Submitted by Anelise Milech (anelisemilech@gmail.com) on 2017-02-20T12:35:13Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Michele Ziegler de Mattos.pdf: 1575394 bytes, checksum: 0bc476a17c24c912fc7da30117234815 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T18:42:36Z (GMT) No. of bitstreams: 2 Michele Ziegler de Mattos.pdf: 1575394 bytes, checksum: 0bc476a17c24c912fc7da30117234815 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T18:43:44Z (GMT) No. of bitstreams: 2 Michele Ziegler de Mattos.pdf: 1575394 bytes, checksum: 0bc476a17c24c912fc7da30117234815 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-22T18:44:10Z (GMT). No. of bitstreams: 2 Michele Ziegler de Mattos.pdf: 1575394 bytes, checksum: 0bc476a17c24c912fc7da30117234815 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / A sociedade conquistou recentemente mudanças significativas quando nos referimos à participação feminina tanto no ambiente profissional quanto no ambiente esportivo. Mesmo assim, ainda encontramos nas escolas, professores com dificuldades para ensinar aulas mistas com o viés pautado na co-educação e meninos e meninas que se mostram resistentes a esse tipo e organização das aulas de Educação Física. Considerando que as aulas em regime de co-educação buscam minimizar as posições ocupadas pelos exos, a pesquisa teve como objetivo analisar as relações de gênero presentes nas aulas de Educação Física e as dificuldades, tensões e contradições quanto ao ensino de aulas mistas em uma escola de Pelotas/RS. É um estudo de caso e a pesquisa foi classificada como qualitativa, onde os participantes foram o professor de Educação Física e alunos de ambos os sexos de uma turma de 7º ano de uma escola da rede particular de ensino. O processo metodológico se constituiu de entrevista semiestruturada, entrevista coletiva e também de observações sistemáticas registradas em diário de campo sugerindo a Triangulação dos dados. Os resultados mostraram que a separação identificada é determinada por questões de gênero, mas predominantemente porque o professor separa as meninas dos meninos, organizando-os de cordo com a habilidade deles e delas. E ainda, que apesar do grupo ter demonstrado interesse por aulas mistas, as meninas ainda continuam resistentes, por medo de se sentirem excluídas durante a participação em aula, principalmente quando o conteúdo desenvolvido é o esporte, e os meninos foram os que demonstraram maior interesse por aulas conjuntas. O professor elabora novas regras para que meninas e meninos joguem juntos, o que as fazem acreditar que são pouco habilidosas, porém é amenizado pelos meninos, já que elas disseram que aprendem muito com eles. Enfim, o estudo possibilita o esclarecimento aos professores que o fato de ter meninos e meninas presentes na mesma aula não garante a problematização de gênero que é necessária para entendimentos dos papeis sexuais destinados a cada sexo, assim como as feminilidades e masculinidades construídas. / The company recently won significant changes when referring to female participation in the professional environment and the sporting environment. Even so, we still find in schools, teachers struggling to teach mixed classes ith guided in co-educational and boys and girls who have proven resistant to his type of organization of physical education classes bias. Whereas classes in coeducational seek to minimize the positions occupied by the sexes, the research aimed to analyze gender relations present in physical education classes and the difficulties, tensions and contradictions about teaching mixed classes in a school Pelotas / RS. It is a case study and the research was classified as qualitative, where participants were physical education teacher and students of both sexes in a group of 7th grade at a school of private chools. The methodological process consisted of semi-structured interviews, press conference and also systematic observations recorded in a field diary suggesting Triangulation of data. The results showed that the identified separation is determined by gender, but predominantly because the teacher separates the girls from the boys, arranging them according to their ability and them. And yet, despite that the group has shown interest in mixed classes, the girls are still resistant, for fear of feeling excluded during class participation, especially when the content developed is sport, and the boys were the ones who showed more interest for joint lessons. The teacher prepares new rules so that girls and boys play together, which makes them believe that they are somewhat savvy, but is mitigated by the boys, as they said they learn a lot from them. Finally, the study allows teachers to clarify the fact that boys and girls attending the same class does not guarantee the questioning of gender that is necessary for understanding the gender roles assigned to each sex, as well as femininity and masculinity constructed.

abstract: The present study aims to gain deeper insights into language attitudes in the educational context while contributing to the emerging field of advanced mixed, second language and heritage language (HL) courses. Considering that the majority of heritage language learners (HLLs) and second language learners (L2s) in the United States (US) are enrolled in mixed classrooms (Beaudrie, 2012; Carreira, 2016a, 2016b), the study of language attitudes regarding monolingual varieties, bilingual varieties, and L2 varieties is crucial to inform pedagogical best practices that serve both types of learners. Additionally, by analyzing the language attitudes of both types of students toward these three Spanish language varieties, this study demonstrates the importance of incorporating linguistic variation into the classroom to address the linguistic hierarchies that exist in such a context. Thus, the results are relevant to the fields of sociolinguistics, L2 and HL pedagogy. The study employs matched-guise tasks at two points during the semester, as well as end-term semi-structured interviews. As different linguistic components of a language trigger different attitudes, the findings show that native-like phonetic and phonological features of Spanish speakers afford positive attitudes, as do a formal lexicon and academic register. However, morphosyntactic features do not have any effect on forming an individual’s language attitudes. To illustrate, the results of the matched-guise tasks show that native and HL varieties were generally evaluated positively, while L2 varieties were evaluated negatively. Interviews revealed native-like accent and pronunciation as the detrimental cause of negative attitudes toward the L2 variety. In contrast to the phonetic/phonological evaluations made by participants, both HLLs and L2s did agree that L2s speak a “proper” and “professional” Spanish. Furthermore, heritage Spanish was described as the “least formal” and “incorrect” Spanish variety in comparison to the L2 variety due to dominant stereotypes and ideologies and the incorporation of lexical characteristics of US Spanish. Based on these findings, this study has the potential to make an invaluable contribution to understanding how language attitudes and instructional practices in the classroom context intersect with a social justice movement to improve mixed courses in a social, critical, and conscious way. / Dissertation/Thesis / Doctoral Dissertation Spanish 2020

This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching)

This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching)