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Made available in DSpace on 2016-04-28T20:56:50Z (GMT). No. of bitstreams: 1 Fernanda Santini Franco.pdf: 1444627 bytes, checksum: ac9ab524fd8f01c34b33364efae5a090 (MD5) Previous issue date: 2015-03-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this study was to understand and show/clarify the dialogical and emancipating practices that sustain/ support the work with parents and educators in the construction and exchanging educational knowledge in a multipliers training course for educational study/work with families, led by Ecofam Group from PUC- SP. We identify nowadays a demand for a knowledge based on experience, different from the functional objective and pragmatic knowledge that prevails in the Western tradition. Relying on references and phenomenological thought of Paulo Freire a hermeneutic analysis was done with multipliers, performed/ carried out on a course of two years/ during a length of two years of studies/ during a period of two years. The result, described the changes in all participants and identified aspects that allowed such changes. Multipliers and parents had initial difficulties to understand the dialogical practices, but along the way/ but overtime they showed the development of a more autonomous attitude with the spontaneous creation of critical and substantiated interventions to education and community issues. The researchers needed to deal with the loss/ to deal with the breakdown of their initial expectations, making a constant review of their practices and proposals and presenting an opening for alterations/ for modifications only possible with a permanent contact with the principles that guided/ that shaped this work. For these changes, it was considered as fundamental aspects, a close relationship between doing and thinking and the possibility of experiencing the concepts presented in a theory , besides that, the confidence that the multipliers could think and act as critical and reflective people. It was always essential to have the visions of the human being/ man , world and education that guide the choices of actions during the course. The dialogue was seen as a tool for the construction and exchange of a knowledge in a perspective different to the reproduction of technical naturalized knowledge / Este trabalho teve como objetivo compreender e explicitar as práticas dialógicas e emancipadoras que sustentam o trabalho com educadores e pais na construção e troca de saberes educativos em um curso de formação de agentes multiplicadores para o trabalho educativo com famílias, conduzido pela equipe do Grupo Ecofam, da PUC-SP. Identifica, no cenário da atualidade, a demanda de um conhecimento que se constitua a partir do vivido, diferenciado do saber de cunho funcional, objetivo e pragmático, que prevalece na tradição ocidental. Apoiando-se em referências fenomenológicas e no pensamento de Paulo Freire, realizou uma análise hermenêutica a partir da descrição e narrativa dos encontros com multiplicadores, realizados durante dois anos de curso. Como resultado, descreveu as transformações ocorridas em todos os participantes e identificou aspectos que possibilitaram tais mudanças. Multiplicadores e pais apresentaram dificuldades iniciais para compreender as práticas dialógicas, mas, ao longo do curso, mostraram o desenvolvimento de uma postura mais autônoma, com a criação espontânea de intervenções críticas e fundamentadas para questões do âmbito educativo e da comunidade. Os pesquisadores precisaram lidar com a quebra de suas expectativas iniciais, fazendo uma constante revisão de suas práticas e propostas e apresentando uma abertura para modificações, só possível com um contato permanente com os princípios que norteavam o trabalho. Para essas mudanças, considerou-se como aspectos fundamentais uma estreita relação entre o fazer e o pensar, a possibilidade de experienciar os conceitos apresentados teoricamente e a confiança de que os multiplicadores pudessem pensar e agir de forma crítica e reflexiva. Foi fundamental ter sempre presentes as visões de homem, mundo e educação que nortearam as escolhas de ações durante o curso. O diálogo mostrou-se como ferramenta para a construção e troca de saberes nessa perspectiva alternativa à reprodução de técnicas e saberes naturalizados

<p><strong>Syfte:</strong> Att undersöka pappors tankar och erfarenheter kring föräldrautbildning och föräldraledighet under barnets första levnadsår. <strong>Metod: </strong>Explorativ kvalitativ intervjustudie. Ett målinriktat bekvämlighetsurval gjordes och semistrukturerade intervjuer genomfördes med nio män som blivit pappor under de senaste två åren. Data analyserades med kvalitativ innehållsanalys. <strong>Resultat: </strong>Föräldrautbildningen bör inriktas mer på det gemensamma föräldraskapet än på graviditet och förlossning. Trots utbildningens mammaperspektiv känner sig papporna inkluderade. En majoritet av papporna ser det som en självklarhet att ta ut en längre föräldraledighet. Positiva tankar om att dela lika på föräldradagarna är att få en nära relation med barnet och få en högre grad av jämställdhet och förståelse för varandras situation. Amning, föräldrarnas arbetsförhållanden och ekonomi är viktiga aspekter för fördelningen av föräldradagarna. Även könsroller och rollförväntningar har betydelse. Papporna är negativa till att tvingas dela helt lika men är positiva till en ökad kvotering. <strong>Slutsats: </strong>Att ta ut en längre föräldraledighet och att föräldraskapet är gemensamt ses som en självklarhet för majoriteten av papporna. Föräldrautbildningen bör riktas till båda föräldrarna och fokus bör ligga på det kommande föräldraskapet. Anknytningen till barnet och jämställdhet mellan föräldrarna ses som positiva aspekter av att dela lika på föräldradagarna.</p> / <p> </p><p><strong>Aim: </strong>To examine fathers’ thoughts and experiences concerning parental education and male parental leave during the child´s first year. <strong>Method: </strong>An exploratory qualitative interview study. A target-oriented convenience selection was made and semi-structured interviews with nine men whom had all become fathers within the last two years were carried out. A qualitative content analysis was made. <strong>Results: </strong>Parental education should be more focused on the joint parenthood than on pregnancy and childbirth. In spite of the mothers’ perspective during the education fathers feel included. For a majority of the fathers a longer parental leave is a matter of course. Shared parental leave can facilitate the connection between the father and the child, and may increase gender equality as well as the understanding for the other parent´s situation. Breast-feeding, the parents’ working conditions and economy are aspects of importance regarding the divisions of the parental leave. Even gender roles and gender role expectations are important aspects. The fathers’ have a negative attitude regarding a statutory shared parental leave but are positive to an increased allocation of quotas. <strong>Conclusion: </strong>Parenthood is seen as a joint responsibility, and a longer period of parental leave is a matter of course for a majority of the fathers. Parental education should be directed to both parents and the education should be focused on the coming parenthood. A facilitation of the connection between father and child and gender equality among the parents are positive aspects of shared parental leave. <strong></strong></p>

Syfte: Att undersöka pappors tankar och erfarenheter kring föräldrautbildning och föräldraledighet under barnets första levnadsår. Metod: Explorativ kvalitativ intervjustudie. Ett målinriktat bekvämlighetsurval gjordes och semistrukturerade intervjuer genomfördes med nio män som blivit pappor under de senaste två åren. Data analyserades med kvalitativ innehållsanalys. Resultat: Föräldrautbildningen bör inriktas mer på det gemensamma föräldraskapet än på graviditet och förlossning. Trots utbildningens mammaperspektiv känner sig papporna inkluderade. En majoritet av papporna ser det som en självklarhet att ta ut en längre föräldraledighet. Positiva tankar om att dela lika på föräldradagarna är att få en nära relation med barnet och få en högre grad av jämställdhet och förståelse för varandras situation. Amning, föräldrarnas arbetsförhållanden och ekonomi är viktiga aspekter för fördelningen av föräldradagarna. Även könsroller och rollförväntningar har betydelse. Papporna är negativa till att tvingas dela helt lika men är positiva till en ökad kvotering. Slutsats: Att ta ut en längre föräldraledighet och att föräldraskapet är gemensamt ses som en självklarhet för majoriteten av papporna. Föräldrautbildningen bör riktas till båda föräldrarna och fokus bör ligga på det kommande föräldraskapet. Anknytningen till barnet och jämställdhet mellan föräldrarna ses som positiva aspekter av att dela lika på föräldradagarna. / Aim: To examine fathers’ thoughts and experiences concerning parental education and male parental leave during the child´s first year. Method: An exploratory qualitative interview study. A target-oriented convenience selection was made and semi-structured interviews with nine men whom had all become fathers within the last two years were carried out. A qualitative content analysis was made. Results: Parental education should be more focused on the joint parenthood than on pregnancy and childbirth. In spite of the mothers’ perspective during the education fathers feel included. For a majority of the fathers a longer parental leave is a matter of course. Shared parental leave can facilitate the connection between the father and the child, and may increase gender equality as well as the understanding for the other parent´s situation. Breast-feeding, the parents’ working conditions and economy are aspects of importance regarding the divisions of the parental leave. Even gender roles and gender role expectations are important aspects. The fathers’ have a negative attitude regarding a statutory shared parental leave but are positive to an increased allocation of quotas. Conclusion: Parenthood is seen as a joint responsibility, and a longer period of parental leave is a matter of course for a majority of the fathers. Parental education should be directed to both parents and the education should be focused on the coming parenthood. A facilitation of the connection between father and child and gender equality among the parents are positive aspects of shared parental leave.

The closing decades of the 20th century have witnessed a large increase in the numbers of young people remaining in education post-16 rather than entering the labour market. Concurrently, overall educational attainment in General Certificate of Secondary Education (GCSE) qualifications in England and Wales has steadily increased since their introduction in 1988. The 1990s represent a key period of change in these trends. Some sociologists argue that processes of detraditionalisation have occurred whereby previous indicators of social inequality, such as social class, are less relevant to the transitions of young people from school to work. Sociologists from other traditions argue that inequalities persist in the stratification of educational attainment by the family backgrounds of young people but that these factors have changed during this period. This thesis is an investigation of the influence of family background factors upon GCSE attainment during the 1990s. This includes extensive statistical analysis of measures of parental occupation, parental education and family structure with gender, ethnicity, school type and housing tenure type within the Youth Cohort Study of England and Wales. These analyses include over 100,000 respondents in 6 cohorts of school leavers with the harmonisation of data from cohort 6 (1992) to the Youth Cohort Time Series for England, Wales and Scotland 1984-2002 (Croxford, Ianelli and Shapira 2007). By adding the 1992 data to existing 1990s cohorts, the statistical models fitted apply to the complete set of 1990s cohorts and are therefore able to provide insight for the whole of this period. Strong differentials by parental occupation persist throughout the 1990s and do not diminish despite the overall context of rising attainment. This relationship remains net of the other factors listed, irrespective of the measure of parental occupation or the GCSE attainment outcome measure used. This builds upon and supports previous work conducted using the Youth Cohort Study and suggests that stratification in educational attainment remains a significant factor. Gender and ethnicity remain further sources of persistent stratification in GCSE attainment. Following a discussion of the weighting system and features of the Youth Cohort Study as a dataset, a thorough investigation of missing data is included, with the results of multiply imputed datasets used to examine the potential for missing data to bias estimates. This includes a critique of these approaches in the context of survey data analysis. The findings from this investigation suggest the importance of survey data collection methods, the limitations of post-survey bias correction methods and provide a thorough investigation of the data. The analysis then develops and expands previous work by investigating variation in GCSE attainment by subjects studied, through Latent Class Analysis of YCS cohort 6 (1992). Of the four groups identified in the model, a clear division is noted between those middle-attaining groups with respect to attainment in Science and Mathematics. GCSE attainment in combinations of subjects studied is stratified particularly with respect to gender and ethnicity. This research offers new insight into the role of family background factors in GCSE attainment by subject combination.

本研究旨在以活動理論為分析架構，探究家長參與研究者自編「家長手作方案」課程的過程中，學習社群的變化以及產生矛盾現象之原因，最後提供解決方式，做為日後親職教育課程之參考。 本研究以台灣北部某私立幼兒園四位家長為研究對象，採行動研究方法。歷經三個月共九次課程之實驗。根據活動理論中的七個組成要素，包含主體（subject）、目標（object）、社群（community）、工具（tools）、規則（rules）、分工（division of labor）以及結果展現（outcome），分析「幼兒親職教育方案」在活動系統中展現與實施之歷程，以及過程中所遇到之矛盾現象。 本研究資料蒐集透過課程觀察記錄、實際課程運作情況、LINE網路社群對話紀錄以及訪談資料，並採用MAXQDA軟體進行分析，透過持續進行資料與概念的比較，找出核心概念，最後總結出研究的結果。經過資料蒐集、分析與詮釋，研究發現如下: 一、「家長手作方案」活動系統各要素環環相扣、相互交織，能系統性解 決活動進行中的矛盾現象，讓課程得以順利進行、有效落實親職教 育。 二、「家長手作方案」對家長學習之影響，包含家長手作特性、親子互動 模式以及家長在學習過程中自我的轉變等變化，透過本方案有效改變 家長落實親職教育之態度。 三、親職教育的新角度-以學習社群介入親職教育，不僅增加成員間的凝 聚力與認同感，更有效提升成員的學習成效。 四、透過網路學習社群的輔助，與教學虛實合一，能促進家長的交流與課 外聯繫，提升家長的學習效能。 透過活動理論發現，以學習社群方式進行親職教育，有助於提升家長親職效能、情緒抒發與經驗分享；運用網路學習社群的輔助，建立成員間更深厚的凝聚力與認同感，彼此鼓勵與支持，在教育孩子路上攜手結伴同行。 / Using activity theory as a structure, the purpose of this study was to investigate the change and the reasons of conflicts occur during the parents engaged in the “hands-on project” curriculums developed by researcher. The solutions were provided as references for future parental education curriculum development. Participants are four parents of a private kindergarten in northern Taiwan. This research is an action research. Within three months, there are total nine times of courses. According to activity theory, there are seven elements including subject, object, community, tools, rules, division of labor and outcome. Using these elements, this study analyze the presentation, process and problems showed during “early childhood parental education program”. The data included observation of the classroom when the courses were given, the conversation record on an instant messenger called “Line”, and the record of interview. With MAXQDA as an analysis tool, the data were compared over and over until the main concepts were clear enough. The results showed that: 1.The elements in “early childhood parental education program” were linked with others so that it could solve the contradiction during the activities systematically. 2.The influences of “early childhood parental education program” included the change of parents’ handwork habits, the model parents interact with their child and the self-development during the learning process. Through this project, the attitudes of parents toward childhood parental education have been changed. 3.This new way –learning community in parental education— not only gains the members’ sense of identification to the group but helps them learn more efficiently. 4.With the web-based learning community after school can promote the interaction between parents, also facilitate the learning efficiency of parents. Overall, through activity theory and using learning community in parental education could raise parents’ parental efficiency, release their emotion and share experiences with each other in the group. With web-based learning community can gather the group members and construct their sense of recognition to the group. Thus, the group members can help with each other and conquer difficulty in the process of education.

This thesis investigates long-term cognitive outcome in two cohorts of adolescents and young adults exposed to stressors during the perinatal period: one group born preterm (&lt;37 weeks of gestation and birth weight &lt;1,500 g); one group exposed to two or more courses of antenatal corticosteroids (ACS), to stimulate lung maturation in the face of threatening preterm birth. In fetal life the brain undergoes dramatic growth, and a disruption to the early establishment of functional neural networks may interrupt development in ways that are difficult to predict. Executive function refers to a set of cognitive processes that are important for purposeful regulation of thought, emotion, and behavior, and even a subtle depreciation may influence overall functioning. Study I investigated the stability of executive function development after preterm birth. Executive functions were differentiated into working memory and cognitive flexibility. Both components were highly stable from preschool age to late adolescence. In Study II, we identified subgroups within the group of children born preterm with respect to cognitive profiles at 5½ and 18 years, and identified longitudinal streams. Outcome after preterm birth was diverse, and insufficiently predicted by perinatal and family factors. Individuals performing at low levels at 5½ years were unlikely to improve over time, while a group of individuals performing at or above norm at 5½ years had improved their performance relative to term-born peers by age 18. Studies I and II pointed to the need for developmental monitoring of those at risk, prior to formal schooling. Study III investigated long-term cognitive outcome after repeat ACS treatment. The study did not provide support for the concern that repeat ACS exposure will have an adverse impact on cognitive function later in life. In sum, exposure to perinatal stressors resulted in great variation in outcome. However, for many, their rough beginnings had not left a lasting mark. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 1: Submitted.</p>

Introduktion: Barnfetma och övervikt är växande folkhälsoproblem där var femte barn iSverige lider av det. Barn som tillhör svaga socioekonomiska grupper drabbas i störreutsträckning än andra barn. Detta förklaras av föräldrarnas låga utbildningsnivå, lågayrkesstatus och låga inkomstnivåer. Enligt WHO led 340 miljoner barn i åldrarna 5–19 år avövervikt eller fetma globalt år 2016. Obehandlad övervikt och fetma hos barn kan leda tillkroniska följdsjukdomar i vuxenlivet. Syfte: Syftet med denna studie var att undersöka vilkafaktorer inom områdena inkomst, utbildningsnivå och yrke som har störst bidragande orsak tillövervikt och fetma hos barn i familjer med låg socioekonomisk status. Metod: En kvalitativsystematisk litteraturöversikt. Analys av fynd gjordes med tematisk analys. Totalt inkluderades20 artiklar och tre databaser användes till studien; PubMed, CINAHL och Academic SearchPremier. Resultat: Föräldrars utbildningsnivå skapar de hälsoförutsättningar som barnet får.Låg utbildningsnivå var förknippat med sämre förutsättningar, sämre arbetsmöjligheter och eninkomst som inte täcker mer utöver de basala behoven. Låg utbildningsnivå resulterar även ibristande kunskaper om hälsosamma matvanor hos föräldrar. Detta påverkar hur de och derasbarn konsumerar mat som är mer energirik och näringsfattig. Flera studier visar att främstmoderns övervikt, lågutbildning och låga yrkesstatus är en riskfaktor för barnfetma. Slutsats:Högre utbildning är en skyddsfaktor som innebär bättre arbetsmöjligheter samt bättrekunskapsunderlag om hälsan och positiva hälsobeteenden. Insatser för att angripa den ojämlikahälsan i samhället bör prioriteras. Satsningar på att öka utbildningsnivån hos utsatta grupper,förbättra arbetsmöjligheter framförallt för mödrar. / Introduction: Childhood overweight and obesity are growing public health problems whereevery fifth child in Sweden suffers from it. Children belonging to weak socio-economic groupsare affected to a greater extent than other children. This is explained by the parents' low levelof education, low occupational status and low-income levels. According to the WHO, 340million children aged 5–19 years suffered from overweight or obesity globally in 2016.Untreated overweight and obesity in children can lead to chronic diseases in adulthood. Aim:The aim of this study was to investigate which factors in the areas of income, level of educationand occupation have the greatest contributing factor to overweight and obesity in children infamilies with low socio-economic status. Method: A qualitative systematic literature review.Analysis of findings was done with thematic analysis. A total of 20 articles were included andthree databases were used for the study: PubMed, CINAHL and Academic Search Premier. Result: Parents' level of education creates the health state that the child develops. Low level ofeducation was associated with poorer conditions, poorer job opportunities and an income thatdoes not cover more than the basic needs. Low levels of education also result in a lack ofknowledge about healthy eating habits in parents which affect how they consume foods that aremore energy-rich and nutrient-poor. Several studies show that mainly the mother's overweight,low education and low occupational status are a risk factor for childhood obesity. Conclusion:Higher education acts as a protective factor and means better job opportunities as well as abetter knowledgebase about health and positive health behaviors. Health interventions to tackleunequal health in society should be a priority. Efforts to increase the level of education ofvulnerable groups, improve job opportunities, especially for mothers are needed.

This research examined the reasons for the differences in the academic performance of school learners, and makes reference to economic, social and cultural capital theory in explaining educational imbalances in society. Many researchers have conducted studies on the factors contributing to the academic performance of learners at various levels of schooling have been undertaken. These researchers have come to the conclusion that the academic performance of learners is affected by numerous factors, namely, gender, age, learners' schooling, family’s socio-economic status, residential area of learners, the medium of instruction in schools, tuition trends, hours spent on studying on a daily basis and accommodation in hostels (Petersen, 2010:15). There is a popular saying in south-western Nigeria, that “if the parents’ financial status is good, the reflection of it will show in the child”. This study is focused on the academic performance of learners at the secondary school level and investigates the influence of economic, social and cultural capital on their academic performance. This study aims to determine which factors contribute to the poor academic performance of rural secondary school learners in south-western Nigeria and then, based on the findings of the research undertaken to make recommendations regarding what could be done to improve the academic performance of these learners. The mixed-methods approach of combining both qualitative and quantitative approaches to accomplish the aims of the research were used. The population consisted of four secondary schools, four school principals, 16 teachers, 40 parents and 120 learners. According to the results of this research, we can see that the social, cultural and economic capital of parents is a powerful determinant with regard to motivating their children’s education. / Educational Studies / D. Ed. (Socio-Education)

This thesis deals with the issue of barriers to participation in adult education. Survey, which investigates the strategies used for overcoming the barriers to participation in adult education by parents on parental leave, has been prepared on the basis of the contemporary theoretical knowledge on barriers to participation in adult education and inequalities in participation in adult education. Parents on parental leave are one of the groups with uneven access to adult education and they are deterred from participation in education because of situational barriers. Research participants (n = 6, M = 34.5) participated in semi-structured interview, which consists of seven topics related to the respondent's personal history, his academic and professional career and the circumstances of his life. Based on the data, the conditions and mechanisms that help to overcome group-specific barriers to participation in adult education were identified. On the basis of the common elements of respondents' answers the economically oriented strategy for overcoming barriers and the alternative strategy for overcoming barriers were defined. Key words: adult education, continuing education, lifelong learning, lifelong education, barriers to participation in adult education, deterrents to participation in adult education,...