Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-14T12:53:38Z No. of bitstreams: 1 Lilian Meibach Brandoles de Matos.pdf: 996674 bytes, checksum: eba58161dd0ba0a0613078ecbfdbdb12 (MD5) / Made available in DSpace on 2018-05-14T12:53:38Z (GMT). No. of bitstreams: 1 Lilian Meibach Brandoles de Matos.pdf: 996674 bytes, checksum: eba58161dd0ba0a0613078ecbfdbdb12 (MD5) Previous issue date: 2018-03-12 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The domain of language is one of the fundamental elements for social life and fundamental in thought processes. The oral language can be receptive and expressive: the receptive refers to the individual's ability to understand what he hears, that is, to understand oral language; the expressive represents the individual's ability to speak and communicate orally. The present study has the main objective to identify the extension of the receptive vocabulary of a group of Brazilian children of elementary school and its relation with the reading comprehension. For this it was necessary: to verify the extension of the receptive vocabulary of students from 1st to 5th year; check reading comprehension; to investigate the relationship between the extension of the receptive vocabulary and the reading comprehension; to verify how the variable age behaves in the receptive vocabulary analyzes, the reading comprehension and the relation between them. The sample came from a private school that serves children from families of high socioeconomic status in the city of São Paulo. 95 students participated from the 1st to 5th year of elementary school. Two instruments were used: Peabody Image Receptive Vocabulary Peabody Test and Reading and Sentence Comprehension Test (TELCS). The results obtained in this study were expressed as mean and standard deviation for each age group, school year, receptive vocabulary and reading comprehension test. An analysis of variance (ANOVA) was conducted and Tukey's post hoc test was also used. The evaluation of the receptive vocabulary with the Peabody test allowed us to conclude that there is a significant difference in Peabody performance according to age and school year. The results indicated that the children had a growing extension of the receptive vocabulary and level of reading comprehension, according to the increase of age and schooling. It was possible to observe a significant correlation between the extension of the receptive vocabulary and the level of reading comprehension of the 3rd, 4th, and 5th grade students / O domínio da linguagem é um dos elementos fundamentais para a vida social e fundamental nos processos de pensamento. A linguagem oral pode ser receptiva e expressiva: a receptiva refere-se à capacidade do indivíduo de compreender o que ouve, isto é, compreender a linguagem oral; a expressiva representa a habilidade do indivíduo para falar e se comunicar oralmente. O presente estudo tem por objetivo central identificar a extensão do vocabulário receptivo de um grupo de crianças brasileiras do Ensino Fundamental I e sua relação com a compreensão da leitura. Para isso foi necessário: verificar a extensão do vocabulário receptivo de alunos de 1º a 5º ano; verificar a compreensão da leitura; investigar a relação entre a extensão do vocabulário receptivo e a compreensão da leitura; verificar como se comporta a variável idade nas análises do vocabulário receptivo, na compreensão da leitura e na relação entre elas. A amostra foi proveniente de uma escola particular que atende crianças de famílias de nível socioeconômico alto da cidade de São Paulo. Participaram 95 alunos do 1º ao 5º ano do ensino fundamental. Foram utilizados dois instrumentos: Teste de Vocabulário Receptivo por Imagens Peabody e Teste de Leitura e Compreensão de Sentenças (TELCS). Os resultados obtidos neste estudo foram expressos sob a forma de média e desvio-padrão para cada faixa etária, ano escolar, vocabulário receptivo e teste de compreensão de leitura. Foi conduzida uma análise de variância (ANOVA) e utilizado também o teste post hoc de Tukey. A avaliação do vocabulário receptivo com o teste Peabody permitiu concluir que existe diferença significativa no desempenho no Peabody em função da idade e ano escolar. Os resultados indicaram que as crianças tiveram uma crescente extensão do vocabulário receptivo e do nível de compreensão de leitura, conforme o aumento da idade e escolaridade. Foi possível observar uma correlação significativa entre a extensão do vocabulário receptivo e o nível de compreensão de leitura dos alunos do 3º, 4º, e 5º ano

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-21T12:47:52Z No. of bitstreams: 1 Cinthia Dileine Ruzzante Tibério.pdf: 1183874 bytes, checksum: 3c1e7d0d18e8fb96e6cdffdfe7e8ed22 (MD5) / Made available in DSpace on 2017-03-21T12:47:52Z (GMT). No. of bitstreams: 1 Cinthia Dileine Ruzzante Tibério.pdf: 1183874 bytes, checksum: 3c1e7d0d18e8fb96e6cdffdfe7e8ed22 (MD5) Previous issue date: 2017-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The use of the language became deeply consolidated in the human culture, in addition to its use to communicate and share information. The language also has several social and cultural uses, such as identity expression, social stratification, maintenance of the community and entertainment. In this context, there were several studies which aimed to better understand the aspect considered important to assure the success of this ability, the process of the acquisition and development of the language. Our interest in adapting the Peabody Test of Vocabulary through Images to the Brazilian Portuguese raised due to the lack of tools to evaluate the vocabulary in early ages. This test evaluates the receptive vocabulary from two and a half years old up to over 90 years old. The lack of research focused on the extension of the receptive vocabulary of children in Brazilian literature contributed for this research, once in the literature in other countries there are studies referring to this extension. Once this issue is very relevant for the Brazilian education to monitor the amount of receptive vocabulary, this paper aims to determine the extension of the receptive vocabulary in a group of Brazilian children between two and six years old. The Peabody was applied in a private kindergarten school in São Paulo. The sample includes 100 children between two and a half years old and six years old. The results of this study were added and the average and the standard deviation were estimated according to the age and sex separately. An analysis of variance (ANOVA) was conducted in order to determine the influence of the age and sex upon the performance of the Peabody test and Tukey post hoc test to check the evolution of the receptive vocabulary in all ages. The evaluation of the receptive vocabulary with the Peabody test concludes that there is a significant difference in the performance of the Peabody depending on the age. The results indicate that the children had a greater extension of the receptive vocabulary according to their age – the older they were the better results they had. The extension of the vocabulary increased up to five years old, however, there was not a significant difference in the group of children between five and six years old, once the average was very similar. It was also observed that the data revealed there was not a significant difference considering the sex of the children / O uso da linguagem tornou-se profundamente consolidado na cultura humana, além de ser empregada para comunicar e compartilhar informações. A linguagem também possui vários usos sociais e culturais, como a expressão da identidade, a estratificação social, a manutenção da unidade em uma comunidade e o entretenimento. Neste contexto, vários estudos foram realizados no sentido de melhor compreender o aspecto que assumem ser importante para garantir o sucesso desta habilidade, o processo de aquisição e desenvolvimento da linguagem. Devido à escassez de instrumentos de avaliação do vocabulário em idades precoces, surgiu nosso interesse de adaptar para o Português Brasileiro o Teste de Vocabulário por Imagens Peabody. O teste avalia o vocabulário receptivo a partir dos dois anos e seis meses de idade até os 90 anos ou mais. A ausência de pesquisas referentes à extensão do vocabulário receptivo de crianças na literatura brasileira contribuiu para a realização desta pesquisa, uma vez que na literatura de outros países já existem estudos referentes a esta extensão. Sendo essa uma questão de grande relevância para a educação brasileira monitorar a quantidade de vocabulário receptivo, o presente estudo teve como objetivo determinar a extensão do vocabulário receptivo de um grupo de crianças brasileiras de 2 a 6 anos. A aplicação do Peabody foi realizada em uma escola de educação infantil, da rede escolar particular da cidade de São Paulo. A amostra foi constituída por 100 crianças, com idade compreendida entre 2 anos e 6 meses a 6 anos. Os resultados obtidos neste estudo foram somados, estimado a média e o desvio-padrão para cada faixa etária e sexo separadamente. Foi conduzido uma análise de variância (ANOVA) com fins de determinar a influência de idade e sexo sobre o desempenho no teste Peabody e o teste post hoc de Tukey para testar se a evolução do vocabulário receptivo foi em todas as faixas etárias. A avaliação do vocabulário receptivo com o teste Peabody permitiu concluir que existe diferença significante no desempenho no Peabody em função da idade. Os resultados indicaram que as crianças tiveram uma extensão maior de vocabulário receptivo conforme o aumento da idade. A extensão do vocabulário foi crescente até os 5 anos, mas não houve diferença significante no desempenho entre as crianças de 5 e 6 anos, pois apresentaram médias muito semelhantes. Observamos também que dados revelaram que não houve efeito significativo quanto ao sexo das crianças

Speech and language pathologists (SLP) use vocabulary tests as one of several means of investigating and evaluating suspected speech and language disorders. A test widely used when assessing receptive vocabulary is Peabody Picture Vocabulary Test (PPVT) IV. Several different Swedish translations of PPVT-IV exists today, most of which have not yet been studied. Since earlier studies have confirmed that Swedish translations of PPVT lack a steadily increasing level of difficulty, Swedish SLPs are uncertain as to how applicable the test is on a Swedish population. In this study, a Swedish translation of PPVT-IV was revised with the purpose of constructing a steadily increasing level of difficulty. The study comprised 172 monolingual children from grade 1, 3, 5, 7 and 9, tested by the authors of this thesis. The participants were recruited from ten schools in Uppsala. For 21 of the 228 PPVT-IV items, two different translations were tested to enable adjustment of the level of difficulty afterwards. Based on the results of the participants, a revised translation was developed with a more steadily increasing level of difficulty. Further adaptations are still needed before standardised norms can be developed for a Swedish population. The results for every grade displayed an average score above the American age standards. Participants from grade 1 performed one year above, participants from grade 3, 5 and 7 all performed two years above, and participants from grade 9 performed six to eight years above the American age standards for the corresponding age. / Logopeder använder ordförrådstest som ett av flera instrument för att utreda och bedöma misstänkta språkliga svårigheter. Ett test som ofta används vid bedömning av det receptiva ordförrådet är Peabody Picture Vocabulary Test (PPVT) IV. På svenska finns idag flera olika översättningar av PPVT-IV vars användbarhet ej undersökts. Tidigare studier har visat att svenska översättningar av PPVT har brister i form av en ojämnt stigande svårighetsgrad och logopeder är därför osäkra på hur användbart testet är. I föreliggande studie reviderades en svensk översättning av PPVT-IV med syfte att konstruera en jämnt stigande svårighetsgrad. Studien omfattade 172 enspråkiga elever från årskurs 1, 3, 5, 7 och 9 testade av författarna till föreliggande uppsats. Deltagarna rekryterades från tio skolor i Uppsala. För 21 av de 228 uppgifterna i PPVT-IV testades två ord per uppgift för att möjliggöra justering av testets svårighetsgrad i efterhand. Utifrån deltagarnas resultat utarbetades en översättning som ger testet en mer jämnt stigande svårighetsgrad. Ytterligare revideringar behöver dock göras för att jämna ut svårighetsgraden ännu mer innan det är aktuellt att ta fram normer för en svensktalande population. I jämförelse med den amerikanska standardiseringen presterade de svenska deltagarna från samtliga årskurser i genomsnitt betydligt högre än motsvarande åldrar i den amerikanska populationen. Deltagarna från årskurs 1 presterade ca ett år högre, deltagarna från årskurs 3, 5 och 7 presterade ca två år högre och deltagarna från årskurs 9 presterade ca sex till åtta år högre än motsvarande åldrar inom den amerikanska standardiseringen.

[pt] A presente tese tem como tema a formação de professores, a partir da compreensão, problematização e análise da qualificação de profissionais para atuação na Educação Especial brasileira, ocorrida nos Estados Unidos da América (EUA), no final da década de 1970. O objeto do estudo é o curso em nível de mestrado realizado no George Peabody College for Teachers. Os sujeitos da investigação são egressos do referido curso. A entrevista semiestruturada, a análise documental e o levantamento bibliográfico integraram os procedimentos metodológicos. A pesquisa apresenta caráter historiográfico: os eventos da história da Educação Especial brasileira foram examinados na contextualização com a educação geral do país e com aspectos da Educação Especial internacional. Os dados analisados permitem identificar o George Peabody College for Teachers como instituição reconhecida para formação para Educação Especial. O mestrado foi realizado no período de um ano, com disciplinas teóricas e práticas, custeado integralmente pelo governo brasileiro. Os egressos eram professores de instituições públicas de ensino, representantes de secretarias de educação e estudantes de graduação em Pedagogia que, ao retornarem ao Brasil, passaram a atuar como docentes e pesquisadores no nível superior, em cursos de habilitação, graduação e pós-graduação e participaram na constituição e consolidação da Educação Especial brasileira. A formação para Educação Especial nos anos 1970 seguiu as normatizações para o curso de pedagogia, estando inserida nas reformas educacionais do período. Como desdobramento dos resultados obtidos, defendemos ter sido a formação realizada no George Peabody College for Teachers constituinte das trajetórias profissionais dos egressos e da consolidação da Educação Especial brasileira. Também sinalizamos para a necessidade de estudos que investiguem as formações realizadas a partir do final dos anos 1970, para a capacitação de profissionais para atuação na Educação Especial, de forma a evidenciar as continuidades e rupturas nas políticas adotadas no contexto brasileiro para este campo. / [en] The present thesis addresses the theme of human resources training forBrazilian Special Education, focusing on the understanding, problematization, andanalysis of the qualification of Brazilian professionals to work in the field of SpecialEducation, which took place in the United States of America (USA) in the late1970s. The research focuses on the master s level course conducted at the GeorgePeabody College for Teacher. The subjects of the investigation are the graduates ofthe mentioned course. Semi-structured interviews, documentary analysis, and theliterature review were integrated into the methodological procedures. The researchhas a historiographical character: events in the history of Brazilian SpecialEducation were analyzed in the context of the general education system in thecountry and with aspects of international Special Education. The analyzed dataallow identifying the George Peabody College for Teachers as a recognizedinstitution for training in the field of Special Education. The master s degree wascarried out over a period of one year, with theoretical and practical disciplines, fullyfunded by the Brazilian government. The graduates were teachers from publiceducational institutions, representatives from education departments, andundergraduate students in Pedagogy. Upon returning to Brazil, they began workingas professors and researchers at the higher education level, in qualification courses,undergraduate and postgraduate programs and participated in the constitution andconsolidation of Brazilian Special Education. The training for Special Education inthe 1970s followed the norms for the pedagogy course, being inserted in theeducational reforms of the period. As a result of the obtained outcomes, we arguethat the training conducted at the George Peabody College for Teachers played aconstitutive role in the professional trajectories of the graduates and in theconsolidation of Brazilian Special Education. We also point to the need for studiesthat investigate training programs carried out from the late 1970s onward to prepareprofessionals for Special Education, in order to highlight continuities and rupturesin the policies adopted by Brazilian authorities in this field.

G. Gunby Jordan, a southern industrialist, banker, and philanthropist, became one of the forefathers of modern vocational educational practices in the United States. Exercising his influence in various economic endeavors as well as most educational experiments in Columbus, GA, he developed a “practical” educational system that began to resemble the stratified and paternalistic textile mill towns that dominated Columbus, GA in the early twentieth century. The purpose of this research is to document the influence that Jordan’s policies, ideals, and friends had on the development of vocational education in Columbus, GA. Racial and class conflicts impacted the success of educational reforms began by Jordan; these themes are continually explored throughout this research in order to discern how they influenced the policies and legacy of G. Gunby Jordan. This manuscript is organized by a combination of thematic and chronological structures. When chronological order would benefit the understanding of the subject of the research it will be employed; but in order to engage the reader in a myriad of topics and ideas throughout this dissertation, the thematic approach presents itself as the more desirable alternative than simple chronology. Despite Jordan’s contributions to the history of vocational education, no biography of Jordan has ever been written, thus Jordan’s influence within the city gave birth to a specific kind of education that has yet to be explored. Utilizing historical research methods, I have incorporated primary sources from numerous archives, historic newspapers, the private collection of the Jordan family, and numerous secondary resources to analyze Jordan’s educational influence in Columbus, GA. This research revealed that the power of Jordan’s monumental contributions to educational policies was due to his political and financial status; this combination produced an industrial tycoon, an educational idealist, and a man who was an agent for change. Jordan did not act alone in his reforms for Columbus. Through his collaboration with industrial and philanthropist colleagues, he was able to make significant improvements to libraries, adult education, kindergartens, vocational education, and African American education in Columbus while continuing policies that would discriminate and subjugate those who were deemed unworthy of moral, social, and economic promotion.

The present study was designed to investigate the discrepancy in test performance between the upper-middle-class and lower-class kindergarten-age child as a function of differential familiarity with test content.

This thesis is a paleopathological survey of ancient Peruvian crania housed at the Peabody Museum of Archaeology and Ethnology at Harvard University, Cambridge, Massachusetts. Chapter one discusses the significance of this research, work prior to this thesis’s formulation, and defines paleopathological and bioarchaeological terms relevant to this thesis. Chapter two presents this thesis’s materials and methods. Of the 196 Peruvian crania in this study sample, 11 case studies are presented. Chapter three reports a case of probable scurvy and likely anemia comorbidity. This case study is accompanied by a critical analysis and review of the literature surrounding scurvy, a detailed macroscopic examination, and a rigorous differential diagnosis process. Chapter four offers cases representing pseudopathology, hematopoietic disease, infectious disease, joint disease, neoplastic disease, trauma, and trauma-induced disease. Chapter five presents a summary of this thesis. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to compare PPVT scores of Black children and language delayed White children in order to determine whether the patterning of errors can be differentiated between the two groups. The study involved twenty Black children and twenty language delayed White children between the ages of six years, six months, and seven years, six months. The subjects were from families of lower socioeconomic status. The White subjects were given the Utah Test of Language Development to establish degree of language delay. The study was designed to determine whether either the language delayed White subjects or the Black subjects would miss any items on the PPVT significantly more often than the other group. The study sought to determine whether either group consistently made the same incorrect choice on items which they miss more frequently than the other group. Finally, the study was conducted to find whether the mean ceiling item reached by the two groups would be significantly different. The results of the study indicate the patterning of errors cannot be differentiated between the two groups. No significant difference was present between the mean ceiling item reached by the groups, and only two test items were missed significantly more often by the language delayed White subjects than by the Black subjects. It is postulated that factors which might influence PPVT results in the Black population, as well as the White population, are: 1) the mean level of education of the community; 2) the residential stability of the population; and 3) the regional area from which new residents migrate.

The purpose of this study was to determine if a difference exists between mean standard scores of the Peabody Picture Vocabulary Test - Revised (PPVT-R) (Dunn and Dunn, 1981) and the Expressive One- Word Picture Vocabulary Test (EOWPVT) (Gardner, 1979) for children in several diagnostic categories. The subjects used in this study were 45 preschool children ranging in age from 36 to 47 months. These subjects were divided into groups of normal, expressively language-delayed (ELD) and normal children with a history of expressive language delay (HELD).

This study had three purposes: (1) to identify differential item functioning (DIF) on the PPVT-III (Forms A & B) using a partial correlation method, (2) to find a consistent pattern in items identified as underestimating ability in each ethnic minority group, and (3) to compare findings from an expert judgment method and a partial correlation method. Hispanic, African American, and white subjects for the study were provided by American Guidance Service (AGS) from the standardization sample of the PPVT-III; English language learners (ELL) of Mexican descent were recruited from school districts in Central and South Texas. Content raters were all self-selected volunteers, each had advanced degrees, a career in education, and no special expertise of ELL or ethnic minorities. Two groups of teachers participated as judges for this study. The "expert" group was selected because of their special knowledge of ELL students of Mexican descent. The control group was all regular education teachers with limited exposure to ELL. Using the partial correlation method, DIF was detected within each group comparison. In all cases except with the ELL on form A of the PPVT-III, there were no significant differences in numbers of items found to have significant positive correlations versus significant negative correlations. On form A, the ELL group comparison indicated more items with negative correlation than positive correlation [χ2 (1) = 5.538; p=.019]. Among the items flagged as underestimating ability of the ELL group, no consistent trend could be detected. Also, it was found that none of the expert judges could adequately predict those items that would underestimate ability for the ELL group, despite expertise. Discussion includes possible consequences of item placement and recommendations regarding further research and use of the PPVT-III.