, he/she will struggle to succeed in life. The ever increasing rate of primary school dropouts in Lesotho is of great concern as it has negatively impacted on education in the area. The education system as well as the Basotho community has over the years been affected in various ways. For example, school dropouts become liabilities to the community as they are not able to contribute maximally to nation building. In most cases the dropouts engage in anti-social criminal activities. They also cause educational wastage in the form of resources. For these reasons, it was of paramount importance to determine the reasons for dropouts and establish the possible solutions to this national problem. This study has examined factors influencing learners to dropout. It employed a qualitative research design, using focus group interviews and field notes to succeed in investigating the causal factors of learner dropouts. Purposive sampling was used for the research because it was convenient for the research in terms of time. By using purposive sampling, the researcher was able to include participants according to the relevant criteria based on the emerging research question: What are the factors influencing learner dropout? The main objective was to identify the factors influencing primary school learner dropouts in Teyateyaneng, Lesotho. The focus group interviews were made up of one principal and five educators from each of the three primary schools which are located in Teyateyaneng in the Berea district of Lesotho. This type of sampling was used because the researcher wanted rich information from participants regarding the reasons for learners dropping out of school. It has emerged from the empirical findings of the study that learner dropout is inter alia caused by school and home related factors. The study revealed that some learners dropped out of school because they were orphans, while others dropped out of school after being absent for a number of weeks. Mainstream classrooms were also found to encourage dropping out because educators are not fully trained to address problems that learners with disabilities bring to the classrooms. Lack of parental involvement was found to drive learners away from schools and into the streets. Due to poor financial situations learners leave school and are forced into child labour to better their families‟living conditions. Student educators were found to be a factor because they lack the necessary skills in developing learners. Other learners decided to stop schooling totally after repeating a grade.Due to the high prevalence of HIV/AIDS many learners are taken out of school to take care of their ill relatives. Some learners drop out of school after being abused and neglected. Due to the high unemployment rate and poverty in Lesotho, many learners quit school to support their families. All the above causes for learners dropping out of school have been discussed in detail in chapter four. These factors are complex issues, which should be handled by trained people. As learners spend a great ideal of time in their school environments, the educators play an integral part in alleviating the learners' social problems. It is essential that learners with social problems seek professional help at an early stage. Educators are obliged to help these learners although they are not necessarily equipped to give the required assistance. Suggestions and recommendations are mentioned to alleviate the situation. The study recommends that primary school learners should be encouraged to complete their primary level education. The Ministry of Education and Training should develop policy guidelines on inclusive education, facilitate legislation on compulsory basic education, improve teaching and learning conditions in all schools, abolish child labour, create employment opportunities for parents to prevent child labour, regulate traditional circumcision and solicit parental support. All the above suggestions hoped to be solutions to the problems of learner dropouts as discussed in detail in chapter two. / Inclusive Education / M. Ed. (Inclusive Education)

Made available in DSpace on 2014-12-17T14:36:33Z (GMT). No. of bitstreams: 1 ClaudiaPL_TESE.pdf: 2841707 bytes, checksum: 03308b908bd53a4d7c680344f2909244 (MD5) Previous issue date: 2013-09-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / On the beginnings of the XXI century the brazilian universities was claimed by the Government and by the society to rebuild your ways of selecting students. Many questions are behind this theme, that goes since the concernings of the higher education institutions about select and graduate students, and now also students from disadvantaged sectors of the society; but also about personal issues, like concerns of the everyday of millions of youngs that integrates the brazilian society and that need to decide about your professional future after the finish of the Basic Education. The present thesis has as objective analyse the processes of the transition between the Basic Education and Higher Education on the point of view of students that achieved a place on the public university. This study was accomplished on the Federal University of Rio Grande do Norte [UFRN on the original language], that implemented an Access and Social Inclusion Policy (PAIS [on the original language]) on the year of 2003, and since than a series of social actions had been developed. Among the main, we highlight the Inclusion Score action, an adicional score [on the entrance selection exam] for graduated students from public schools, which considers social and economic criteria and the academic development of these candidates on your Basic Education. Through quizzes and interviews with the graduated university students from public network, we could know the social, economic and academic profile of the students that entered on the UFRN by the time of the development of your PAIS, your schools and university trajectories, revealing some of the dilemmas, strategies, difficulties and personal cost of those that try to remain on the educational system besides the adversity conditions of schooling. For the theory foundation, we use authors like Bourdieu (1992, 1996, 2003); Coulon (1993, 2008); Ramalho (2004, 2007, 2008, 2010); Ramalho, et al (2011); Charlot (2001, 2003, 2005); Zago (2011); Nogueira, Romanelli e Zago (2011), among others, that contributed for a better analysis and understanding of thought and actions of the students in your own formative trajectories. Although we know that the educational inequalities are many, we found that the UFRN policy brought and is bringing many significant results, on the perspective of contribute with the increase of access for graduated students from the public network, and with the inclusion of these on the university / No in?cio do s?culo XXI as universidades brasileiras foram convocadas pelo poder p?blico e pela sociedade a redimensionar suas formas de selecionar estudantes. Muitos dilemas est?o por tr?s desta tem?tica, que v?o desde a preocupa??o das institui??es de ensino superior em selecionar e formar estudantes, e agora tamb?m estudantes provenientes dos setores menos favorecidos da sociedade; como tamb?m dilemas pessoais, como preocupa??es que fazem parte do cotidiano dos milh?es de jovens que integram a sociedade brasileira e que precisam decidir sobre o seu futuro profissional ao t?rmino da Educa??o B?sica. A presente tese tem como objetivo analisar os processos de transi??o entre a Educa??o B?sica e o Ensino Superior do ponto de vista de estudantes que conquistaram uma vaga na universidade p?blica. O estudo foi realizado na Universidade Federal do Rio Grande do Norte, que implantou uma Pol?tica de Acesso e Inclus?o Social (PAIS) no ano de 2003, e a partir da? uma s?rie de a??es foram desenvolvidas. Dentre as principais, destacamos o Argumento de Inclus?o, um mecanismo de pontua??o adicional para estudantes egressos de escolas p?blicas, que considera crit?rios s?cio-econ?micos e de desempenho dos candidatos ao longo de sua Educa??o B?sica. Atrav?s de question?rio e entrevistas com os estudantes universit?rios egressos da rede p?blica, pudemos conhecer o perfil social, econ?mico e acad?mico dos estudantes que ingressaram na UFRN no per?odo de desenvolvimento de sua PAIS, suas trajet?rias escolares e universit?rias, revelando alguns dos dilemas, estrat?gias, dificuldades e o custo pessoal daqueles que procuram permanecer no sistema de ensino apesar das condi??es adversas de escolariza??o. Para a fundamenta??o te?rica, trabalhamos com autores como Bourdieu (1992, 1996, 2003); Coulon (1993, 2008); Ramalho (2004, 2007, 2008, 2010); Ramalho, et al (2011); Charlot (2001, 2003, 2005); Zago (2011); Nogueira, Romanelli e Zago (2011), entre outros, que contribu?ram para uma melhor an?lise e compreens?o do pensamento e a??es dos estudantes em suas trajet?rias formativas. Embora saibamos que as desigualdades educacionais ainda s?o muitas, constatamos que a pol?tica da UFRN trouxe e vem trazendo resultados significativos, na perspectiva de contribuir com o aumento do acesso de estudantes egressos da rede p?blica, e com a inclus?o dos mesmos na universidade

Community Engagement (CE) in South Africa is an increasingly important feature of the relationship between the university and a broader community, and may aid in bridging the entrenched social divisions of this nation. This will only be possible if CE succeeds in uniting the knowledge production interests of the university and the broader community. Through CE, knowledge production and dissemination from within the university should be made more relevant and applicable because it is based on a relationship or engagement with a community. Based on the perceptions of student volunteers in a CE programme at a South African university, this thesis set out to ask whether or not students are transformed through university-community collaboration. This research examines the perceptions and motivations of student volunteers entering community partnership programmes. More importantly, it asks whether these engagements are merely a “weekend special” consisting of shallow engagements, which last only a few hours a week that provide institutional window dressing; or well-intended engagements through which students build meaningful relationships and experience learning opportunities that prepare them for real world civic participation. As this thesis focuses on the student perspective, it explores whether or not CE has an impact, both personally and educationally or academically, on the lives of individual student volunteers. The literature on CE argues that students’ participation in CE opportunities should enhance academic learning, personal growth and promote a sense of citizenship or civic responsibility. Based on the perceptions of a small group of student volunteers at one university, this thesis identifies possible successes and limitations of CE volunteering programmes in order to see if what is promoted in the literature or institutional policies is being experienced or achieved in practice at universities. I argue that students are indeed transformed through processes of CE, often in unexpected ways, and despite many difficulties. Therefore, if CE provides students with more holistic learning opportunities while attending universities for academic ends, it is important to look at in what ways this is achieved.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract