Esta dissertação tem como objetivo analisar as novas dinâmicas que se estabelecem no trabalho docente a partir da inserção de programas de intervenção pedagógica. O trabalho também tem como objetivo examinar os âmbitos macro e microssociais para a compreensão da complexa relação existente desde a elaboração de uma determinada política pública até sua implementação. A investigação foi construída a partir do entendimento do Estado gerencialista, contexto no qual se insere a política de adoção de programas de intervenção pedagógica. Há um breve panorama histórico mundial e do contexto brasileiro, no qual se trata sobre a reestruturação do estado e as principais mudanças que passaram a existir em relação às políticas educacionais, examinando, de forma especial, a inserção da lógica do mercado na educação. O estudo conta com um exame atento do trabalho docente e das implicações que o Estado gerencialista trouxe para o exercício das professoras em sala de aula, analisando, principalmente, questões como controle, intensificação, desqualificação e requalificação. O conceito de ciclo de políticas acompanha a dissertação e é peça fundamental, pois é através dele é examinada a relação entre os contextos macro e microssociais. Tendo em vista o conceito de ciclo de políticas, houve a opção por examinar documentos do Instituto Alfa e Beto – instituição cuja metodologia havia sido adotada nas escolas estudadas –, documentos da Secretaria de Educação do Rio Grande do Sul durante o Governo Yeda Crusius (2007-2010) e a realização de entrevistas com pessoas ligadas ao Instituto Alfa e Beto e à SEC. Tais opções visaram a compreensão do contexto de influência e do contexto da produção de texto. Para a análise do contexto da prática foram feitas entrevistas com professoras, supervisoras e diretores das escolas estudadas e observações nas salas de aula. Os dados obtidos permitem verificar algumas das novas dinâmicas que se estabeleceram no trabalho docente quando da implementação de programas de intervenção pedagógica, apontando para o estabelecimento de uma nova concepção de trabalho docente, escola e educação a partir dessa política pública. / The present thesis aims at analyzing the new dynamics that settled in teacher’s work from the placing of pedagogical intervention programs. It also intends to look at the macro and micro social scopes for understanding the complex relationship from the formulation of a given public policy to its implementation. This research was built from the understanding of the managerialist State, in which the policy of pedagogical intervention programs adoption is a practice. This study also presents a brief overview of world history and the Brazilian context, in which the restructuring of the State and the main changes that have come to exist in relation to educational policies are stated, examining, in particular, the insertion of market logic in education. Moreover, it relies on a close examination of teacher’s work and the implications that the managerialist State brought to the practice of teachers in the classroom, analyzing mainly issues like control, intensification, disqualification and re-qualification. The concept of policy cycle underlies this thesis and is a vital piece, because it is through this concept that the relationship between the micro and macro social contexts is analyzed. In view of the concept of policy cycle, there was the option for researching documents from the Alfa e Beto Insitute – institution whose methodology had been adopted in schools studied –, and documents from the Education Secretariat of the Rio Grande do Sul during the Yeda Crusius Government (2007-2010) as well as conducting interviews with people connected to the Alfa e Beto Insitute and to SEC (Culture and Education Secretariat). Such options sought the understanding of the context of influence and the context of text production. And also, interviews with teachers, school directors and supervisors from the schools researched were made for the analysis of the context of practice. The data obtained allow to verify some of the new dynamics that were settled in teacher’s work when implementing pedagogical intervention programs, indicating the establishment of a new conception of teacher’s work, school and education from this public policy.

Esta dissertação tem como objetivo analisar as novas dinâmicas que se estabelecem no trabalho docente a partir da inserção de programas de intervenção pedagógica. O trabalho também tem como objetivo examinar os âmbitos macro e microssociais para a compreensão da complexa relação existente desde a elaboração de uma determinada política pública até sua implementação. A investigação foi construída a partir do entendimento do Estado gerencialista, contexto no qual se insere a política de adoção de programas de intervenção pedagógica. Há um breve panorama histórico mundial e do contexto brasileiro, no qual se trata sobre a reestruturação do estado e as principais mudanças que passaram a existir em relação às políticas educacionais, examinando, de forma especial, a inserção da lógica do mercado na educação. O estudo conta com um exame atento do trabalho docente e das implicações que o Estado gerencialista trouxe para o exercício das professoras em sala de aula, analisando, principalmente, questões como controle, intensificação, desqualificação e requalificação. O conceito de ciclo de políticas acompanha a dissertação e é peça fundamental, pois é através dele é examinada a relação entre os contextos macro e microssociais. Tendo em vista o conceito de ciclo de políticas, houve a opção por examinar documentos do Instituto Alfa e Beto – instituição cuja metodologia havia sido adotada nas escolas estudadas –, documentos da Secretaria de Educação do Rio Grande do Sul durante o Governo Yeda Crusius (2007-2010) e a realização de entrevistas com pessoas ligadas ao Instituto Alfa e Beto e à SEC. Tais opções visaram a compreensão do contexto de influência e do contexto da produção de texto. Para a análise do contexto da prática foram feitas entrevistas com professoras, supervisoras e diretores das escolas estudadas e observações nas salas de aula. Os dados obtidos permitem verificar algumas das novas dinâmicas que se estabeleceram no trabalho docente quando da implementação de programas de intervenção pedagógica, apontando para o estabelecimento de uma nova concepção de trabalho docente, escola e educação a partir dessa política pública. / The present thesis aims at analyzing the new dynamics that settled in teacher’s work from the placing of pedagogical intervention programs. It also intends to look at the macro and micro social scopes for understanding the complex relationship from the formulation of a given public policy to its implementation. This research was built from the understanding of the managerialist State, in which the policy of pedagogical intervention programs adoption is a practice. This study also presents a brief overview of world history and the Brazilian context, in which the restructuring of the State and the main changes that have come to exist in relation to educational policies are stated, examining, in particular, the insertion of market logic in education. Moreover, it relies on a close examination of teacher’s work and the implications that the managerialist State brought to the practice of teachers in the classroom, analyzing mainly issues like control, intensification, disqualification and re-qualification. The concept of policy cycle underlies this thesis and is a vital piece, because it is through this concept that the relationship between the micro and macro social contexts is analyzed. In view of the concept of policy cycle, there was the option for researching documents from the Alfa e Beto Insitute – institution whose methodology had been adopted in schools studied –, and documents from the Education Secretariat of the Rio Grande do Sul during the Yeda Crusius Government (2007-2010) as well as conducting interviews with people connected to the Alfa e Beto Insitute and to SEC (Culture and Education Secretariat). Such options sought the understanding of the context of influence and the context of text production. And also, interviews with teachers, school directors and supervisors from the schools researched were made for the analysis of the context of practice. The data obtained allow to verify some of the new dynamics that were settled in teacher’s work when implementing pedagogical intervention programs, indicating the establishment of a new conception of teacher’s work, school and education from this public policy.

A família além de vivida cotidianamente, é pensada, refletida e pesquisada com diferentes enfoques e objetivos, por diferentes perspectivas teóricas, práticas e metodológicas. Para se estudar a família é preciso antes de tudo desnaturalizá-la e recuperar sua própria história, pois os modelos que hoje temos são resultados de processos de transformação da forma de se ver e educar a criança, como também do contexto social, histórico e cultural em que vivemos. Isso inclui o fenômeno da Violência Doméstica, e mais especificamente o uso de violência física de pais contra filhos, que apesar das modificações ocorridas na visão da criança e das práticas educativas na família ao longo do tempo, sempre existiu e persiste de forma endêmica em nossos dias, constituindo um problema de saúde pública, e requerendo estratégias de intervenção por parte dos serviços de saúde e desenvolvimento social. O presente projeto tem o objetivo de investigar, junto a pais e mães com histórico de violência física contra seus filhos, a visão sobre o que é educar uma criança, sobre seu papel de pai/mãe e sobre as conseqüências de seus comportamentos sobre o filho. Busca, dessa forma, trazer contribuições para uma melhor compreensão do problema da agressão física de pais contra filhos, necessária a programas de intervenção que ultrapassem ações punitivas e de cunho imediatista, visando transformações nas relações familiares a partir da consideração da ótica do agente agressor. Os entrevistados são pais e mães denunciados por agressão física contra os filhos ao Conselho Tutelar da cidade de Barretos ? SP. O modelo de entrevista utilizado é denominado ?história de vida temática?, que prevê inicialmente o relato da história de vida do entrevistado, complementada por um conjunto de tópicos previamente definidos pelo pesquisador. Optou-se pela não delimitação prévia do número de sujeitos, utilizando-se o ponto de saturação. Dessa maneira, foram realizadas seis entrevistas, tendo sido gravadas, transcritas e analisadas qualitativamente. A análise dos dados aponta inconsistências entre as concepções parentais a respeito do que é educar e de seu papel como educadores e as práticas educativas que utilizam com os filhos no cotidiano. Evidencia dificuldades dos pais em utilizar recursos educativos alternativos à punição física e uma naturalização cultural do bater como forma de colocar limites e disciplinar a criança; aponta também a falta de suporte social e econômico dos pais como fatores de risco e de estresse, e a necessidade de implementar programas de intervenção que promovam a integração entre suas concepções e práticas como educadores. / Nowadays, family is investigated, studied and the object of research of many theoretical perspectives, with different goals and methodologies. However, in order to study the family it is necessary to rescue its history, because the present models we have are the final result of a complex process of social, historical and cultural transformation, and also changes in the ways we see the childhood, what do parents expect from their children and the childrearing practices used to get to the educational goals. Domestic violence is included in all this process, especially the physical violence that parents use against their children, and that constitutes a public health problem in our context. The main objective of this research is to investigate points of view of parents that use physical violence against their children, their conceptions about the educational process, their role as parents and the consequences of their actions in the child?s development. In this direction, it searches contributions to understand the problem of physical violence of parents against their children, to improve intervention programs that overcome punitive actions, seeking effective transformation in family relationships, considering the parent?s point of view. The study was performed in a city of State of São Paulo through interviews with three mothers and three fathers from different families, that had been disclosed for physical violence against their children. Methodology was constructed in a qualitative perspective, using a model of semi-structured interview called ? Thematic Life History?, where participants expose their personal history since their childhood, followed by a previously defined list of topics. Interviews were recorded, transcribed and qualitatively analyzed. Data analysis revealed that parent?s conceptions are not corresponding to their every day actions with their children; the difficulty of parents at knowing or using alternative and non-violent chidrearing practices and a cultural and historical naturalization of the use of physical punishment to establish limits and discipline the child. It also points out the parents` low social and economical support as a risk factor and as the cause of stress for the studied families as well as the necessity of changes in intervention programs to offer the possibility of joining parents conceptions and practices, aiming the improvement of child`s positive global development.

In this paper, we try to understand the high prevalence rates of domestic violence in the United States. Using the history behind domestic violence, the psychology behind male batterers and batterer intervention programs we discover solutions to help reduce battery recidivism rates. An analysis of the criminal justice system regarding police intervention and Family Court result in future policy implications. In addition, the proposed solutions are creating lasting impact in either batterer intervention programs or policies. Lastly, policy and future implications are discussed without reducing batterer responsibility.

Science, technology, engineering, and mathematics (STEM) are growing fields in both global job markets and educational spaces. The problem related to this study was the lack of understanding of how gender and ethnicity might relate to differences in the science self-efficacy, outcome expectations, and task interest of students who have participated in STEM intervention programs at the middle school level. The purpose of this quantitative study was to explore the extent to which there were differences between the dependent variables of science self-efficacy, outcome expectations, and task interest in U.S. middle school students based on the independent variables of gender and ethnicity after participating in a citizen science STEM intervention program. Social cognitive career theory was the theoretical framework for the study. This study was a nonexperimental comparative investigation based on survey responses from students who had participated in a water quality, citizen science STEM intervention from 2017-2019. The participating students’ school district has a history of multiple, systemic STEM learning experiences. The results of two-way MANOVA indicated that there were no statistically significant differences in career choice variables between male and female students and between non-Hispanic and Hispanic students after participating in a citizen science intervention program. This study has the potential to help students from underrepresented populations to envision success in their STEM educational and career pathways by seeing other students experience success in those areas. Educators may also be better able to design programs that address the specific needs of underrepresented student populations, which may lead to better student outcomes for those groups.

This mixed methods study was designed for two purposes: (1) to provide district and campus leaders data about the effectiveness of how the studied district's READ 180 and System 44 literacy intervention programs were implemented, and (2) to assess the programs' impact on student outcomes to determine whether the district was meeting literacy goals and if recommendations identified in the previous program evaluation report were addressed. Archival de-identified student achievement data and focus group interviews comprised gathered data. Although quantitative data show some growth from both programs since the prior program evaluation, the programs failed to meet the 2018-2019 intended outcome of at least 70% of participating students meeting expected Lexile growth except for READ 180 participants at four elementary and six secondary campuses. System 44 participants failed to meet the district's intended outcome at any campus level. Data showed that placement of elementary English learner (EL) students in both literacy programs was disproportionate to the district's EL population. System 44 students with an EL indicator had a negative correlation with growth in Lexile score, indicating that ELs are not being served well by this program. Qualitative data presented little evidence that the 2017-2018 program evaluation recommendations were effectively implemented. Emerged themes related to monitoring and controlling program processes by district and campus leaders were perceived fidelity, data alignment, and immutable factors. Both quantitative and qualitative data highlighted areas in which program fidelity was lower than expected; therefore, district administrators were not able to achieve the intended purpose of the programs.

Topic: Structuring of inpatient behavioral programming in child-adolescent psychiatric, residential treatment, and juvenile justice settings. Purpose: To review the underlying theory underpinning current practices and recommend remedies to the uncovered problems. Sources: A review of the literature from 1965 to 2001 from selected nursing and medical psychiatric and mental health publications. Conclusions: Intensive professional and staff education and greater precision in communication about patients' behaviors are needed in many settings. There is also a need to move away from generic treatment approaches and return to individual treatment planning based on individual assessments and the unique needs of an increasingly volatile and complex in-patient population.

No description available.

The purpose of the study was to determine the extent to which a credit recovery program improved the academic success for high school freshmen. For the purpose of this study, academic success was defined as whether or not the student advanced from 9th to 10th grade. A total of 255 students from two junior high schools and one comprehensive high school were included in the study. Independent variables included program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, and TAKS Mathematics results. A review of related literature provided background information regarding the issues surrounding high school freshmen, dropouts, grade retention, and effective intervention programs. This quantitative study utilized descriptive statistics and logistic regression to analyze the relationship between the independent variables and student success as measured by whether or not the student advanced from ninth to tenth grade. In addition, the study examined the odds of success if participating in the credit recovery program. Sources of data included Incomplete and Failure Listing, Ninth Grade Advisor Listing, Tenth Grade Advisory Listing, and the Student Roster-Fall Collection. The Ninth Grade Success Initiative Program Evaluation for Cycles 6, 7, and 9 provided the individual student results of participation in the program. Levels of significance were set at the .05 level. The findings of this study indicated that no statistically significant relationship existed between participation in the credit recovery program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, TAKS Mathematics results, and advancing from 9th to 10th grade. It was concluded that further study would be needed to determine the most effective means for providing academic assistance to ninth grade students.

Orientador: Raul Aragão Martins / Banca: Nelson Pedro da Silva / Banca: Cristiane Cruciol / Banca: Maria de Lourdes Morales Horiguela / Banca: Fatima Cristina Conte / Resumo: De acordo com o V Levantamento Nacional realizado pelo Centro Brasileiro de Informações sobre Drogas Psicotrópicas - CEBRID, em 2004, a média de idade do primeiro uso de bebidas alcoólicas foi de 12,7 anos. Podemos concluir desse dado que os adolescentes têm adquirido o hábito de beber cada vez mais cedo. Sob efeito do álcool, o adolescente pode envolver-se em situações de risco pessoal bem como acarretar injúrias a outrem. Considerando que a conduta de beber é construída socialmente, o conhecimento de como adolescentes categorizam essa conduta e quem consideram autoridade para regular o seu uso, é importante na elaboração de programas preventivos e de intervenção. A partir da constatação dessas questões este trabalho foi desenvolvido tendo como objetivos: identificar os adolescentes (de uma escola pública e de uma particular) que faziam uso abusivo de álcool e analisar como os mesmo viam este hábito e quem eles reconheciam como autoridade para controlá-lo. Os resultados obtidos mostraram que os jovens entrevistados não associam o hábito de beber abusivamente com questões morais. Acreditam que o comportamento de beber abusivamente está ligado aos domínios pessoais e prudenciais, ou seja, dizem respeito apenas a eles, e mesmo que as conseqüências advindas deste comportamento sejam prejudiciais a outros, não teriam relação com questões morais. Têm a crença de que necessitam passar por experiências próprias de bebedeiras e situações de risco para perceber a gravidade da situação. Portanto, propagandas, conselhos familiares, iniciativas das escolas da forma como têm sido desenvolvidas são de pouca repercussão ou mesmo não efetivas. / Abstract: According to the V National Research carried out by Centro Brasileiro de Informação sobre Drogas Psicotrópicas - CEBRID in 2004, the average age for alcoholic drinking consumption initiation was 12,7 years old. According to these data, the habit of drinking starts earlier every year among teenagers. Those facts should be treated as a public health issue. Under the effect of alcohol the teenager can be involved in situations of personal risk as well he/she can hurt other people. Taking into consideration that the habit of drinking is built socially, the knowledge on how teenagers classify this behavior, and who they consider an authority to keep the use under regular basis it is important for the creation of prevention and intervention programs. The results among the interviewed volunteers showed they didn't associate the habit of drinking abusively to moral issues. They believe this behavior is connected to personal and prudential domains, in other words, the problem is personal and even the consequences arisen from this behavior may be harmful to others they are not considered moral issues. They are true believers that this is part of the growing process and they need to face risk situations to evaluate how serious and dangerous they are. Therefore, we can conclude that advertisements, family advice, school orientation in the format they are being developed today are considered of low repercussion or even ineffective. / Doutor