No description available.

Individuals with intellectual and developmental disabilities (IDD) experience difficulty with transitioning to competitive integrated employment following high school. Addressing this disparity in transitioning to competitive integrated employment can be supported through a high school transition program with community-based work experiences for students with IDD. The Schools United in Collaboration with Community-based Experiences for Employment Development (SUCCEED) Program and School Collaboration for Optimal Parent Education (SCOPE) are proposed transition programs for students with IDD and their parents to help bridge the gap towards competitive integrated employment. The SUCCEED program for high school students with IDD includes both classroom-based functional skills training and community-based work experiences. The key components of SCOPE include: parent education on resources, services, and agencies available in Ohio to navigate the path to competitive integrated employment; collaboration and sharing of experiences; and support to build advocacy and empowerment skills. This doctoral project is a presentation of the program proposal, theoretical base to understand the problem, a review of the evidence base of the current approaches and methods to address the problem, theories guiding the development of the program, the description of the proposed program, and the program evaluation research plan. Additionally, information about the funding and dissemination plan for stakeholders are discussed.

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No description available.

The purpose of this study is to compare the effects of cooperative learning method and individualistic learning method on learning outcomes and training reactions of adults participating an in-service training course. The study was conducted with 42 adults in pilot study and 92 in main study conducted in a government bank. Subjects were randomly assigned to two pilot study groups and four main study groups. Two different training programs were developed, one for individualistic learning, and the other for cooperative learning in order to test the effect of each method on learning outcomes and training reactions. The content and length of the training programs taught were held constant, and duration of training was totally 15 hours (3 hours in each of the five days). Participants, in all groups, learned the same topic of &ldquo / Structured On-the-Job Training&rdquo / and were taught by the same trainer. Cooperative learning groups worked on the exercises structured with the five basic elements of cooperative learning, and the individualistic learning groups worked as individually with the instructor calling on participants at random. Learning Outcomes Tests were administered at the end of each day to measure cognitive learning outcomes, which learners attained during the Training. Training Reactions Questionnaire was administered at the end of the Training. A significant difference between the cooperative learning group and the individualistic learning group was examined concerning learning outcomes as a result of ANCOVA by using the age as covariate. Subjects in the cooperative learning group had a significantly higher level of Learning Outcomes Test score than did those in the individualistic learning group. However, there was no significant difference between the cooperative learning groups and individualistic learning groups based on their training reactions. This study indicated that cooperative learning appears to be a method of instruction that is well suited to the needs of adult learners. Subjects of the study learned more through the cooperative learning method than individualistic learning method that was used. They responded to training as much positive as their counterparts learning in individualistic learning group. Results of the study suggest that structuring positive social interdependence in the classroom through cooperative learning procedures can be used effectively within adult education and specifically training settings.

Orientador: Cesar Aparecido Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T15:15:36Z (GMT). No. of bitstreams: 1 Mialchi_NadejeMartinsdaRocha_D.pdf: 1832111 bytes, checksum: 31c0aad639d40a35f95215c013d0c2a9 (MD5) Previous issue date: 2010 / Resumo: A formação do trabalhador nas últimas décadas tem sido alvo de discussões e polêmicas, entre a sociedade civil e política, envolvendo a categoria trabalho. Isto porque neste período a crise estrutural do capital exigiu do campo produtivo um processo de reestruturação, que foi acrescido pelos avanços tecnológicos da automação e da informação. Suas conseqüências no campo social e educacional foram solicitações, cada vez maiores, ao desenvolvimento de capacidades intelectuais e multifuncionais promulgando um novo trabalhador ao mesmo tempo em que criou o desemprego estrutural, a intensificação e a precarização dos postos de trabalho restantes. Neste contexto encontram-se os alunos da EJA e esta, como política educacional denuncia que os desdobramentos da ação do Estado têm se dado por meio de políticas compensatórias. Historicamente sabemos que estas não garantem aos alunos a reinserção ao mundo do trabalho como produtores autônomos, tampouco o exercício de uma cidadania crítica e participativa, afirmam somente o compromisso com o capital, deixando assim, a mercê da manutenção de sua lógica os trabalhadores como dependentes da pobreza e da exclusão. A afirmação destas políticas tem ainda, como escopo ideológico, apontado para saídas conjunturais, que não comprometem a manutenção da expansão e do acúmulo da riqueza por poucos. O poder público, empresarial e alguns segmentos da sociedade civil se unem e desenvolvem teses que, no contexto da educação como mercadoria, torna a educação escolar um produto unilateral ao sucesso da qualificação técnica profissional. É na congruência destes fenômenos que surge como concepção pedagógica à EJA o termo empregabilidade. Esta pesquisa, como integrante deste contexto, objetiva em sua investigação as imbricações históricas e os desdobramentos atuais da política educacional para a EJA. Como hipótese credita a incapacidade da mesma em equacionar, como se propõe, as condições de homens e mulheres alunos da EJA, via educação escolar, impugnando à mesma o termo empregabilidade. Como contraponto defende como tese, que o papel social da EJA, como uma das instituições de atuação na formação do trabalhador, se encontra como processo transitório entre o fim da EJA, como política compensatória de um tempo perdido, e a constituição da Escola do Trabalho. Esta é o permanente exercício da conquista e desenvolvimento do domínio intelectual, manual, estético, ético, político, social e, sobretudo econômico do mundo produtivo pelos trabalhadores que se formam como produtores livremente associados, pela articulação entre a formação no trabalho e a educação escolar. Ambos como campos de conhecimento que ao interagir no âmbito da prática, creditam uma educação para a emancipação. / Abstract: The worker education in the last decades has been grounds for discussion and controversies among civil and politics society, involving the work category. This happens because in this period, the structural crisis in the capital required a reestructuration process in the productive field, which was followed by the technological advances of automation and information. Its consequences, in the educational and social field were requests that were bigger and bigger, to the development of intellectual and multifunctional skills, creating a new worker, at the same time that created the structural unemployment, the intensification and the deterioration of the job posts that remained. In this context, there are the EJA students and EJA, as its educational politics, denounces that the developments of the state actions have been happening through compensatory policies. Historically we know that these do not assure to the students neither the reinsertion in the work world as autonomous producers, nor the exercise of a critical and participative citizenship, but assure only the commitment with the capital, leaving, to the will of the maintenance of the logical of the workers as dependent on the exclusion of poverty. The establishment of these politics have also the ideological scope, pointed to conjunctural exits, that do not compromise the maintenance of the expansion and of the accrual of the wealth by only a few. The public power, businessmen and some segments of civil society get together and develop thesis that, in the context of education as a kind of good, make the school education a unilateral product to the success of professional technical qualification. It is in the congruency of these phenomena that the term employability arose as pedagogical conception to EJA. This survey, as part of this context, has as its investigation purpose, the historical implications and the current developments of the educational politics to EJA. As hypothesis, supposes that the inability of EJA to equate, as proposed, the conditions of women and men students of EJA, through school education, questioning the employability term usage by EJA. As a counterpoint, it defends, as a thesis, that the social role of EJA, as one of the institutions that act in the worker education, is found as a transitory process between the EJA end, as compensatory policy of a lost time, and the Work School constitution. This is the permanent exercise of the acquisition and development of the intellectual, manual, aesthetic, ethics, politics, social and, above all, economics domain in the productive world of the workers that are graduated as producers freely associated, by the articulation between the formation in the work and the school education. Both as fields of knowledge which, when interacting in the scope of the practice, believe in an education for emancipation. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Made available in DSpace on 2016-01-26T18:50:02Z (GMT). No. of bitstreams: 1 LUZIA_DISSERTACAO_08_10_2007.pdf: 6117764 bytes, checksum: 739310402fa45ed4aba14e30053c492e (MD5) Previous issue date: 2007-08-08 / The present research, focused the continued formation of the professors for the qualification in service promoted for a coordinating teacher. It analyzed how these actions had been planned and executed in the school in the weekly meetings of the Collective Pedagogical Working Schedule and the daily attendance of the execution of the teaching work, in the classroom. A project of reading work was executed as opportunity to follow the qualification of the professor for the coordinator; at the same time it attended the educative necessities of the pupils of that group of educators. The investigation was defined in a quanti-qualitative boarding as collaboration research and it allowed to verify the practice adopted for the pedagogical coordination next to the group of professors. While I was a researcher, I participated several times as observer of the development of the activities purposed by the research. Small interventions were made as collaborating with the endorsement of the professors in the execution of the project of reading work, in attendance to the requests of the operating group itself. Questionnaires, comments, colloquies and registers in a daily notebook had been used. Pictures and graphs were elaborated as synthesis of the gotten data. Photos were annexed to clarify what was made in the projects of reading work. The participants of this research were a Pedagogical Coordinating Teacher and twenty two professors of a public school of Cycle I of Basic School, located in the city of Presidente Prudente, in the interior of São Paulo State. The research development demonstrated that it is essential to the Pedagogical Coordinator to contribute for the improvement of the Pedagogical practice of those that are under your coordination, being a strategies researcher that allows to auxiliate your subordinates to review, to understand and to transform their way, either in the classroom or in another environment of work. It is necessary the professional to be the one worried in reflecting on its proper work and constantly search to invest in its own qualification. It is necessary that this coordinator makes frequents studies in the area of professors formation and education and learning. The execution of a project of reading work collaborated with the searched group in the improvement of the continued formation in the school and compelled the reflection about the projects elaboration and the practices of reading until then, with results in the learning of the students. At the same time, it assisted the searched group in the necessary theoric basis to the reflection, organization and evaluation of actions that contemplated the necessities of the pupils. / A presente pesquisa, focalizou a formação continuada dos professores pela capacitação em serviço promovida por uma professora coordenadora. Analisou como foram planejadas e executadas essas ações na escola - nas reuniões semanais do Horário de Trabalho Pedagógico Coletivo e no acompanhamento cotidiano da execução do trabalho docente, em sala de aula. Um projeto de trabalho em leitura foi executado como oportunidade de acompanhar a capacitação dos professores pela coordenadora, ao mesmo tempo em que atendeu às necessidades educativas dos alunos daquele grupo de educadores. A investigação foi definida numa abordagem quanti-qualitativa como pesquisa colaborativa e permitiu verificar a prática adotada pela coordenação pedagógica junto ao grupo de professores. Enquanto pesquisadora, participei diversas vezes como observadora do desenvolvimento das atividades propostas pela pesquisa. Pequenas intervenções foram realizadas como colaboradora com o aval dos docentes na execução do projeto de trabalho em leitura, em atendimento às solicitações do próprio grupo atuante. Questionários, observações, conversas informais e registros num diário de bordo foram utilizados. Quadros e gráficos foram elaborados como síntese dos dados obtidos. Fotos foram anexadas para aclarar o que foi feito nos projetos de trabalho sobre leitura.Os sujeitos desta pesquisa foram uma Professora Coordenadora Pedagógica e vinte e dois professores de uma escola pública do Ciclo I do Ensino Fundamental, localizada na cidade de Presidente Prudente, no interior do Estado de São Paulo. O desenvolvimento da pesquisa demonstrou que é essencial o Coordenador Pedagógico contribuir para o aprimoramento da prática pedagógica daqueles que se encontram sob sua coordenação sendo pesquisador de estratégias que lhe permita auxiliar seus coordenados a rever, entender e transformar sua prática, seja em sala de aula, seja em outro ambiente de trabalho. É preciso que ele seja, antes de tudo, um profissional preocupado em refletir sobre o seu próprio trabalho e buscar constantemente investir em sua própria capacitação. È necessário que esse coordenador faça constantes estudos na área de formação de professores e de ensino e aprendizagem. A execução de um projeto de trabalho em leitura colaborou com o grupo pesquisado no aprimoramento da formação continuada realizada na escola e obrigou a reflexão sobre a elaboração de projetos de trabalho e às práticas de leitura existentes até então, com resultados na aprendizagem dos alunos. Ao mesmo tempo, auxiliou o grupo pesquisado no embasamento teórico necessário à reflexão, organização e avaliação de ações que contemplaram as necessidades dos alunos.

Made available in DSpace on 2016-07-18T17:54:26Z (GMT). No. of bitstreams: 1 LUZIA_DISSERTACAO_08_10_2007.pdf: 6117764 bytes, checksum: 739310402fa45ed4aba14e30053c492e (MD5) Previous issue date: 2007-08-08 / The present research, focused the continued formation of the professors for the qualification in service promoted for a coordinating teacher. It analyzed how these actions had been planned and executed in the school in the weekly meetings of the Collective Pedagogical Working Schedule and the daily attendance of the execution of the teaching work, in the classroom. A project of reading work was executed as opportunity to follow the qualification of the professor for the coordinator; at the same time it attended the educative necessities of the pupils of that group of educators. The investigation was defined in a quanti-qualitative boarding as collaboration research and it allowed to verify the practice adopted for the pedagogical coordination next to the group of professors. While I was a researcher, I participated several times as observer of the development of the activities purposed by the research. Small interventions were made as collaborating with the endorsement of the professors in the execution of the project of reading work, in attendance to the requests of the operating group itself. Questionnaires, comments, colloquies and registers in a daily notebook had been used. Pictures and graphs were elaborated as synthesis of the gotten data. Photos were annexed to clarify what was made in the projects of reading work. The participants of this research were a Pedagogical Coordinating Teacher and twenty two professors of a public school of Cycle I of Basic School, located in the city of Presidente Prudente, in the interior of São Paulo State. The research development demonstrated that it is essential to the Pedagogical Coordinator to contribute for the improvement of the Pedagogical practice of those that are under your coordination, being a strategies researcher that allows to auxiliate your subordinates to review, to understand and to transform their way, either in the classroom or in another environment of work. It is necessary the professional to be the one worried in reflecting on its proper work and constantly search to invest in its own qualification. It is necessary that this coordinator makes frequents studies in the area of professors formation and education and learning. The execution of a project of reading work collaborated with the searched group in the improvement of the continued formation in the school and compelled the reflection about the projects elaboration and the practices of reading until then, with results in the learning of the students. At the same time, it assisted the searched group in the necessary theoric basis to the reflection, organization and evaluation of actions that contemplated the necessities of the pupils. / A presente pesquisa, focalizou a formação continuada dos professores pela capacitação em serviço promovida por uma professora coordenadora. Analisou como foram planejadas e executadas essas ações na escola - nas reuniões semanais do Horário de Trabalho Pedagógico Coletivo e no acompanhamento cotidiano da execução do trabalho docente, em sala de aula. Um projeto de trabalho em leitura foi executado como oportunidade de acompanhar a capacitação dos professores pela coordenadora, ao mesmo tempo em que atendeu às necessidades educativas dos alunos daquele grupo de educadores. A investigação foi definida numa abordagem quanti-qualitativa como pesquisa colaborativa e permitiu verificar a prática adotada pela coordenação pedagógica junto ao grupo de professores. Enquanto pesquisadora, participei diversas vezes como observadora do desenvolvimento das atividades propostas pela pesquisa. Pequenas intervenções foram realizadas como colaboradora com o aval dos docentes na execução do projeto de trabalho em leitura, em atendimento às solicitações do próprio grupo atuante. Questionários, observações, conversas informais e registros num diário de bordo foram utilizados. Quadros e gráficos foram elaborados como síntese dos dados obtidos. Fotos foram anexadas para aclarar o que foi feito nos projetos de trabalho sobre leitura.Os sujeitos desta pesquisa foram uma Professora Coordenadora Pedagógica e vinte e dois professores de uma escola pública do Ciclo I do Ensino Fundamental, localizada na cidade de Presidente Prudente, no interior do Estado de São Paulo. O desenvolvimento da pesquisa demonstrou que é essencial o Coordenador Pedagógico contribuir para o aprimoramento da prática pedagógica daqueles que se encontram sob sua coordenação sendo pesquisador de estratégias que lhe permita auxiliar seus coordenados a rever, entender e transformar sua prática, seja em sala de aula, seja em outro ambiente de trabalho. É preciso que ele seja, antes de tudo, um profissional preocupado em refletir sobre o seu próprio trabalho e buscar constantemente investir em sua própria capacitação. È necessário que esse coordenador faça constantes estudos na área de formação de professores e de ensino e aprendizagem. A execução de um projeto de trabalho em leitura colaborou com o grupo pesquisado no aprimoramento da formação continuada realizada na escola e obrigou a reflexão sobre a elaboração de projetos de trabalho e às práticas de leitura existentes até então, com resultados na aprendizagem dos alunos. Ao mesmo tempo, auxiliou o grupo pesquisado no embasamento teórico necessário à reflexão, organização e avaliação de ações que contemplaram as necessidades dos alunos.

La producción de alimentos de consumo masivo trae consigo tanto amenazas como oportunidades, ya que la falla de un proceso operativo impacta a millones de consumidores, por ello, es importante asegurar la elaboración de productos inocuos y de calidad. En este proceso el recurso humano interviene directamente en toda la cadena de producción desde la materia prima hasta la distribución al consumidor. En el rubro industrial de la empresa en estudio, el personal operativo representa más del 50% de los colaboradores, los mismos que deben estar constantemente capacitados en temas especializados en su rama industrial, por ejemplo: Buenas Prácticas de Manufactura (BPM), Inocuidad y calidad, HACCAP (Análisis de puntos críticos), etc., con el objetivo de generar en ellos hábitos, habilidades y destrezas que contribuyan a la eficiencia en la producción. La normativa peruana e internacional exige altos estándares de calidad a todos los que intervienen en esta cadena de producción que son: los proveedores (los que proporcionan la materia prima), los fabricantes (las industrias de procesamiento) y los clientes (las grandes cadenas de supermercados, distribuidoras, y las mismas industrias de procesamiento) generando auditorías e inspecciones para garantizar el cumplimiento. Siendo la plana operativa importante en este rubro, el plan de formación debe ser diseñado teniendo en cuenta las características de este perfil, el programa debe ser lúdico, innovador, motivador, dinámico, experimental, vivencial, simple y claro que garanticen el aprendizaje aplicado a su actividad, contribuyendo a la sostenibilidad y el crecimiento del negocio. / The production of food for mass consumption brings with it both threats and opportunities, since the failure of an operational process impacts millions of consumers, therefore, it is important to ensure the production of safe and quality products. In this process, human resources intervene directly in the entire production chain from raw material to distribution to the consumer. In this industrial area of ​​the company under study, the operational staff represents more than 50% of the collaborators, the same ones who must be constantly trained in specialized topics in their industrial branch, for example: Good Manufacturing Practices (BPM), Safety and quality, HACCAP (Critical Point Analysis), etc., with the aim of generating habits, abilities and skills that contribute to production efficiency. International and Peruvian regulations require high quality standards from all those involved in this production chain, which are suppliers (those who provide the raw material), manufacturers (processing industries) and customers (large chains of supermarkets, distributors, and the same processing industries) generating audits and inspections to ensure compliance. Being the important operational plan in this area, the training plan must be designed taking into account the characteristics of this profile, the program must be playful, innovative, motivating, dynamic, experimental, experiential, simple and clear that guarantee the learning applied to its activity, contributing to the sustainability and growth of the business. / Trabajo de investigación

No description available.