O estudo ora desenvolvido parte do pressuposto segundo o qual o texto é entendido como o lugar de constituição e de interação de sujeitos sociais, como um evento no qual convergem ações linguísticas, cognitivas e sociais, segundo uma concepção dialógica do texto (BAKHTIN, 1992). Nos dias atuais, os livros didáticos continuam, em muitas das salas de aula brasileiras, a ditar os procedimentos de ensino (MESERANI, 2001 e MARCUSCHI apud DIONÍSIO; BEZERRA, 2005) e entende-se que a articulação das atividades de trabalho com textos, encontradas em tais materiais para o Ensino Fundamental (EF), a recursos como a intertextualidade e a interdiscursividade, importantes para a construção da textualidade e para a produção de sentidos, configura-se como um tema de pesquisa relevante. Assim, nessa investigação analisam-se a) as instruções metodológicas presentes no Manual do Professor e b) as atividades de produção e recepção textual retiradas de duas coleções de livro didático de Ensino Fundamental (6 ao 9 anos). Tal investigação prioriza o aspecto qualitativo, a natureza analítico-descritiva e o caráter interpretativista de pesquisa e visa a trazer novas referências para pesquisas em Língua Portuguesa no nível estudado, estabelecendo um diálogo com as práticas de ensino de leitura e escrita na escola, além de permitir uma análise crítica da forma como o livro didático é utilizado em sala. A análise apoia-se, principalmente, na Semiolinguística, uma vertente da Análise de Discurso Francesa (ADF), que constitui um olhar sobre o discurso, entendido como um processo interativo em uma determinada situação, resultante de um contrato (CHARAUDEAU, 2008) atribuído por um determinado grupo social, em uma dada situação sociointerativa. Considerando-se a análise dos LDP, observa-se a pouca ênfase que os autores dão ao papel da intertextualidade como recurso coesivo, tendo em vista a coerência textual, e como modo de manifestação da argumentatividade inerente a qualquer texto; da mesma forma, em relação à interdiscursividade, ressalta-se a falta de menção aos pressupostos discursivos e aos outros índices de polifonia, assim como à ironia, nas atividades de leitura e de produção escrita / It is an assumption herein that any text is the place of constitution and interaction of social subjects, an event in which converge linguistic, cognitive and social actions, according to a dialogical conception of text (BAKHTIN, 1992). Nowadays, textbooks still prescribe teaching procedures in many Brazilian classrooms (MESERANI, 2001; MARCUSCHI apud DIONÍSIO; BEZERRA, 2005) and it is understood herein that the articulation of activities related to texts, found in those materials designed for Junior High students, to linguistic-discursive resources such as intertextuality and interdiscursivity, is necessary to the construction of textuality and meaning and it can be considered a relevant research topic. Thus, we analyze: a) the methodological instructions present in the Teacher's Manual and b) reading and writing activities extracted from two collections of textbooks, designed for Junior High school (6th to 9th grades). This investigation highlights the qualitative aspect, the analytical-descriptive nature and the interpretive character of research and aims to bring new references to descriptive research on Portuguese language, in the studied school level, establishing a dialogue with the teaching approaches of reading and writing in school, besides enabling a critical analysis of how Portuguese textbooks are used in class. The analysis is theoretically supported by Semiolinguistic, a development of the French Discourse Analysis (FDA), which focuses on discourse as an interactive process, existing in a specific context, resulting from a contract (CHARAUDEAU, 2008), assumed by a particular social group, in a given social-interactive situation. Considering the analysis of the textbooks, it is highlighted the little emphasis given to the role of intertextuality as a cohesive resource, also helping in the construction of textual coherence, and as a way of manifesting the argumentative dimension in any text; in the same way, in relation to the interdiscursivity, it is highlighted the lack of reference to the discursive presuppositions and other markers of polyphony, as well as to irony, in reading and writing activities, in the textbooks investigated

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-02-25T18:02:02Z No. of bitstreams: 2 Dissertação - Lucineide Mendes Pires e Silva - 2013.pdf: 1313053 bytes, checksum: 4c82d06c798e151bb399e63c0f2b6452 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-02-25T18:02:15Z (GMT) No. of bitstreams: 2 Dissertação - Lucineide Mendes Pires e Silva - 2013.pdf: 1313053 bytes, checksum: 4c82d06c798e151bb399e63c0f2b6452 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-02-25T18:02:15Z (GMT). No. of bitstreams: 2 Dissertação - Lucineide Mendes Pires e Silva - 2013.pdf: 1313053 bytes, checksum: 4c82d06c798e151bb399e63c0f2b6452 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2009-06-16 / This research had the objective to analyze the pedagogical practice of Junior High School Geography teachers (6th to 9th grade), of the Public School System in the city of Morrinhos - Goiás. As specific objectives it intended to: verify if the pedagogical practice of the Geography teachers has suffered the influence of the changes occurred in the present society; know the pedagogical practice of the teachers who teach Geography and the practical problems faced in their daily lives; verify if the experience acquired throughout the professional life of the teachers has influenced their knowledge and practice; verify if the Geography teachers search for development. The underlying problem of this research is consisted of knowing the reason why in the teaching practice, differently from the academic practice, teachers do not consider a strict theoretical and methodological posture. Despite the great changes that occurred during the last decades because of political, economic and social relationships, a model of Geography teaching was established and it is reproduced since its origin up to the present. The fact that this process has been constructed historically contributed to the traditional method as a pedagogical practice being more frequent than we can imagine. In this perspective, some questions were brought up: Why did this happen? What makes a teacher change or not his/her pedagogical practice? The pedagogical practice of the Geography teacher needs transformation? In order to attend to these objectives a qualitative case study research was carried out because it was the best way to answer the initial questions and because it enabled a natural contact with the subjects of the research, as it considers their understanding of the studied phenomenon. Thus, some data collecting instruments were used such as: questionnaires, direct observation, semi-structured interview. This research revealed that the pedagogical practice of the investigated teachers oscillate between routine and improvisation which demonstrates not lack of preparation but a practice resulted from the reflection of a given context. In general, the practice of the teachers is concerned with the dealing of challenges and confrontations in the daily life of the teaching profession. In this sense, the teachers make use of a repertoire of knowledge acquired in various formal and informal educational contexts (knowledge of the professional education, discipline knowledge, curriculum knowledge, experiential or practical knowledge), that were constructed and reconstructed throughout their professional career. This knowledge had the purpose to confront, solve and accomplish various daily activities, either in the classroom or in the school. This research did not have the presumption to show only critiques and to judge the fragmented parts responsible for the mistakes encountered in the teaching of Geography, but it is hoped that it can contribute significantly to the process of discussion and redefinition aiming at the developing of the pedagogical practice of the Junior High Geography teacher. This practice should be concerned with the changes occurred in the present society as well as to promote discussions about the problems dealt in the teaching of Geography. / Esta pesquisa teve como objetivo analisar a prática pedagógica dos professores de Geografia do Ensino Fundamental (de 6º ao 9º ano), da Rede Estadual de Ensino do Município de Morrinhos - GO. Teve como objetivos específicos: verificar se a prática pedagógica do professor de Geografia tem sofrido influência das mudanças ocorridas na sociedade atual; conhecer a prática pedagógica dos professores que ensinam Geografia e os dilemas práticos expressos no cotidiano do docente; verificar se as experiências acumuladas ao longo da trajetória profissional do professor tem influenciado no saber e fazer docente; verificar se há a busca de aperfeiçoamento por parte do professor de Geografia. O problema subjacente a esta pesquisa consistiu em saber especificamente: por que, na prática docente, diferentemente da acadêmica, a rigidez de uma postura teórico-metodológica não é considerada pelos professores? Apesar das profundas mudanças ocorridas na sociedade ao longo destes das últimas décadas, determinadas pelas relações políticas, econômicas e sociais, consagrou-se um determinado modelo de Geografia escolar que vem sendo reproduzido desde as suas origens até os dias atuais. O fato de esse processo ter se construído historicamente contribuiu para que o método tradicional como modelo de prática pedagógica seja mais frequente que imaginamos. Nessa perspectiva, surgem algumas questões: Por que isso ocorreu? O que leva um professor a mudar ou não sua prática pedagógica? A prática pedagógica do professor de Geografia necessita de transformações? Visando atender os objetivos, foi realizada uma pesquisa qualitativa do tipo estudo de caso, pelo fato de ela oferecer melhores condições para responder às indagações formuladas inicialmente, bem como possibilitar o contato natural e particular com os sujeitos da pesquisa, ao procurar apreender os significados por eles atribuídos aos fenômenos estudados. Dessa forma, utilizou-se alguns métodos de coletas de dados como: questionários, observação direta, entrevista individual semiestruturada. Essa pesquisa revelou que a prática pedagógica dos professores pesquisados oscila entre a rotina e a improvisação, entendendo não como despreparo, mas como resultado de uma prática fruto de uma reflexão em um determinado contexto. No geral, a prática dos professores está voltada para o atendimento dos desafios e enfrentamentos do trabalho docente no cotidiano escolar. Nesse sentido, os professores servemse do repertório de saberes adquiridos em várias instâncias educacionais formais e informais (saberes da formação profissional, saberes disciplinares, saberes curriculares, saberes experienciais ou práticos), que foram construídos e reconstruídos ao longo da carreira profissional. Tais saberes visavam enfrentar, solucionar e concretizar as diversas tarefas cotidianas, tanto na sala de aula quanto na escola. Cabe aqui dizer que esta pesquisa não teve a presunção de apresentar somente críticas e responsabilizar partes fragmentadas pelos descaminhos pelo qual passa o ensino de Geografia, mas, espera-se que ela possa contribuir significativamente no processo de discussão e redefinição, visando o melhoramento da prática pedagógica do professor de Geografia do Ensino Fundamental. Esta deve ser voltada para o comprometimento com as transformações ocorridas na sociedade contemporânea, bem como fomentar discussões sobre os problemas presentes no ensino de Geografia.

The purpose of this qualitative case study was to gain an in-depth understanding of the factors that contribute to positive educational outcomes as measured by the EXPLORE test for eighth grade males who qualify for free or reduced price lunch. In addition, this study was conducted for the purpose of improving the educational program at a Northeast Tennessee middle school. Archival EXPLORE data, as well as free and reduced price lunch data, were used to identify high school graduates, 6 males and 6 females, who had performed at or above expectation on the eighth grade EXPLORE test. Females were included in this study for the purpose of determining if the factors vary with respect to gender. The participants were interviewed for the purpose of gaining a rich understanding of the factors that enabled them to experience success, while the majority of their socioeconomically disadvantaged peers did not, as well as to determine if these factors varied with respect to gender. Two overarching themes emerged as a result of the interview data analysis: connection to school and support and motivation. Each of the participants reported a sense of connection to the school via of one or more of the following 5 subcategories: teachers, peers, other adults, extracurricular activities, and school structure, culture, and supports. Also, all of the participants spoke of support and motivation via 1 or more of the following 4 subcategories: parents, other adults, preparation, and ability and talent. Two factors emerged that seemed to be most important to their success: connection through relationships and outside support. Each participant was able to establish meaningful relationships during middle school, with 11 of 12 sharing accounts of their connections with school adults, and 12 of 12 discussing their peer relationships. Additionally, each spoke of feeling supported or motivated by a parent or other outside adult. There was little difference with respect to gender. Boys indicated a slightly higher proclivity towards extracurricular activities, while girls seemed to place slightly more importance upon peer relationships. However, establishing meaningful connections within school was of paramount importance for both genders.

The purpose of this study was to compare the perception scores and the frequency of parental involvement for parents of students who have most recently completed elementary school (entering 6th grade) with parents of students who have most recently completed middle school (entering 9th grade) in a northeast Tennessee public school district. Data were collected by surveys containing a short demographic section, a perceptions section, and a participation section. The population consisted of the parents of 544 sixth grade students from the district’s 2 middle schools and the parents of 578 ninth grade students from 1 district high school. From that population 115 sixth grade parents and 105 ninth grade parents responded. This study took place at the onset of the school year to address parents as their children were either entering 6th grade in middle school or 9th grade in high school. Findings from the study indicate that there were significant differences between the parents of newly entering 6th graders and the parents of newly entering 9th graders in terms of home-based perception scores and frequency of participation. Specifically, parents of newly entering 6th graders had higher home-based perception scores and frequency of participation than parents of newly entering 9th graders. However, findings indicate that there was not a significant difference between the parent groups in terms of school-based perception scores and frequency of participation. When examined collectively (home-based and school-based combined), no significant differences were noted between the parent groups in terms of perception scores and frequency of participation. For each of these cases, independent samples t tests were used to determine if there were significant differences. Findings from the study also indicate that positive relationships are present between parents’ perception scores and their frequency of participation. This was true for both home-based and school-based involvement at both grade levels. Pearson r tests revealed these relationships. This study was important to help understand the perception scores and frequency of participation for parents of students in the middle school transition. Recommendations are made with the hopes of helping schools better tailor their parental involvement strategies to families they serve.

The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings indicated that although there were no significant differences in TCAP reading scaled scores for the grouping variables of gender, Title I classification, special education classification, and instructor classification, students’ TCAP reading scaled scores were significantly higher after participating in Making Connections Intervention.

The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of mobile devices in K-12 classrooms. Some have conjectured that access to mobile devices may enable student self-directed learning. This research used a mixed-method approach to explore the relationships between mobile devices and student achievement and self-directed learning during a Science, Technology, Engineering, & Mathematics (STEM) activity in a middle school Technology and Engineering Education classroom. In this study, 706 students from 18 classes worked in groups of 2-3 to complete an open-ended engineering design challenge. Students completed design portfolios and constructed prototypes. Classes were randomly divided with some receiving access to mobile devices during the study while others did not. Additionally, randomly assigned classes completed the design portfolio electronically while others completed the portfolio on paper. Final student portfolios and products were assessed using adaptive comparative judgment (ACJ). In ACJ, judges view two artifacts (portfolios or products) electronically and choose the better of the two. Repeating this process, a number of times produced a rank-order for the artifacts. The rank order for student portfolios and products represented student achievement. Statistical analyses of student access, portfolio type, student self-directed learning, and student achievement were conducted. Thirty student interviews and five teacher interviews were conducted and interviewees were asked questions regarding mobile devices, self-directed learning, and their experience during the study. Responses from the interviews were transcribed and coded using causation and thematic coding techniques. The resulting themes from the interviews helped clarify the quantitative findings. Findings from both the quantitative and qualitative analyses showed that student access to mobile devices was significantly correlated with higher scores on student design portfolios while student achievement on design products was independent of mobile device access. This suggests that mobile devices may improve student achievement in certain types of scenarios but not in others. Student self-directed learning was independent of mobile device access. Students and teachers both commented that mobile devices may be effective at increasing student self-directed learning or achievement but only through proper instruction and demonstration.

Four adolescents identified as struggling writers in an English language arts classroom were interviewed about their perceptions of a writing task--how they judged their capability to succeed, how they ranked their passion, persistence, and confidence about writing, and how they responded to classroom activity. Student perceptions of self-efficacy and the related self-beliefs of motivation and interest as well as self-regulation were stated and implied as students described a planning worksheet, instructional scaffolding, peer interactions, and ownership of their writing. Wersch's view of mediated action and Engestrom's model of activity systems were the lens through which the students' descriptions were analyzed. Findings suggested surprisingly high self-efficacy despite low interest, contrasting attitudes between both school writing and their out-of-school writing, and the possibility that students labeled as struggling writers by their teachers may not see themselves as struggling.

Purpose of the study - Educators and lay citizens alike, in the main, want the schools to extend their services so as to meet all the educational needs of the youth. Surveys of the schools in the Hopkins County District in recent years have convincingly revealed that these services are not being rendered. At the suggestion of the Hopkins County School Superintendent H.W. Wilkey, and others this study is being made. This is an intensive study of the schools of Hopkins County as they exist today, with suggestions for a plan of reorganization to bring them to the point of future needs.

This study has grown out of the desire of the writer to render some service to prospective high-school teachers in their selection of majors and teaching combinations, and to be of aid to the teacher-training institutions of the State - especially to Western Kentucky State Teachers College in directing prospective teachers to pursue courses that will fit them for the teaching demands of the high schools. A number of studies of subject combinations in high-school teachers' programs have been made to determine in what fields and what subject combinations high school teachers actually teach. Clarence Nelvin Emrick1 in his Master of Arts thesis has made such a study of Kentucky, and given a review of previous studies of subject combinations. For Kentucky he found that 31.76 per cent of the high school teachers were teaching one subject; 31.11 per cent were teaching two subjects; 11 per cent were teaching four subjects; 2.94 per cent were teaching five subjects. He concludes that teachers should be prepared to teach in not fewer than four fields. That the demand for teachers should be determined by the needs of the schools all will agree, but there may be a wide divergence of opinion as to what the needs of the schools are. In whatever way the needs are interpreted, the demand always includes teachers for unfilled vacancies, teachers for new positions and teachers for replacements. The State Department of Education and the teacher-training institutions are in a position to know present needs and to reckon future needs. the supply of teachers is measured by the number of individuals who are certified or can be certified to teach. It is the purpose of this study to show the major and minor subjects and the twelve hour credit subjects of graduating students in Western Kentucky State Teachers College in the years 1934-1935 and 1935-1936. It is thought that a study of the data for the two years will show trends and be of help to the institution in advising prospective teachers in subject combinations so that they will be qualified to meet the teaching demands of the high schools. By determining the major fields selected, the minors chosen, and the teaching fields of twelve-hour credit it should be possible to obtain the objectives of this study: (1) the proper selection of subjects by the prospective teacher; (2) the intelligent guidance by teacher-training institutions. 1. Clarence Nelvin Emrick. Subject Combinations of High School Teachers, unpublished Master of Arts Thesis, Western Kentucky State Teachers College, Bowling Green, Ky., 1932.

During the 1979-80 school year, two Algebra I classes were involved in a study to test the effects of two methods for reviewing homework problems on students' achievements and attitudes. One review procedure was to solve and explain each problem during the class period that followed the class period in which the homework assignment had been made. The other procedure involved solving and explaining only the problems that students requested to have reviewed. While one procedure was being used with one class, the other procedure was being used with the comparison class. One treatment procedure was used with a class until a unit of work was completed. After a unit was completed a teacher-made, achievement test was administered to the students in both classes. The raw scores were normalized with a mean of fifty and a standard deviation of ten. At the beginning of the next unit the review procedures were alternated between the two classes. The two classes covered fourteen units during the experimental period. At the conclusion of the study, each student had fourteen normalized achievement scores on record. The scores were the basis for testing the following: the effect of the review procedures on achievement within each class and the effect of the review procedures on achievement between classes. A survey to obtain the attitudes of students toward the two procedures was conducted at the conclusion of the experimental period. There was no significant difference in achievement between treatments for either class. There was no significant difference in achievement between classes when using different review procedures. Students preferred to review only homework problems they requested. The following conclusions were based upon the findings of this study. Homework appears necessary for the attainment of desirable proficiency in Algebra I classes. The method of reviewing homework should be a combination of reviewing all of the homework assigned and reviewing only the problems that are requested by students. The difficulty of the topics and the interest of the students should be the bases for the teacher's decision regarding which review method should be used for any specific homework assignment.