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Adult education for democracy in family lifeLyle, Mary Stewart, January 1944 (has links)
Thesis (Ph. D.)--Ohio state University, 1942. / "A book of the Iowa state college press." "Literature cited": p. 131-132.
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Family role stressors, psychological distress, and marital adjustment in South Korean families mediating role of collectivist coping strategies /Kim, Yun Hee. January 2009 (has links)
Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number:AAT 3381582."
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Having a child with cancer the impact on couple relationships, belief systems and values /Marshall, Todd H. January 2009 (has links)
Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3381584."
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Generative grandfathering, commitment, and contact how grandfathers nurture relationships with grandchildren and the relational and mental health benefits for aging men /Bates, James Smith. January 2009 (has links)
Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3385821."
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A mixed-method study using a multimedia intervention to explore sex and relationship education within familiesTurnbull, Triece January 2010 (has links)
Sex education in Britain is poorly practised, in schools as well as in the home. British so called ‘Puritanism’ has been seen as one of the reasons. At a time and age when teenage pregnancy, Sexual Transmitted Infections (STIs) and viruses (AIDS/HIV) are on the increase more attention to the education of sexual behaviour is needed. Government initiatives are leading in that direction for schools as well as families, but it is unclear how these are materialised. Especially, how families discuss sexual matters is underresearched and poorly understood. Therefore, the aims of this study were to explore the potential facilitators and barriers of the communication of sexual topics, with and without the use of a Sex and Relationship Education (SRE) multimedia program, and to explore the impact of this program on the knowledge of sexual issues and concerns. A mixed-method design was employed by using Strauss and Corbin’s (1998) modified grounded theory to develop a model reflecting the findings. Knowledge was assessed on data gathered from twenty British families over a ten-month period. Using semi-structured interviews, observational field notes and quantitative measures, it was found that trust, respect, spending (leisure) time together and children’s perception of their parents’ sexual knowledge were facilitators for sexual communications. Older siblings and other family members who were regarded as role models also facilitated the discussion of sexual matters. The barriers for discussing sexual issues openly within families included authoritative parenting, lack of parental sexual knowledge, presence of younger siblings and parents’ direct questioning of children’s personal relationships. In light of this, the multimedia program could be beneficial in many more families when initiating and communicating sexual matters.
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ENTRE FAMÍLIA ESCOLA: (DES) CORTINANDO RELAÇÕES NO ENSINO FUNDAMENTAL DO 1º AO 5º ANOCarvalho, Isabel Borges 03 September 2015 (has links)
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Previous issue date: 2015-09-03 / This research, part of the research line Education, Society and Culture asked how manifest institutional relations FAMILY SCHOOL in promoting basic education from 1st to 5th grade in public schools, aiming to learn the reasons why these social institutions are in conflict, explicit or covertly. The hypothesis is that these relationships are marked by power and control, so discipline and coercion. This is a relevant issue in investigative terms, however, looks to the conflictual relations have not been their focus. This study was characterized as exploratory, qualitative and dialectical inspiration because we believe that this theoretical-methodological perspective would allow (un) cortinar and explain the contradictions that pervade relations of power and control between School Family. The theoretical corpus was based on the concepts of social institution Berger & Berger (1978), for power and control of Foucault (1995) habitus and cultural capital of Bourdieu (1989) studies Nogueira Family School (2005) and Szymanski (2007), among others. Were relevant bibliographic contributions coming from the access to the Brazilian Digital Library Database of Theses and Dissertations - BDTD, Periodical In Open / MEC-INEP, Magazine NEW SCHOOL Observatory and Family School / UFMG, the last five years (2010-2014) . The empirical corpus consisted of non-participant observation; normative documents as the Federal Brazilian Constitutions (1824 to 1988), the Child and Adolescent (1990), the Law of Directives and Bases of National Education (1961 and 1996), National Curriculum Guidelines for Basic Education (2013) National Education Plan (2014-2024), Municipal Education Plan of the Municipality of Aparecida de Goiânia, Goiás (2001), Pedagogical Policy Project, School and Procedure; Minutes of Meetings of the Board of books Class and Parents Meeting. The survey was conducted in four (04) Primary Education Schools (1st to 5th year) of Aparecida de Goiânia, Goiás city of randomly chosen and approved its implementation by management. The survey brought some pictures of these relationships present in the socialization process and education of children in these first years of school life, marked by paradoxes between political and legal determinations and effectiveness kidnapped in everyday school life. Relationships are tensioned explicit or covertly, Family and School are represented by voltages and non-cooperation. / Esta pesquisa, inserida na Linha de Pesquisa Educação, Sociedade e Cultura, indagou como se manifestam as relações institucionais Família Escola na promoção da educação fundamental do 1º ao 5º ano em escolas públicas municipais, objetivando apreender as razões pelas quais essas instituições socializadoras se conflituam explicita ou veladamente. A hipótese é que essas relações são marcadas por poder e controle, portanto, por disciplina e coerção. Trata-se de uma temática relevante em termos investigativos. No entanto, os olhares para as relações conflituosas não são foco deste estudo que se caracterizou como exploratório, de natureza qualitativa e de inspiração dialética, por entendermos que essa perspectiva teórico-metodológica possibilitaria (des)cortinar e explicar as contradições que permeiam as relações de poder e controle entre Família Escola. O corpus teórico fundamentou-se nos conceitos de instituição social de Berger e Berger (1978), de poder e controle de Foucault (1995), de habitus e capital cultural de Bourdieu (1989), nos estudos da relação entre Família Escola de Nogueira (2005) e Szymanski (2007) dentre outros. Relevantes foram as contribuições bibliográficas advindas do acesso ao Banco de Dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), do periódico Em Aberto/MEC-INEP, da revista Nova Escola e do Observatório Família Escola/UFMG nos últimos cinco anos (2010-2014). O corpus empírico constituiu-se de observação não participante, de análise de documentos normativos como as Constituições Federais Brasileiras (1824 a 1988), o Estatuto da Criança e do Adolescente – ECA (1990), a Lei de Diretrizes e Bases da Educação Nacional (1961 e 1996), as Diretrizes Curriculares Nacionais da Educação Básica (2013), o Plano Nacional de Educação (2014-2024), o Plano Municipal de Educação do Município de Aparecida de Goiânia-Goiás (2001), o Projeto Político Pedagógico, o Regimento Escolar e os Livros de Atas das Reuniões do Conselho de Classe e de Reuniões de Pais. A pesquisa foi realizada em quatro (04) escolas de ensino fundamental (1º ao 5º ano) do município de Aparecida de Goiânia-Goiás, que foram escolhidas aleatoriamente e aprovada sua realização pela direção. A pesquisa trouxe alguns retratos das relações presentes no processo de socialização e escolarização das crianças nos primeiros anos de vida escolar, marcados por paradoxos entre as determinações político-normativas e a efetividade sequestrada no cotidiano escolar. As relações são tencionadas explícitas ou dissimuladamente, Família Escola são representadas por tensões e não por cooperação.
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Parents passing on the faithSpackman, Carl K. January 2005 (has links)
Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1988. / Typescript (photocopy). This is an electronic reproduction of TREN, #036-0051. Includes bibliographical references (leaves 625-632).
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Educar-se para educar: O projeto pedagógico do Monsenhor Álvaro Negromonte dirigido a professoras e famílias através de impressos (1936-1964) / Educate yourself to educate: Monsignor Álvaro Negromontes pedagogical project to teachers and families through printings (1936-1964)Evelyn de Almeida Orlando 29 January 2013 (has links)
Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Este trabalho trata do projeto pedagógico do Monsenhor Álvaro Negromonte, a partir de um conjunto de impressos pedagógicos publicados entre 1936 e 1964, destinados a públicos distintos. Reconhecido, entre seus pares, como um dos grandes líderes da renovação do ensino religioso, nos anos de 1930, Álvaro Negromonte envolveu-se profundamente nos debates educacionais
de então, produzindo um conjunto variado de impressos pedagógicos que elegiam como alvos privilegiados a escola e as famílias. Organizados em diferentes formatos, os impressos publicados pelo Monsenhor Álvaro Negromonte para as professoras e para as famílias são analisados, nesta pesquisa, como parte de
uma Biblioteca Pedagógica que foi sendo construída ao longo de dezoito anos, voltada, também, para a renovação do ensino religioso. O objetivo é de buscar
compreender os pontos de contato que entrelaçavam esses projetos, de formação de professoras-catequistas e educação das famílias, articulando-os entre si e a
outro maior, voltado para a recatolicização da sociedade. As duas classes de impressos utilizadas pelo padre, livros e boletins, endereçadas às escolas e às
famílias são entendidas nesta pesquisa como objetos culturais, tomados como unidades de análise em sua produção, considerando suas formas e conteúdos.
As práticas educativas analisadas nesta pesquisa foram entendidas como práticas culturais que visaram estabelecer novos códigos de valores e comportamentos,
criaram outras representações para o educador, associando as contribuições pedagógicas dos novos tempos aos saberes elementares da fé católica. Os dois
projetos aqui analisados se complementam e apontam para a importância que a figura da mulher assumiu no trabalho de Negromonte. Fomentado no bojo da
Ação Católica, o trabalho desenvolvido pelo padre passava, primeiramente, pela educação da fé das mulheres que, estivessem exercendo sua função de
professoras, na escola, ou de mães, em suas casas, iam sendo formadas para atuar na vida eclesial e social brasileira. / This work deals with the pedagogical project of Monsignor Álvaro Negromonte, from a set of educational printings published between 1936 and 1964, aimed at different audiences. Recognized among his peers as one of the great leaders of the renewal of religious education in the 1930s, Álvaro Negromonte became deeply involved in the educational debates of his time,
producing a wide range of educational printings aimeing as prime targets the school and the families. Organized in different formats, the printings published by
Monsignor Álvaro Negromonte for teachers and families are analyzed in this research as part of a Pedagogic Library built over eighteen years, focused also to
the renewal of religious teaching. The objective is to understand the points of contact that wove these projects: training of teachers, catechists and education of
families, linking them to each other and the larger one, facing to re- Catholicize society. The two classes of printings used by the priest - books and newsletters -
addressed to schools and families in this research are understood as cultural objects, taken as units of analysis in its production, considering its form and
content. Educational practices analyzed in this study were perceived as cultural practices aimed to set new values and behavior codes, created other representations for the educator, linking the pedagogical contributions of new times to elementary knowledge of the Catholic faith. The two projects hereby
analyzed are complementary and point to the importance the woman figure took in Negromontes work. Fostered under the aegis of Catholic Action, the work of the
priest passed first by faith education of women that, exercising their role as teachers at school or mothers at their homes, were being trained to work in Brazil
ecclesial and social life.
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Educar-se para educar: O projeto pedagógico do Monsenhor Álvaro Negromonte dirigido a professoras e famílias através de impressos (1936-1964) / Educate yourself to educate: Monsignor Álvaro Negromontes pedagogical project to teachers and families through printings (1936-1964)Evelyn de Almeida Orlando 29 January 2013 (has links)
Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Este trabalho trata do projeto pedagógico do Monsenhor Álvaro Negromonte, a partir de um conjunto de impressos pedagógicos publicados entre 1936 e 1964, destinados a públicos distintos. Reconhecido, entre seus pares, como um dos grandes líderes da renovação do ensino religioso, nos anos de 1930, Álvaro Negromonte envolveu-se profundamente nos debates educacionais
de então, produzindo um conjunto variado de impressos pedagógicos que elegiam como alvos privilegiados a escola e as famílias. Organizados em diferentes formatos, os impressos publicados pelo Monsenhor Álvaro Negromonte para as professoras e para as famílias são analisados, nesta pesquisa, como parte de
uma Biblioteca Pedagógica que foi sendo construída ao longo de dezoito anos, voltada, também, para a renovação do ensino religioso. O objetivo é de buscar
compreender os pontos de contato que entrelaçavam esses projetos, de formação de professoras-catequistas e educação das famílias, articulando-os entre si e a
outro maior, voltado para a recatolicização da sociedade. As duas classes de impressos utilizadas pelo padre, livros e boletins, endereçadas às escolas e às
famílias são entendidas nesta pesquisa como objetos culturais, tomados como unidades de análise em sua produção, considerando suas formas e conteúdos.
As práticas educativas analisadas nesta pesquisa foram entendidas como práticas culturais que visaram estabelecer novos códigos de valores e comportamentos,
criaram outras representações para o educador, associando as contribuições pedagógicas dos novos tempos aos saberes elementares da fé católica. Os dois
projetos aqui analisados se complementam e apontam para a importância que a figura da mulher assumiu no trabalho de Negromonte. Fomentado no bojo da
Ação Católica, o trabalho desenvolvido pelo padre passava, primeiramente, pela educação da fé das mulheres que, estivessem exercendo sua função de
professoras, na escola, ou de mães, em suas casas, iam sendo formadas para atuar na vida eclesial e social brasileira. / This work deals with the pedagogical project of Monsignor Álvaro Negromonte, from a set of educational printings published between 1936 and 1964, aimed at different audiences. Recognized among his peers as one of the great leaders of the renewal of religious education in the 1930s, Álvaro Negromonte became deeply involved in the educational debates of his time,
producing a wide range of educational printings aimeing as prime targets the school and the families. Organized in different formats, the printings published by
Monsignor Álvaro Negromonte for teachers and families are analyzed in this research as part of a Pedagogic Library built over eighteen years, focused also to
the renewal of religious teaching. The objective is to understand the points of contact that wove these projects: training of teachers, catechists and education of
families, linking them to each other and the larger one, facing to re- Catholicize society. The two classes of printings used by the priest - books and newsletters -
addressed to schools and families in this research are understood as cultural objects, taken as units of analysis in its production, considering its form and
content. Educational practices analyzed in this study were perceived as cultural practices aimed to set new values and behavior codes, created other representations for the educator, linking the pedagogical contributions of new times to elementary knowledge of the Catholic faith. The two projects hereby
analyzed are complementary and point to the importance the woman figure took in Negromontes work. Fostered under the aegis of Catholic Action, the work of the
priest passed first by faith education of women that, exercising their role as teachers at school or mothers at their homes, were being trained to work in Brazil
ecclesial and social life.
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