Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

The problem is to prepare and administer a physical education program for the fifth, sixth, seventh, and eighth grade boys in the elementary school of Jacksboro, Texas. The need for this study developed after the investigator had studied the few activities in which the fifth, sixth, seventh, and eighth grade boys in the elementary school of Jacksboro, Texas, were participating. It is the aim of the investigator to construct a physical education program that will give more boys an opportunity to participate in desirable activities.

The general purpose of this study was to examine Native content inclusion in the Division one language arts program. Particular attention was given to gaining insight into, a) what Native content was being included, b) how Native content was being included, and c) what help was received affecting inclusion.<p>During the 1988-89 school year, five Division One teachers in two Community Schools with high Native student population, volunteered to participate in the study. Both Community Schools were affiliated with the Saskatoon Public Board of Education. The participating teachers were interviewed through the use of semistructured interviews during the study. Informal observations also took place over the duration of the study, and the participating teachers recorded on log sheets what forms and strategies they used for Native content inclusion. Treatment of data included a presentation of verbatim statements on matrices for each teacher interviewed, a search for general themes, and a comparison of interview and log data which highlighted patterns among responses.<p>Over the course of the school year, all of the participating teachers reported that they had included Native content in their language 'arts program. The degree to which Native content was included varied from teacher to teacher, as did the support they received. They recognized the need for Native content in their language arts programs and felt they were significant participants in the process of Native content inclusion.<p>The study also revealed that the participating teachers believed that they could have included even more Native content in the language arts program, had they more Division One resource materials and urbanized materials to work with.<p>Findings from this study have important implications for educators and for further research. Over the course of the year, support, in-service and the availability of resource materials must be in place to meet the needs of the teachers in their lesson and program planning. Consultants, community coordinators and administrators need to be aware of the individual needs of teachers so they in turn can meet the needs of their students.

The general purpose of this study was to examine Native content inclusion in the Division one language arts program. Particular attention was given to gaining insight into, a) what Native content was being included, b) how Native content was being included, and c) what help was received affecting inclusion.<p>During the 1988-89 school year, five Division One teachers in two Community Schools with high Native student population, volunteered to participate in the study. Both Community Schools were affiliated with the Saskatoon Public Board of Education. The participating teachers were interviewed through the use of semistructured interviews during the study. Informal observations also took place over the duration of the study, and the participating teachers recorded on log sheets what forms and strategies they used for Native content inclusion. Treatment of data included a presentation of verbatim statements on matrices for each teacher interviewed, a search for general themes, and a comparison of interview and log data which highlighted patterns among responses.<p>Over the course of the school year, all of the participating teachers reported that they had included Native content in their language 'arts program. The degree to which Native content was included varied from teacher to teacher, as did the support they received. They recognized the need for Native content in their language arts programs and felt they were significant participants in the process of Native content inclusion.<p>The study also revealed that the participating teachers believed that they could have included even more Native content in the language arts program, had they more Division One resource materials and urbanized materials to work with.<p>Findings from this study have important implications for educators and for further research. Over the course of the year, support, in-service and the availability of resource materials must be in place to meet the needs of the teachers in their lesson and program planning. Consultants, community coordinators and administrators need to be aware of the individual needs of teachers so they in turn can meet the needs of their students.

Syftet med denna studie är att undersöka hur tidig vägledning bedrivs i skolan. Våra frågeställningar handlar om vilken metod som används för tidigare vägledning i grundskolan, samt vilka resurser och vilken samverkan som krävs. Kan tidigare vägledning förebygga kompromisser och begränsningar för elever i grundskolan. För vår undersökning har vi använt oss av en kvalitativ metod, där vi har intervjuat sex studie- och yrkesvägledare från olika skolor. Forskningen har visat att barn mellan 9-13 år är redo att ta till sig abstrakta kunskaper. Det är sparsamt med tidigare forskning kring barns utveckling i de tidiga skolåren. I det material som vi har hittat i tidigare forskning har Supers model om barns karriärutveckling använts. Därför är det relevant att analysera det empiriska materialet med Supers teori och med Gottfredsons teori om begränsningar och kompromisser samt Parsons modell. Resultatet från undersökningen visar att informanterna arbetar med att vägleda eleverna till att öka sin självkännedom med tanken att de skall göra ett väl underbyggt val. I årskurs sex får eleverna göra ett collage om sig själv, där drömmar och framtid är obegränsade. Med denna arbetsmetod påbörjas processen med tidig vägledning hos eleverna. / The purpose of this study is to examine how early guidance is conducted in the school. Our questions are about which kind of method is used in previous guidance in elementary school, and what resources and which kind of collaboration are required. Can previous guidance prevent compromises and limitations? For our investigation, we used a qualitative approach, where we have interviewed six guidance counselors from different schools. We also want to show that previous research provides support to begin the process of guiding for kids in the middle and high elementary school. Research has shown that children between 9-13 years are ready to take on abstract knowledge. It is sparse with previous research on child development in the early school years. In the material that we have found in previous research Supers model on children’s career development has been used.It is therefore relevant to analyze the empirical material with Super’s theory, with Gottfredson’s theory of limitations and compromises, and Parson’s model. And the result we found is that the children’s perspective widens at an earlier stage, so that they can more easily make aware decisions as far as possible to be reconciled with their dreams of future careers. The earlier children receive guidance, the sooner they can make good decisions, especially as we have seen and can show that the counselors are working with children’s self -awareness.

This cross sectional survey study examined the perceptions of classroom teachers in urban regions of Kars Province including its towns and teacher educators in Kafkas University about the new elementary school curriculum in Kars Province. It also revealed their perceptions about the strengths and weaknesses of the elementary school curriculum, students&rsquo / educational needs from the window of local characteristics of Kars, and classroom teachers&rsquo / needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned / (2) its appropriateness to students&rsquo / level / (3) relevancy to students&rsquo / everyday life / (4) its comprehensiveness / and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars / (2) over crowding of classrooms / (3) insufficient materials in schools / (4) insufficient in meeting local characteristics and conditions of Kars.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-17T13:05:21Z No. of bitstreams: 1 Adriana Beatriz de Oliveira.pdf: 2129072 bytes, checksum: d4513c4cf21913260c22e8a89975062a (MD5) / Made available in DSpace on 2017-08-17T13:05:21Z (GMT). No. of bitstreams: 1 Adriana Beatriz de Oliveira.pdf: 2129072 bytes, checksum: d4513c4cf21913260c22e8a89975062a (MD5) Previous issue date: 2017-07-06 / Ação Pedagógica e Avaliação, sob orientação da profa. dra. Laurizete Ferragut Passos The aim of this research was to analyze the possibilities and limits of a collaborative work developed in the implementation process of the Integrative Curriculum of the Childhood from the Municipal System of São Paulo, through narratives of an Early Childhood Education teachers group in partnership with one teacher of the Fundamental Education, from which we sought the articulation between the EMEI and the EMEF in order to give visibility to the Curricular proposal. The group movements during the reflection about their own practices and the local requests emerged as issues for the teaching work. The research had as formulated question: How the reflective movements derived from formative meetings with an Early Childhood Education teachers group contribute with their practices in the implementation process of the Integrative Curriculum of the Childhood from the Municipal System of São Paulo? The theoretical background was based on the National Curricular Guidelines for the Basic Education (MEC, 2013), the Integrative Curriculum of the Childhood of São Paulo (SÃO PAULO, 2015) and the teacher formation in the collaborative work perspective. To deal with this theme authors as Gatti and Barreto (2009), Imbernón (2009), Freire (1996 apud SAUL, 2015), Passos (2016), amog others, were used and allowed the reflection about possible ways which facilitated the understanding of the research problem. The research proposal focused on the Action Special Project (PEA) which takes place in the collective hours of the EMEI where the research was developed. The data were collected during the period of the year 2015 to 2016 using the prose analysis (ANDRÉ, 1983) and the inputs of authors such as Triviños (1987) and Creswell (2010) which helped to expand the scope of data interpretation. The analysis is organized in categories: Dialog between the EMEI and the EMEF and the Mathematics teaching; Articulation of the Integrative Curriculum, and The Collaborative Group composition and the new teaching and trainer apprenticeships. The results revealed the collaborative work as an efficient strategy for the reflection and improvement of the teacher practice since it contributes to the construction of a path that includes the main local requests, giving visibility to the prescribed and the performed Curriculum, through negotiations between the process participants who started to investigate their own actions, thus becoming a community of practice. This research contributes to a new culture of continuous training in the school context, bringing a new meaning for the teaching and the trainer work avoiding the centralization of the formation process and stimulates the valorization of the teacher knowledge, based on its doubts and incertainties, as the fundament of a transformation and reflection process. This process can only be changed if the subjects involved change their disposition in order to learn and to leave the discourse and adopt a thought practice, and also to change from an isolation culture to a collaborative work / O objetivo desta pesquisa foi analisar as possibilidades e os limites de um trabalho colaborativo que se desenvolveu no processo de implementação do Currículo Integrador da Infância Paulistana da Rede Municipal de São Paulo, por meio das narrativas de um grupo de professoras da Educação Infantil em parceria com uma professora do Ensino Fundamental e em que se buscou a articulação da EMEI com a EMEF para dar visibilidade à proposta Curricular. Os movimentos do grupo durante o processo de reflexão da própria prática e das demandas locais emergiram como problemáticas para o trabalho docente. A pesquisa teve como questão formulada: Como os movimentos reflexivos, decorrentes dos encontros formativos com um grupo de professoras da Educação Infantil, contribuem com a prática destas professoras no processo de implementação do Currículo Integrador da Infância Paulistana da Rede Municipal de Educação de São Paulo? O embasamento teórico utilizado baseou-se nas Diretrizes Curriculares Nacionais da Educação Básica (MEC, 2013), o Currículo Integrador da Infância Paulistana (SÃO PAULO, 2015) e a formação do professor na perspectiva do trabalho colaborativo. Para essa temática, autores como Gatti e Barreto (2009), Imbernón (2009), Freire (1996 apud SAUL, 2015), Passos (2016) e outros, permitiram refletir sobre possíveis caminhos que viabilizaram a compreensão da problemática colocada nesta pesquisa. A proposta de pesquisa incidiu sobre o Projeto Especial de Ação (PEA) que ocorre nos horários coletivos da EMEI, contexto desta pesquisa. Os dados foram coletados nos anos de 2015 e 2016, utilizando a análise de prosa (ANDRÉ, 1983) e aportes de autores como Triviños (1987) e Creswell (2010) que permitiram ampliar o escopo de interpretação dos dados. A análise está organizada em três categorias: Diálogo da EMEI com a EMEF e o ensino da Matemática; Articulação do Currículo Integrador, e A constituição do grupo colaborativo e as novas aprendizagens da docência e do formador. Os resultados revelaram que o trabalho colaborativo se constitui em uma estratégia eficaz de reflexão e aprimoramento da prática docente ao contribuir com os sujeitos participantes na construção de um caminho que considere as principais demandas locais, dando maior visibilidade e compreensão entre o Currículo prescrito e o praticado, por meio das negociações entre as participantes do processo que passaram a investigar as próprias ações se constituindo em uma comunidade de prática. Esta pesquisa traz contribuições para uma nova cultura em formação continuada no contexto escolar, de modo a ressignificar a docência e o trabalho do formador por se comprometer com a superação de uma formação docente centralizada, mas que faz das dúvidas e incertezas a base para a investigação e valorização do conhecimento docente como fundamento para o processo de reflexão e transformação. Um processo que só poderá ser alterado se os sujeitos envolvidos alterarem sua disposição para aprender e movimentar-se na direção de sair do discurso para uma prática pensada e de uma cultura de isolamento para um trabalho colaborativo

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.