A educação de tempo integral no Brasil tem estado presente nas formulações de educadores de forma crescente. Várias iniciativas foram tomadas em diferentes momentos da vida pública do país, procurando desenvolver projetos de ensino em tempo integral para as escolas, implantando propostas e modelos. O desenvolvimento histórico e atual da escola de tempo integral é marcado por vários programas, projetos e experiências em diversos formatos que são regulamentados por leis e diretrizes norteadoras. Esse estudo teve como finalidade compreender o funcionamento de um estabelecimento de ensino de educação de tempo integral em um município do interior paulista, optando por realizar um estudo qualitativo na modalidade etnográfica, utilizando como instrumentos as observações participantes, entrevistas semiestruturadas e análise documental. Participaram desta pesquisa 15 Professores/Educadores e 17 alunos vinculados ao estabelecimento de ensino de tempo integral do município estudado. Para análise dos dados, as entrevistas foram minuciosamente transcritas, as observações registradas no diário de campo e o Plano Político Pedagógico foi transcrito e organizado. Os resultados obtidos contemplaram a descrição do funcionamento e organização da rotina e das atividades propostas do estabelecimento, possibilitaram ainda a compreensão sob as percepções dos profissionais e alunos frente a Educação de Tempo Integral. O que levou a uma reflexão dos aspectos: físicos e funcionais; da aprendizagem; social e educacional no qual o estabelecimento está agenciado. Revelando ao final que a modalidade de Tempo Integral no estabelecimento estudado, tanto nos aspectos de compreensão como no das execuções curriculares, fundamenta-se no aumento da jornada escolar, com características que forneça o trabalho sobre a visão de conceitos integrais prevista nas diretrizes norteadoras do parâmetro nacional para a modalidade de educação integral, organizando assim as atividades e currículo em um formato formal e informal; compreendendo o período da manhã na oferta de atividades curriculares e no período da tarde, como atividades de complemento, concebidas por extrapedagógicas / The full-time education in Brasil has been present in formulations of the educators increasingly. Many initiatives have been taken at different moments of public life in the country, looking to develop projects of full-time education for school, implementing proposals and models. The historical and actual development of the full-time school is marked by many programs, projects and experiences in various formats than are regulated by laws and guiding guidelines. This study had as purpose to understand the operation of a full-time education establishment in a city in the state of São Paulo, opting to accomplish a qualitative study in the ethnographic modality, using as tools the participant observations, half-structured interviews and documental analysis. In this research, participated 15 professors/educators and 17 students bound to the full-time education establishment of the country studied. For data analysis, the interviews were meticulously transcribed, the observations registered in the diary field and the Pedagogic Political Plan was transcribed and organized. The results obtained complemented the functional description and organization of the routine and activities of the establishment, made possible the understanding under the perceptions of the professionals and students about full-time education. That led to a reflection about aspects physics and functional; of the learning; social and educational in which the establishment is acted. Reveling in the end that the full-time modality in establishment studied, both in the aspects to understand and in the curricular executions, it is based on increasing of the school day hours with characteristics that provide the work on the vision of integral concepts foreseen in the guiding guidelines of the national standard to modality of the integral education, organizing the activities and curriculum in a formal and informal format; understanding the morning period as offers the curricular activities and the afternoon period as offers additional activities, entitle as extra pedagogics

Previous research shows that truancy in upper secondary school positively correlates to the student’s future level of involvement in society. As such, in order to support an individual’s positive development, it is essential to work with early interventions to increase school attendance. One such preventive initiative is to employ full-time mentors who specifically hold the responsibility to monitor and follow-up student’s absence. This study focuses on full-time mentors working in upper-secondary school, and aims to examine a student’s perspective on the work of the full-time mentors. Collection of material has been done through the execution of eight semi-structured interviews with eight students in an upper secondary school in Stockholm, Sweden. The student’s statements have been interpreted and analyzed from the theoretical standpoint of social constructivism. As such, in this study, the work of the mentor as well as the student’s perception of the mentor’s role, is perceived as part of a social process and consequently dependent on its context. This means that components such as the distribution of power between student and mentor have been relevant to consider, in relation to interventions meant to increase student attendance. The study highlights the importance of using communicative tools, and mutual conversations, as well as building and maintaining well-functioning relationships between students and mentors. The result shows that the way that full-time mentors communicate with students, could be made more explicit, so that routines and expectations leading from that communication is clear to the student. In addition, the study’s result also indicate that full-time mentors could better adapt their way of communicating, in order to avoid an unbalanced power distribution between the full-time mentor and the student. The conclusion of the study is that communicative tools, such as relationship-creating and mutual conversations, when thoughtfully applied, can increase participation in school and as such, reduce absence.

Made available in DSpace on 2015-03-04T20:06:51Z (GMT). No. of bitstreams: 0 Previous issue date: 31 / Nenhuma / Problematizar o uso do tempo-espaço no currículo escolar na formação de sujeitos Modernos é a proposta desta dissertação. O material empírico foi organizado a partir da inserção em uma escola de tempo integral – CIEP, localizada na cidade de Santo Ângelo, Rio Grande do Sul. Objetivando analisar enunciados produzidos sobre a escolarização de tempo integral, compus o material analítico de 22 registros fotográficos justificando sua escolha. Das recorrências dos enunciados foi definido o problema de pesquisa, assim como as três categorias de análises. A pergunta de pesquisa – “Como categorias de tempo e espaço estão implicadas em práticas curriculares que se voltam para a constituição de sujeitos escolares desejáveis dentro de uma dada ordem social em uma escola de tempo integral?”. E, por conseguinte, as categorias de análise que permitiram fazer percursos interpretativos: 1) espaço e tempo como elementos para a constituição dos alunos nas práticas curriculares; 2) práticas curriculares como envolvimento de todo / To question the use of time-space in school curriculum in the formation of Modern subjects is the aim of this thesis. The empirical data was organized from the researcher insertion in a full-day school – CIEP, located in Santo Ângelo, Rio Grande do Sul. In order to analyze statements produced regarding full-day school-based, I assembled an analytic data of 22 photographic records justifying its choice. From the recurrence of statements it was defined the research question, as well as the three categories of analysis. The research question – “How time and space categories are implicated in curriculum practices concerned with the constitution of a desired school body inside certain social order in a full-day school?”. And, thereafter, the categories of analysis which allowed undergoing the interpretative paths: 1) time and space as elements for the constitution of the students in the curriculum practices; 2) curriculum practices as a collective involvement in school’s time-space; 3) pedagogical practices that r

The purpose of the study was to investigate the associations between first-time full-time freshmen's attributes and fall-to-fall retention at Northeast State Technical Community College. The 15 attributes included age, first-generation student status, gender, high school classification, race, the student's application date to the institution relative to the start of the semester, the 4 ACT test sub-scores, remedial/developmental course placement, major program of study, financial aid status, first-semester grade point average, and end-of-first-semester credit hour enrollment status. In addition to collecting the variables under study, each first-time full-time freshman's entry term and enrollment status for the subsequent fall semester was ascertained. This information was used to categorize individuals into persister and non-persister classifications for the subsequent fall. The data for this longitudinal study were housed in Northeast State's student records database, Student Information System. A preliminary analysis of the data was conducted to ascertain descriptive statistics. Chi Square and independent samples t tests were used to determine if there was an association between each variable and fall-to-fall retention. A multiple linear regression model was used to estimate the effect of the predictor variables upon the criterion variable, fall-to-fall retention. The results indicated that the variables of age, first-generation student status, gender, and race were not significantly related to fall-to-fall retention, while high school classification, application date, the 4 ACT sub-scores, remedial/developmental course placement, major program of study, financial aid award, first-semester grade point average, and end-of-semester credit hour enrollment status were significantly related to fall-to-fall retention. A multiple linear regression model indicated that the greatest influences upon fall-to-fall retention when researching the collective predictor variables were first-semester grade point average,the number of remedial/developmental courses required,the number of hours in which the student was formally enrolled in at the end of the first semester,an application date greater than or equal to 61 days prior to the start of the fall semester,receipt of financial aid in the form of Pell Grant funds only (negative association),associate of applied science student status (negative association), andGED graduate (negative association).

Data from the National Center for Education Statistics projects total enrollment in post secondary degree-granting institutions to increase 15% from 2010 to 2021 (U.S. Department of Education, 2012). National and state education efforts such as President Obama’s American Graduation Initiative, Tennessee’s Drive to 55, and Tennessee Promise encourage Americans to expand their educational pursuits in order to increase the number of individuals completing a post secondary degree. As states adopt funding formula measures tied directly to student success and retention, higher education institutions increasingly must rely on the effectiveness of academic and student service programs. Although the employment of adjunct faculty as a cost-saving measure has been on the rise for many years (Kezar & Maxey, 2013), research regarding the possible impact on student learning has been slow to develop and studies in this area have produced contradictory results. The purpose of this quantitative comparative study was to examine whether there is a significant difference in the fall to fall retention rate and proportion of assigned grades for first- time freshmen attending Motlow State Community College (MSCC) in regard to instructor status (full-time or adjunct). Existing data were used to conduct the study gathered from instructor and student information maintained by the colleges Banner information system using stratified random sampling. A non proportional sampling technique was chosen because of the potential small sample size and ease of subgroup comparison. Data were analyzed using chi-square tests of independence at the .05 level of significance. Results indicated no significant difference in the fall-to-fall retention rate and proportion of assigned grades for first-time, full-time students; first-time students; first-time students with a high school grade point average (GPA) of 3.0 or higher; first-time students with a high school grade point average (GPA) of 2.9 or lower; and traditional and non traditional age students. Significant differences were found in the fall-to-fall retention rate for first-time, part-time students. First-time, part-time students taught by adjunct faculty are retained at a significantly lower rate than first-time, part-time students taught by full-time faculty. As states adopt funding formula measures tied directly to student success and retention at the same time colleges and universities brace for enrollment increases, the use of adjunct faculty continues to rise. Acknowledging the need for highly skilled instructors, higher education institutions must consider the potential impact adjunct faculty instruction has on student success given the potential implications on institutional funding at state and national levels.

The purpose of this quantitative comparative study was to determine the relationship between retention and academic success of students who participated in a First-Year Experience (FYE) course and students who did not participate in a FYE course within a southeastern community college in the United States. The impact of the relationship was to inform an understanding of how a FYE course influences student success. Archival data were collected from the southeastern community college’s student information system, Banner, Data for first-time full time students were gathered, including whether or not the individuals enrolled in a FYE course. Other data included the student’s gender, at-risk status, and non-traditional student status. Retention data of the first-year full-time students were collected and measured in accordance with enrollment requirements of the Tennessee Board of Regents (TBR). Data for academic success were collected and measured by first-year student’s cumulative GPA. Chi-square tests of independence and independent sample t tests were used to examine the relationship of the FYE course with outcomes that measured student success. Results from the chi square tests indicated, overall, the participants of the FYE course had significantly higher retention rates than those students who did not participate in the FYE course. The independent sample t test indicated students who participated in the FYE course had significantly higher cumulative GPA scores than those who did not participate.

As many of the founding full-time community college faculty began to retire, colleges across the nation intensified their full-time faculty recruitment and retention efforts. They began to replace the retiring full-time faculty with the new generation faculty cohort. The purpose of this study was to understand the role that a comprehensive orientation program played in the socialization process of new community college faculty. Additionally, the study examined the choice of orientation tactics used to socialize the new faculty. Relying on the reported socialization experiences of seven full-time faculty members from six of the seven colleges that comprised a community college district, the study explored how an orientation program facilitated their adjustment process. Finally, the researcher sought to identify ways to improve full-time community college faculty socialization experience. Most of the faculty in this study, although having no specific training to teach at the community college, were able to build relationships outside their individual colleges, acquired new skills, and gained access to valuable district resources, as a result of their participation in a yearlong comprehensive orientation program. Three significant findings resulted from this study. The first major significant finding of this study was that the incorporation of a social apparatus, such as the “retreat” into an orientation program, facilitated group cohesion and identity among the new faculty. The social structure of the retreat provided new faculty with an opportunity to connect with one another at an emotional level. They were able to expand their social networks beyond their immediate colleges. A second significant finding was that faculty became more confident and comfortable in their teaching roles as a result of the skills they acquired following their completion of the comprehensive orientation program. The monthly sessions, which were held every 4th Friday provided the faculty the opportunity to acquire and develop new skills to effectively discharge their responsibilities. The third major finding of this study was that because faculty had access to district resources, to develop their skills, they became more closely tied to their institutions. Finally, recommendations are made to improve new faculty socialization experience during their adjustment process. / text

This study examines perceptions of 12 full-time non-tenure track faculty members about their professional and academic selves in a research-intensive university. A phenomenological approach is used to gain insight into the complexities of the experience of being a full-time faculty member, off the tenure-track, whose primary responsibility is teaching within a research-intensive institution. The notion of tenurestream as the only desired path to being an academic is challenged by these faculty members’ understanding of their identities. This researcher considers how professional identities may be understood and suggests that the meanings and values these faculty members attach to their professional roles may be embedded in their perceptions of how their role fits within the department. Throughout this qualitative inquiry, the perspectives of these faculty members are positioned as a primary source of data about the experience of being a full-time non-tenure track faculty member. By using a phenomenological approach and taking a constructivist perspective this researcher finds that extant theories that view this population through a deficit model are inaccurate. Additionally, essentialist and homogenizing descriptions of this population are also found to be insufficient. A qualitative analysis suggests the viability of an alternative description of this population, one which reflects the nuanced view of professional identity these participants expressed. Based on structural categories adapted from Martin’s (2002) three perspective view of organizational culture, their perceptions are categorized according to the congruence expressed between their social identity and their professional role. Perceptions shared about their departmental culture are similarly categorized which provides insight about the influence of policies, practices, and collegial interactions on professional lives.

Submitted by Carlos Alberto Pereira (caalpereira@terra.com.br) on 2018-09-05T10:50:59Z No. of bitstreams: 1 Tese_Carlos Alberto Pereira_RA21416-2.pdf: 2930270 bytes, checksum: 48b2473ff976ecef214a015b8409fe34 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-09-05T13:45:57Z (GMT) No. of bitstreams: 1 pereira_ca_dr_bauru.pdf: 2790378 bytes, checksum: 830d82e49c455dfd2b7e00b1f683ffe6 (MD5) / Made available in DSpace on 2018-09-05T13:45:57Z (GMT). No. of bitstreams: 1 pereira_ca_dr_bauru.pdf: 2790378 bytes, checksum: 830d82e49c455dfd2b7e00b1f683ffe6 (MD5) Previous issue date: 2018-05-30 / No Brasil, recentemente, iniciativas diversificadas foram propostas para a implantação de escolas públicas de tempo integral. Em 2012, o governo do estado de São Paulo criou o Programa Ensino Integral (PEI/SEE/SP), incialmente destinado às escolas de ensino médio. A formação continuada de professores é compreendida como premissa para a implantação desse novo modelo de escola, para que as inovações do modelo pedagógico sejam garantidas. Na literatura, são identificados diferentes modelos de formação continuada, dentre eles, o modelo de desenvolvimento profissional de inovação curricular e organizacional, que se baseia em pressupostos como um currículo que suscite, nos professores, a necessidade de aprendizagem de conteúdo, estratégia didática e avaliação, além da ideia de que os professores devem atuar em questões relativas ao seu trabalho e adquirir competência no aperfeiçoamento. Nesse sentido, este estudo teve como objetivo analisar as ações de formação continuada do Programa de Ensino Integral de São Paulo para professores de Biologia, buscando identificar a sua aproximação com o modelo de desenvolvimento profissional de inovação curricular. O processo investigativo constituiu-se numa pesquisa qualitativa, de caráter avaliativo, e a coleta de dados foi realizada por meio da análise de documentos, de questionários e de entrevistas com todos os professores da área de Biologia de todas as quatro escolas de ensino médio integral de uma cidade do interior paulista. Para a análise dos dados, foi utilizado o método de análise de conteúdo. Os resultados permitem afirmar que as ações de formação continuada oferecidas aos professores de Biologia das escolas em questão não se baseiam nos princípios de mudança curricular de desenvolvimento profissional, porém, possibilitam que esses docentes desenvolvam atividades pedagógicas de forma mais diversificada e elaborada. Em relação ao ensino de Biologia, não houve um trabalho com discussões que fossem além das propostas pelo Caderno do Professor do Ensino Médio de Pré-Iniciação Científica, nem uma adequação dos materiais didáticos ao jovem, ou uma adequação didática para desenvolvimento em grupo, com diferentes abordagens de conceitos biológicos, de forma crítica e interdisciplinar, para resoluções de problemas de contextos reais. / In Brazil, recently, diversified initiatives were proposed to the implantation of full time public schools. In 2012, the government of São Paulo created the Ensino Integral (full time teaching) (PEI/SEE/SP) program, initially designated to high schools. The teachers continued graduation is comprehended as a necessary premise to the implantation of this new school model, so that it guarantees the innovations of the pedagogical model. In literature, are identified different continued graduation models and among them, the model of professional development of curricular and organizational innovation, that is based on assumptions as a curriculum which generates necessities to the teachers of learning content, didactic strategy and evaluation and where the teachers act in issues related to their work and may acquire competence in furthering. This study aims to analyze the continued graduation of the full time teaching program of biology teachers, seeking to identify its relation to the professional development model of curricular innovation. The investigative process was constituted by a qualitative research, of evaluative nature and the collect of datas were performed by the analysis of the documents, questionnaires and of interviews with all the teachers of biology area and all four full high school institutions in the upstate of São Paulo city. To the analysis of data, a method of content analysis was used. The results allow to affirm that the actions of continued graduation offered to biology teachers of the state education network of full time high schools investigated don’t measure to the principles of curricular changing of professional development, however, they opened the possibility to develop pedagogical activities in a diversified and elaborated way. About the biology, there was not a thematic work so that it would include discussions that would go beyond the high school teacher's book of scientific pre-initiation, adequacy of teaching materials for development in group with different approaches of biological concepts in a critical form and interdisciplinary to resolutions of problems in a real context.

Made available in DSpace on 2016-08-03T16:16:22Z (GMT). No. of bitstreams: 1 Alexandre Nunes BandeiraF.pdf: 488715 bytes, checksum: 5a35f68708c27b48538cd6fe532c0795 (MD5) Previous issue date: 2011-03-29 / Em nosso trabalho, preocupamo-nos em tratar um dos componentes que consideramos essenciais para ajudar no desenvolvimento do projeto da escola de tempo integral, a saber, a importância do papel que a prática de atividades físicas desempenha no contexto. Para tanto, buscamos conhecer as peculiaridades do projeto Escola de Tempo Integral da Secretaria da Educação do Estado de São Paulo e os benefícios educacionais que ele proporciona, traçando posteriormente as benesses que a Educação Física pode oferecer e argumentando a este respeito. No contexto do ensino regular tradicional brasileiro, a Educação Física desfruta de pouca credibilidade, sendo popularmente considerada uma matéria secundária, assim como o profissional por ela responsável. Acreditamos, com mais razão do que para a escola regular, que a viabilidade da Escola de Tempo Integral dependa sobremaneira da maior participação e apoio da Educação Física, haja vista que o aluno passará mais tempo dentro dos estabelecimentos de ensino e seria esperado que o aumento da carga horária levasse a uma queda na produtividade das horas posteriores de estudo. Partindo desse ponto de vista, a educação física pode trazer benefícios no tocante à ética, cultura, saúde e sociabilidade, tidos como secundários em relação aos estudos de caráter mais instrumental, por exemplo, matemática, português e ciências.(AU)