Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 158-172).

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 158-172).

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 158-172).

Parents&#146; views of and participation in the special education process are important in light of parents&#146; expanded membership in all decision making groups, specifically those that make eligibility and placement decisions guaranteed by The Individuals with Disabilities Education Act Amendments of 1997 (IDEA &#146;97). The purpose of this study was to understand how parents view the special education process and their participation from their child&#146;s referral to eligibility determination. Furthermore, this study sought to determine how parents&#146; understanding and participation in the special education process could be enhanced.</P> Nine parents&#146; journeys through the special education referral and evaluation process were chronicled through pre-and post-eligibility parent interviews and observations of eligibility meetings. This data was contexualized through educator post-eligibility interviews to determine representativeness of parents&#146; participation and meeting characteristics. Individual and cross case analyses were used to analyze data. Findings indicate that little has changed in the past 25 years in the day-to-day implementation of the special education evaluation process. That is, parents know little of the process and participate minimally. Furthermore, parents express feelings about their child and the process that indicate that they care deeply and feel a vested interest in outcomes. However, parents express a need for greater understanding and participation in the process. A model for the effective implementation of the special education process is offered. / Ph. D.

Ugdymas yra vienas iš svarbiausių švietimo politikos prioritetų. Suteikiamas išsilavinimas turi būti modernus ir kokybiškas, orientuotas į savarankiško ir atsakingo asmens, modernios pilietinės bendruomenės, žinių visuomenės ugdymo tikslus. Ugdymas suvokiamas kaip asmenybę kurianti žmonių tarpusavio sąveika, kurios metu perduodamos žinios, patirtis, vertybės. Darbe aptariami psichologiniai, pedagoginiai ir vadybiniai ugdymo proceso kokybės pagrindai, išsiaiškinti veiksniai, įtakojantys ugdymo proceso kokybę bendrojo lavinimo mokykloje. Taip pat nagrinėjamas vadybos aspektų išskirtinumas bendrojo lavinimo mokykloje, analizuojama, kokią įtaką ugdymo proceso kokybei turi vadovavimo bei stiliaus pasirinkimas pozityvaus mokyklos įvaizdžio kūrimas. Siekiant atskleisti ugdymo proceso kokybės vadybos veiksnius bendrojo lavinimo mokyklose, darbe nagrinėjamas Vilniaus miesto mokyklose ir gimnazijose dirbančių pedagogų, besimokančių aukštesniųjų klasių moksleivių bei jų tėvų požiūris į gimnazijose vykdomą profesinį orientavimą. ištirti ugdymo proceso kokybės aspektus bendrojo lavinimo mokyklose ir gimnazijose. / Education is one of the most important education policy priorities. Education must be given a modern and high quality, oriented to self and the person responsible, modern civil society, knowledge society, educational objectives. Education is perceived as a personality developing human interaction, which at the time of transfer of knowledge, experience, values. The paper deals with psychological, pedagogical and management process, the quality of education in law, to clarify the factors that influence the quality of education in general education schools. We also examined the management aspects of uniqueness in general education schools, analysing the impact of raising the quality and style of leadership has the choice of the positive image of the school building. Education process in order to reveal the factors of quality management in general education schools, work the city of Vilnius in education and a teacher, training of students of higher classes, and their parents' approach to the gymnasiums in the guidance. Investigate aspects of the quality of education process in general education schools and gymnasiums.

The problem with which this investigation is concerned is that of analyzing elementary school principals' perceptions of the Individually Guided Education process of staff development. A survey is made of 100 randomly selected principals from 18 states of the United States with regard to the problems of implementing the process in their schools.

The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.

Bendrosiose programose ir išsilavinimo standartuose (2003) nurodoma, kad svarbiausias pradinio meninio ugdymo tikslas - atskleisti ir išplėtoti moksleivių kūrybines galias, išugdyti pradinę meninę ir estetinę kompetenciją, kūrybos ir harmonijos pomėgį, suteikti dorinės brandos pradmenis, per meną padėti įsitraukti į kultūrinį bendruomenės ir visuomenės gyvenimą. Pradinio technologijų ugdymo srities tikslas - sudaryti moksleiviams prielaidas puoselėti vertybines nuostatas, tautos tradicijas, plėtoti bendruosius gebėjimus; suvokti buitinėje aplinkoje kylančias problemas, jų sprendimo principus; išmokti saugiai naudotis nesudėtinga technika; pažinti medžiagas; išmokti kurti nesudėtingus projektus, gaminius; ugdyti gebėjimus, padedančius kaip vartotojui orientuotis rinkoje. Integruotame dailės ir technologijų ugdymo procese svarbią vietą užima mokinių kūrybiškumo ugdymas. Kūrybos vyksmas bei jo psichologinis mechanizmas nėra pakankamai ištyrinėti, kad galima būtų pateikti vienareikšmiškas rekomendacijas kūry����bingumui ugdyti. Todėl kūrybiškumo ugdymas dailės ir technologijų pamokose pradinėse klasėse yra aktuali problema. Šiame darbe siekiama ištirti kūrybiškumo ugdymo galimybes naudojant netradicines medžiagas dailės ir technologijų pamokose. Todėl stengiamasi išanalizuoti mokslinėje literatūroje randamą kūrybiškumo ugdymo sampratą, apibūdinti netradicinių medžiagų naudojimo svarbą kūrybiškumo ugdymui dailės ir technologijų pamokose. Taip pat buvo siekiama praktiškai... [toliau žr. visą tekstą] / In the common programs and education standards (2003) the main aim of primary education – to reveal and develop creative powers of the schoolchildren, to develop primary artistic and aesthetic competency, taste of creation and harmony, to give principles of moral maturity and help involving into cultural life of society and community via art. The aim of primary education on technologies – to give preconditions for the schoolchildren to foster value attitude, nation traditions, to develop common abilities; to understand the problems arising in daily setting, the principles of solving the aforementioned problems; to learn using unsophisticated technique safely; to recognize materials; to learn creation of simple projects, products; to develop abilities serving for orientation in the environment. In the integrated education process of art and technologies education of schoolchildren creativity is very important. The creation process and its psychological mechanism are not explored enough to present recommendations for creativity education. Therefore, the creativity education is an actual problem in the lessons of art and technologies of primary school. The present work explores possibilities of creativity education when using untraditional materials in the lessons of art and technologies of primary school. Therefore, the conception of creativity development is analyzed and the importance of the usage of untraditional materials in the lessons of art and technologies is... [to full text]

Tyrimo aktualumas. Ne tik Lietuvoje, bet ir kitose šalyse mokytojo profesija netenka prestižo dėl didelės įpareigojančios etinės atsakomybės, informacinio ir fizinio krūvio, socialinių vaidmenų konfliktų, kurie sukelia išsekimą ir profesinį „perdegimą“. Anksčiau atliktuose tyrimuose mokytojų streso valdymo metodai nebuvo nagrinėjami. Tyrimo problema. Mokytojai dėl savo darbo specifikos nuolat patiria psichinį, fizinį, emocinį stresą, kuris daro įtaką ugdymo proceso kokybei. Tyrimo objektas. Mokytojų streso valdymo metodai. DARBO TIKSLAS. Atlikti mokytojų streso ir jo valdymo metodų analizę. UŽDAVINIAI 1. Apibūdinti streso sąvoką pedagogikoje . 2. Įvardinti mokytojų streso įtaka ugdymo procesui 3. Numatyti mokytojų streso valdymo galimybes. 4. Empiriškai ištirti mokytojų stresą ir jo valdymo metodus. Tyrimo klausimas. Ar mokytojai naudoja streso valdymo metodus savo darbe. Teorinis darbo pagrindimas. Teorinėje darbo dalyje aptariami mokytojo profesijos ypatumai, mokytojo streso įtaka ugdymo kokybei, mokyklos baimių fenomenas, streso šaltiniai mokytojo darbe, pateikiami mokslinėje literatūroje rekomenduojami mokytojų streso valdymo metodai ir pabrėžiamas mokyklos streso valdymo kompleksinio sprendimo būtinumas. Tyrimo radiniai. Empirinio kiekybinio tyrimo rezultatai parodė, kad mokytojai savo veikloje dažniausiai naudoja veiklos planavimo metodus. Tyrimo metu nustatyta streso požymių dažnumo ir streso valdymo metodų koreliacija. Kokybinio stebėjimo metodo metu gauti duomenys... [toliau žr. visą tekstą] / Topicality of the study. Not only in Lithuania, but in other countries as well, the teachers job is losing it's prestige because of extremely coercive ethical responsibility, informational and physical load, conflicts in social roles, which result in exhaustion and professional „burn out“. The control methods of the stress of the teachers have not been studied previously. The problem of the study. Because of the specifics of their job, teachers are constantly under mental, physical and emotional stress, which is affecting not only their health and social life, but also their students and the general quality of the process of education. The object of the study. Control methods of teacher's stress. PURPOSE OF THE STUDY. Make an analysis of the teachers' stress and its control methods. GOALS 1. Define “stress” in pedagogy 2. Define the effects of teachers' stress on the process of education 3. Present the options for teachers' stress control 4. Empirically study the teachers' stress and its control methods The question of the study. Are teachers using stress control methods in their work? Theoretical background. Theoretical part of this work discusses the specifics of the teacher's profession, the effects of their stress on the quality of the education process, the phenomenon of school fears, the sources of stress in teacher's job, the methods of stress control for teachers, recommended in scientific literature and emphasises the need for the complex control of stress in the... [to full text]

Esta pesquisa inscreve-se no cenário da formação inicial de professores, com ênfase no estudo sobre a formação de professores de arte. O estudo partiu da formação das alunas da primeira turma do curso de Licenciatura em Artes Visuais, de uma faculdade na cidade de Dois Vizinhos, na região sudoeste do estado do Paraná. O principal objetivo da pesquisa foi entender o modo como as alunas produziram-se professoras de arte a partir das artes visuais contemporâneas, da escrita para o TCC e para o Estágio e os atravessamentos das relações de poder e gênero presentes neste contexto. Para isso, foi realizada uma pesquisa bibliográfica sobre a região sudoeste do Paraná e a produção de sujeitos a partir dos temas de saber, poder e sujeito de Michel Foucault, relacionando-os com as questões de gênero trazidas por Joan Scott e Guacira Lopes Louro. Este estudo realizado sobre a região sudoeste do Paraná partiu de evidências encontradas em um exercício de escrita de cartas realizadas por estas alunas no segundo semestre de 2010. A partir das evidências encontradas nestas cartas, fizeram-se outros dois momentos de escrita, um em abril de 2011 e o outro em maio do mesmo ano, em que as alunas foram convidadas a escrever sobre si, sobre a escolha pela docência em arte e o entendimento da produção contemporânea visual. Além de utilizar esta escrita que foi provocada durante a formação das alunas, os trabalhos realizados por cinco alunas para a disciplina de Projeto de Pesquisa em Arte e Ensino – TCC e Estágio Supervisionado II são utilizados no corpus empírico do trabalho para apresentar a forma como estas alunas foram desenhando um modo de ser docente para o ensino de artes . A análise dos materiais aconteceu a partir das relações tecidas a partir das potencialidades encontradas pelos movimentos feitos pelo próprio trabalho e alimentam toda a escrita desta pesquisa. Neste trabalho, a escrita ocupa o lugar da produção de si e as artes visuais contemporâneas constituem-se como aberturas nos modos de ver das alunas. Convida-se, a partir deste trabalho, a pensar a formação de professores de maneira menos universalizada dentro de uma única identidade, uma vez que o profissional que se torna é uma alternativa para a emergência que o sujeito constrói para a sua subjetividade, o trabalho de formação de docentes deve ser visto com propostas menos engessadas e que possibilitem a formação desenhar-se de uma forma mais poética e com atitudes mais artistas e que os professores em formação possam, a partir de movimentos de elaboração de si mesmos, refazer-se a todo instante na busca por constituir um modo de ser docente mais aberto às questões de nosso tempo. / The present research is about the scenario of the initial graduation of teachers, emphasizing the studies about the Art teachers’ education process. The study has started from the graduation of the first class of students in Visual Arts at a college in Dois Vizinhos southwestern region in Paraná. The main goal was to understand the way those students became Art teachers from the contemporary visual arts, the writing of their final paper and the internship process and the crossing of relations of power and genre present in that context. For that purpose a bibliographic research was done about the southwestern region of Paraná and the production of characters from the Michel Foucault’s themes of knowing, power and character, relating it with the questions of genre brought by Joan Scott and Guacira Lopes Louro. This study about the southwestern region of Paraná has come from the evidences found during a writing letters exercise which was done by those students during the second semester in 2010. From those evidences found on those letters, other two moments of writing production, one in April 2011 and another in May 2011, in which the students were invited to write about themselves, about their choosing the Art teaching career and their understanding of contemporary visual production. Besides of using that writing activity which was provoked during those students’ education process, the assignments produced by five students for the subjects of Project in Research in Arts and Teaching – Final Paper and Supervised Internship II are used in the empirical corpus of their work to present the way those students were drawing a way of being Art teachers. The analysis of materials has happened from de relationships created from the potentialities found by the movements made by the work itself and fed all the research writing. On this work the writing occupies the place of the production of oneself and the contemporary visual arts constitute the opening on the way students see. This work is an invitation to thinking the teachers education process in a less universalized way inside a unique identity, once the professional is an alternative to an emergency the character builds to his own subjectivity, the teachers’ education process should be seen as less hampered proposals which may enable the teachers’ education to be drawn in a more poetic way and with more artistic attitudes and the undergraduate teachers may elaborate themselves from movements on which they can rebuild themselves all the time in order to constitute a way of being teachers more opened to the questions of our time.