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Ensino fundamental de nove anos: o impacto da política na escola / Elementary schooling for nine yearolds: the impact of policy in schoolsTenreiro, Maria Odete Vieira 29 April 2011 (has links)
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Previous issue date: 2011-04-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is dedicated to uncovering the impact of the educational policy of
expansion of elementary schooling in the city of Ponta Grossa, Paraná, Brazil. The
survey was conducted in 2009 in eight city schools. The chosen methodology was
qualitative in approach and in terms of data organization we were inspired by the
methodological procedure of Collective Subject Discourse (CSD), which made it
possible to gather together individual thoughts of a similar nature into collective
thought. In terms of data collection, semi-structured interviews were conducted in
each of the selected schools with the school director, school manager and two
classroom teachers who worked in the first year, totalling 30 individuals. The aims of
this study are: to discuss the referrals that the Ponta Grossa Department of
Education defined to organize the times and teaching spaces for the first year of
elementary school (nine year-old students); and to understand the impact on
elementary schooling of the policy of inclusion for six year-old children in public
municipal schools. Chapter 1 outlines the existing work found on the subject that is
recorded in the CAPES (Coordination of Improvement of Higher Education
Personnel) database as well as pointing out the relevance of this research. Chapter 2
gives a brief history of the 1934 Constitution until the Constitutional Amendment
059/2009. Chapter 3 discusses the foundations of theoretical and methodological
research, the paths followed in the search for empirical data, and the personal
characteristics and professional training of those participating in the survey. Chapter
4 contains the core of the study and therefore includes the voices of the participants
and an analysis of their discourses drawn from a reading of the didactic material.
This provides not only the voices of the participants but also an interpretation of their
discourses. Finally, the research shows that including children in school at the age of
nine requires a political, administrative and pedagogical approach and the absence
of these three factors makes it difficult to establish a policy. By ensuring that all
children from the age of six have access to compulsory education is undoubtedly an
opportunity to safeguard a right of citizenship. The survey also shows that the cut-off
age for enrollment of children in the first year of elementary school inhibits the
possibility of some children entering school. Among other results, we highlight: the
need for a better physical structure to receive the children; pedagogical clarity
regarding the work in year 1, the interplay between issues of early childhood
education and elementary schooling; investment in training for teachers and all who
work in schools, and fewer children in classrooms / O trabalho está voltado para desvelar os impactos pedagógicos da política de
ampliação do Ensino Fundamental no município de Ponta Grossa Paraná. A
pesquisa foi realizada no ano de 2009, em oito escolas municipais. A opção
metodológica foi a da abordagem qualitativa, e para a organização dos dados,
inspiramo-nos no procedimento metodológico do Discurso do Sujeito Coletivo (DSC),
que possibilitou reunir os pensamentos individuais semelhantes em um pensamento
coletivo. Para a coleta dos dados, foram realizadas entrevistas semiestruturadas
com a diretora da escola, pedagoga e duas professoras que atuavam em cada uma
das escolas na turma do 1º ano, totalizando 30 sujeitos. O trabalho teve como
objetivos: discutir os encaminhamentos que a Secretaria Municipal de Educação da
cidade de Ponta Grossa definiu para organizar os tempos e espaços pedagógicos do
1º ano do Ensino Fundamental de nove anos e compreender os impactos no Ensino
Fundamental da política de inclusão das crianças de seis anos nas escolas da rede
pública municipal de ensino. No primeiro capítulo, estão explicitados os trabalhos
encontrados sobre a temática, que estavam registrados no banco de dados da
CAPES, além de apontar a relevância da presente pesquisa. O segundo capítulo
traça uma trajetória histórica da Constituição de 1934 até a Emenda Constitucional
059/2009. Os fundamentos teóricos e metodológicos da pesquisa, os caminhos
trilhados para a busca dos dados empíricos, quem foram os sujeitos bem como suas
características pessoais, profissionais e de formação estão organizados no terceiro
capítulo. O quarto capítulo constitui-se como o âmago do estudo, contempla os
discursos dos sujeitos, elaborados a partir dos eixos de análise construídos com
base na leitura do material empírico. Neles estão contidas as vozes dos sujeitos,
bem como a interpretação desses discursos. Por fim, a pesquisa revela que incluir
as crianças na escola de nove anos exige um tratamento político, administrativo e
pedagógico e que, na ausência desses três fatores, é difícil implantar uma política.
Garantir a todas as crianças de seis anos o acesso à educação obrigatória é, sem
dúvida, a oportunidade de resgatar um direito de cidadania. A pesquisa também
evidenciou que o corte etário para a matrícula da criança no primeiro ano do Ensino
Fundamental inibe a possibilidade de ingresso da criança na escola. Entre outros
resultados, destacam-se: a necessidade de melhor adequação na estrutura física
para receber as crianças; clareza pedagógica para o trabalho no 1º ano;
entrosamento entre as questões da Educação Infantil e do Ensino Fundamental;
investimentos pontual na formação dos professores e de todos os que trabalham na
escola, além de menor número de crianças nas salas de aula
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Turnitin y Mendeley para potenciar la redacción de textos originales en estudiantes de un instituto pedagógico públicoNepo Lluen, Jorge Manuel January 2023 (has links)
El contexto por la pandemia del COVID 19 ha originado un cambio en la educación, en todos los niveles fue necesario pasar de una propuesta formativa presencial a una remota, y con ello se pusieron en práctica el uso y desarrollo de innumerables recursos TIC. Por ello se realizó una investigación con el objetivo de demostrar el impacto del uso del Turnitin y del Mendeley para potenciar la redacción académica de textos originales en los estudiantes de un Instituto Pedagógico Público. Se utilizó el diseño preexperimental con pre y pos prueba, a una muestra de 30 estudiantes seleccionados de manera no probabilística. Para ello se empleó un cuestionario, como pretest y postest, obteniendo coeficientes de V de Aiken de 0,789 y Alfa de Cronbach de 0,743 que garantizaron su aplicabilidad. Para efectuar la propuesta se aplicó una estrategia que comprendió dos momentos: Uso de Mendeley y Uso del turnitin, en ambos casos fue necesario de un monitoreo constante de parte del profesor a partir del planteamiento de retos secuenciales. Los resultados obtenidos indican que el 85% de los estudiantes logran mejorar el nivel de originalidad de sus textos académicos. Superando hasta en 50 puntos el nivel inicial o diagnóstico. En tal sentido, la estrategia basada en el uso del Turnitin y el Mendeley demostró
su eficacia a lo largo de la investigación, lo que pone de manifiesto la importancia del uso de estrategias y herramientas con apoyo de las tecnologías de la información, en especial en la producción académica de textos originales y por tanto la necesidad de utilizarlas para potenciar procesos indagativos en contextos de educación presencial, remota o a distancia. / The context of the COVID 19 pandemic has caused a change in education, at all levels it was necessary to go from a face-to-face training proposal to a remote one, and with this the use and development of innumerable ICT resources was put into practice. For this reason, an investigation was carried out with the objective of demonstrating the impact of the use of Turnitin and Mendeley to promote the academic writing of original texts in the students of a Public Pedagogical Institute.
The pre-experimental design with pre and post test was used, to a sample of 30 students selected in a non-probabilistic way. For this, a questionnaire was used, as pretest and posttest, obtaining Aiken's V coefficients of 0.789 and Cronbach's Alpha of 0.743 that guaranteed its applicability.
To carry out the proposal, a strategy was applied that included two moments: Use of Mendeley and Use of turnitin, in both cases it was necessary a constant monitoring by the teacher from the approach of sequential challenges. The results obtained indicate that 85% of the students manage to improve the level of originality of their academic texts. Exceeding the initial or diagnostic level by up to 50 points. In this sense, the strategy based on the use of Turnitin and Mendeley demonstrated its effectiveness throughout the investigation, which shows the importance of the use of strategies and tools with the support of information technologies, especially in the academic production of original texts and therefore the need to use them to enhance investigative processes in face-to-face, remote or distance education contexts.
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Impact of Professional Development in Response to Intervention on Secondary Teachers' EfficacySpence, Crystal Joy 01 January 2016 (has links)
In 2012, a southeastern state mandated that all school districts employ the response to intervention (RtI) tiered approach model to meet the needs of struggling students. RtI was implemented at the study site; however, secondary teachers were not confident in their abilities to implement RtI. Researchers have found that a teacher's sense of efficacy can impact student academic outcomes. Professional development on implementing RtI was provided for teachers in the study school. The purpose of this study was to examine the effect of explicit RtI professional development on the perceived self-efficacy of secondary teachers and their ability to impact student achievement. The study was framed within the constructs of social cognitive theory (SCT) and the associated concept of teacher efficacy. Pre and postintervention data were collected from 51 core subject area teachers using the Teacher Efficacy Scale Survey (short form). An analysis of the data was conducted using paired sample t tests to measure mean differences in efficacy scores. Results of the data analysis demonstrated significant gains in overall efficacy sum scores, personal teaching efficacy scores, and general teaching efficacy scores among the sample of teachers in this study. The results suggested a positive shift in teacher efficacy following the professional development. Recommendations included additional research with larger samples of teachers and the inclusion of a control group. Implications for positive social change include providing research findings to the local administration on the change in teacher efficacy following the RtI professional development. Recommendations are also provided for continued research on RtI, teacher efficacy, and student achievement.
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