94 items was developed that encapsulate what children notice in their classrooms as affecting the emotional environment and the language they use to describe it. Study 3 had 63 adults use a modified decision task to sort the 94 items into groups of their selection of similarity and dissimilarity. The analysis of these data revealed 11 clusters of items and 3 underlying dimensions - Teacher Affect, Teacher Expectations and Style, and Classroom Dynamics. Each dimension has two opposing ends, and each of the 94 items can be viewed on a three dimensional map showing their relationship to each of the other 93 items along these 3 underlying dimensions. The visual graphic makes these dimensions easy to interpret for those who are likely to be organising classroom environments. This research shows that when given a chance to talk about their experiences in classrooms, students can explain what they value in a classroom, what they will remember about school, and what influences them and their learning.

RIBEIRO JÚNIOR, Raimundo Gomes. As escolas elementares rurais no Ceará: paisagens e protagonismo na fazenda Almas – Cariré (1940-1950). 2013. 86f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-28T17:20:25Z No. of bitstreams: 1 2013-DIS-RGRJUNIOR.pdf: 395097 bytes, checksum: 9ad32ae44a2f3da0fdeddcb8997a657b (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-28T17:23:00Z (GMT) No. of bitstreams: 1 2013-DIS-RGRJUNIOR.pdf: 395097 bytes, checksum: 9ad32ae44a2f3da0fdeddcb8997a657b (MD5) / Made available in DSpace on 2014-02-28T17:23:00Z (GMT). No. of bitstreams: 1 2013-DIS-RGRJUNIOR.pdf: 395097 bytes, checksum: 9ad32ae44a2f3da0fdeddcb8997a657b (MD5) Previous issue date: 2013 / This research in a proposal for a study of the history and memory of brazilian education is based on finding the primary genesis of elementary rural schools in Ceará and propose an anderstanding of them. It has as starting point the elementary school of the old farm Almas in the municipality of Cariré north of state. Our goal is to understand the functioning of that school and its interface with culture rooted in semiarid landscapes typically from northeast. Traversing these paths we find the answers to same questions of our research, especially that one which seeks to justify the reasons that made those schools the protagonists of rural primary educacion during the twentieth century in our state. Our aim is to study from the educational developments in Brazil, despite the lack of resources, the importance of those schools houses, recognizing that many of them have emerged as an alternative to the education of populations in which the absence of conditions made impossible the displacement to other locations. In this way we contribute from our questions with the understanding of other teaching units and reflections of misguided policies that have been promoted in rural primary school. Then a typically urban education program without however meet the real needs of those populations beyond the suffering caused by the lack of assistence even lived with a social setting aggravated by long periods of drought. / Esta pesquisa numa proposta de estudo da história e memória da educação brasileira tem como fundamento primordial encontrar a gênese das escolas elementares rurais no Ceará e propor uma compreensão das mesmas tendo como ponto de partida a escola elementar da antiga fazenda Almas no município de Cariré, zona norte do estado. Nosso objetivo é a compreensão do funcionamento daquela escola e sua interface com a cultura enraizada nas paisagens semiáridas tipicamente nordestinas. Percorrendo esses caminhos encontramos as respostas para algumas indagações de nossa pesquisa especialmente aquela que procura justificar as razões que fizeram daquelas escolas as protagonistas da educação primária rural durante parte do século XX em nosso estado. Nosso intuito é estudar a partir da evolução educacional no Brasil a despeito de muitas ausências de recursos a importância daquelas casas escolas reconhecendo que muitas surgiram como alternativa para a instrução das populações em que a falta de condições impossibilitava o deslocamento para outras localidades. Desta forma contribuímos a partir dos nossos questionamentos com o entendimento de outras unidades de ensino e os reflexos das políticas equivocadas que foram promovidas na escola primária rural. Ou seja um programa de educação tipicamente urbano sem no entanto atender as verdadeiras necessidades daquelas populações que além do sofrimento provocado pela falta de assistência conviviam ainda com um quadro social agravado pelos longos períodos de estiagens.

The thesis is dealing with university students' point of view on primary education. It reveals teachers' influence on the responders' attitudes to primary schools, on their study and professional orientation, and on the reasons of popularity of nature historical education at primary schools and biological education at secondary schools. A questionnaire for university students, who studied biological, humanistic, pedagogical and non pedagogical subjects at that time, was an important part of the thesis. A comparison between the different groups of students was drawn within the questionnaire survey. It determined the relation between the responders' contemporary branch of study, gender and their attitude to the biological education.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-22T19:42:25Z No. of bitstreams: 1 raquelcarvalhogravina.pdf: 8087094 bytes, checksum: 2b1ba7bfe9854c6f5f89aa78d359f8d2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T14:14:13Z (GMT) No. of bitstreams: 1 raquelcarvalhogravina.pdf: 8087094 bytes, checksum: 2b1ba7bfe9854c6f5f89aa78d359f8d2 (MD5) / Made available in DSpace on 2016-02-26T14:14:13Z (GMT). No. of bitstreams: 1 raquelcarvalhogravina.pdf: 8087094 bytes, checksum: 2b1ba7bfe9854c6f5f89aa78d359f8d2 (MD5) Previous issue date: 2014-12-05 / A presente pesquisa tem por objetivo investigar a produção de significados de estudantes para tarefas de Educação Financeira, perante as situações problemas voltadas à temática Orçamento Familiar. O projeto é parte de uma proposta de inserção da Educação Financeira como tema transversal ao currículo de Matemática da Educação Básica. A investigação se caracteriza por uma abordagem qualitativa e adota como base teórica o Modelo dos Campos Semânticos como possibilidade de análise da produção de significados dos estudantes para as tarefas propostas. A pesquisa de campo aconteceu em uma escola pública. Parte da investigação teve como objetivo a produção de tarefas sobre o tema Orçamento Familiar para uso em sala de aula do Ensino Fundamental. O produto educacional resultante do estudo constituiu-se num texto direcionado a professores de matemática apresentando o conjunto de tarefas utilizadas na pesquisa de campo, numa proposta de inserção da Educação Financeira na formação matemática dos estudantes do Ensino Fundamental. / The present work is aimed at investigating the meaning produced by students in Financial Education tasks involving problem-solving situations in the area of Household Budget. The project is part of a proposal to include Financial Education as one of the cross-curricular Maths topics in primary education. The investigation has a qualitative approach and is theoretically based on the Semantic Fields Model as a possible analysis of meaning production by the students for the proposed tasks. Fieldwork took place in a public school. Part of the investigation was aimed at producing tasks on the topic of Household Budget for use in primary school classrooms. The educational product resulting from the study was a text geared at Maths teachers, presenting a set of tasks used in the fieldwork as a proposal for including Financial Education in Maths teaching for primary school students.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-10T13:45:00Z No. of bitstreams: 1 thiagonevesmendonca.pdf: 4703553 bytes, checksum: a2016aef7683ee3899be8eb5a4cc6e17 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-13T19:03:40Z (GMT) No. of bitstreams: 1 thiagonevesmendonca.pdf: 4703553 bytes, checksum: a2016aef7683ee3899be8eb5a4cc6e17 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-13T19:16:41Z (GMT) No. of bitstreams: 1 thiagonevesmendonca.pdf: 4703553 bytes, checksum: a2016aef7683ee3899be8eb5a4cc6e17 (MD5) / Made available in DSpace on 2017-03-13T19:16:41Z (GMT). No. of bitstreams: 1 thiagonevesmendonca.pdf: 4703553 bytes, checksum: a2016aef7683ee3899be8eb5a4cc6e17 (MD5) Previous issue date: 2016-11-10 / O presente trabalho tem por objetivo a investigação histórica da presença da Geometria no Ensino Primário em Minas Gerais, entre a década de 1960 e 1970, quando as ideias do Movimento da Matemática Moderna (MMM) eram discutidas no país. Tomou-se como objeto de pesquisa materiais que pertenceram a uma professora, que atuou na rede de ensino na cidade de Juiz de Fora nesse período. A pesquisa orientou-se pelas seguintes questões: Qual Geometria era proposta para ensinar às crianças no período do MMM na cidade de Juiz de Fora? Quais os conteúdos? Com quais métodos? Para o seu desenvolvimento buscou-se referência nas concepções de produção histórica propostas por Marc Bloch, nos aportes da história das disciplinas escolares de André Chervel, nas contribuições de Dominique Julia sobre a cultura escolar e nos estudos de Alain Choppin sobre os manuais didáticos como fontes para a pesquisa histórica. Foram também mobilizados vários estudos já realizados no campo da história da educação matemática, não só a título de revisão de literatura, mas também com o objetivo de dialogar com o presente trabalho. O estudo da literatura sobre o MMM permitiu elencar as seguintes categorias para analisar o ensino de Geometria: presença da topologia; utilização de construções geométricas; uso da linguagem de conjuntos; referências à pesquisadores como Dienes e Piaget; uso de imagens e diagramas; uso de materiais didáticos; justificativa de propriedades. Foram analisados os seguintes documentos: os Programas de Ensino Primário de Minas Gerais, publicados em 1961 e 1965; exemplares das revistas pedagógicas AMAE Educando e Revista do Ensino; materiais pertencentes ao acervo da professora, tais como livros didáticos, manuais pedagógicos e cadernos. Em síntese, a análise dos documentos e materiais revela pouca presença do que se discutiu em termos de propostas para o ensino de Geometria na perspectiva da Matemática Moderna. São mais evidentes as influências de vagas pedagógicas já consolidadas, que conferiam à observação das formas papel central na aprendizagem de Geometria pelas crianças. / This work aims to historical research of the presence of Geometry in Primary Education in Minas Gerais, between the 1960s and 1970s, when the ideas of the Movement of the Modern Mathematics (MMM) were discussed in the country. It becomes an object of research materials that belonged to a teacher, who served in the school system in the city of Juiz de Fora in that period. The research was guided by the following questions: what Geometry proposal was to teach children in MMM period in the city of Juiz de Fora? What are the contents? With what methods? For its development sought to reference the historical production of ideas proposed by Marc Bloch, the theoretical basis of the history of school subjects by André Chervel, in Dominique Julia's contributions to the school culture and the studies of Alain Choppin on textbooks as sources for historical research. Were also mobilized several studies conducted in the field of history of mathematics education, not only by the way of literature review, but also in order to get acquainted with this work. The study of literature on the MMM permitted the determination of the following categories to analyze the teaching of Geometry: the presence of topology; use of the geometric constructions; use of sets of language; references to researchers as Dienes and Piaget; use of images and diagrams; use of teaching materials; justification properties. The following documents were analyzed: the Primary Schools Learning Programs of Minas Gerais, published in 1961 and 1965; copies of educational magazines AMAE Educando and Revista do Ensino; materials belonging to the teacher's collection, such as textbooks, teaching manuals and notebooks. In summary, the analysis of documents and materials reveal a small presence of what is discussed in terms of proposals for teaching geometry in the context of Modern Mathematics. Most obvious are the influences of teaching vacancies already consolidated, which conferred the observation of the central role forms in Geometry learning by children.

Philosophiae Doctor - PhD / After South Africa became a democratic country in 1994, the South African education ministry devised curriculum changes at a national level that would reflect an equal education structure for all South Africans. Curriculum 2005 was implemented in 1998 with the curriculum changes gazetted in the Department of Education’s Revised National Curriculum Statement for Grades R-9 (RNCS) (Schools). South African teachers had to be retrained to implement these curriculum changes. The legislation for teacher education is documented in the Norms and Standards for Educators (NSE) policy document (DoE,2002). This exploratory phenomenological multiple case study explores teacher identity in connection to how primary school teachers view, perceive and implement the Community, Citizenship and Pastoral (CCP) role at three primary schools in the Western Cape education districts. The three schools chosen can be described as suburban advantaged, suburban disadvantaged and urban disadvantaged. The overall aim of this study is to investigate the connection between teacher identity and the views, perceptions and practices of primary school teachers at three schools in the Western Cape in relation to the practical, foundational and reflexive competences of their CCP role.In this multiple case study, qualitative methods are used. The qualitative methods include participant interviews, focus group discussions, unstructured observations and document analyses. Numerical data collected is presented in a quantitative format. An interpretative approach from an insider and outsider perspective has been selected. Terre Blanche,Durrheim & Kelly’s (2006) steps in interpretative data analysis is adopted as well as Max-Neef’s (1991) transdisciplinary approach.This study is informative for a number of stakeholders: teachers, schools, Education Management Development Centres, the Western Cape Education Department and the National Education Department. I report on how teachers see their teacher identity and how this identity impacts on the way teachers view, perceive and approach their CCP role. Some internal and external factors that influence teacher identity include administrative stress, staff dynamics and the results and feedback from learners. The significance of this study lies in the revelation that all teachers, irrespective of their teaching environment or backgrounds, are in need of support. Based on the findings of this investigation I further propose a programme for teacher support that can be encouraged amongst teachers. These recommendations can influence both teacher performance and teacher longevity in schools. Further recommendations are for the extended school community and the synergy that can exist among the various stakeholders in education.

Magister Educationis - MEd / After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The government has been spending big budgets on Education. The Ministry of Education introduced various educational policies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of education and continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not implemented effectively in schools. This research study argues that professional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is not impacting effectively on their leadership and management in schools. / South Africa

Magister Public Health - MPH / In this study a process evaluation of the action planning process of the HealthKick programme in disadvantaged primary school settings in the Western Cape was conducted. A qualitative methodology was adopted to best determine the experiences of the participants and the underlying factors involved. Four schools were randomly selected to participate. Four focus group discussions were conducted with educators, and four in-depth interviews were conducted with principals and champions at schools, (champions are either an educator or school governing body member selected to be the driver of the project at each school, as well as the liaison person between the school and the HealthKick project team). Semi-structured interview guides were used to steer the discussions. Interviews and focus groups were audio taped and transcribed verbatim. The data was thematically analysed with the assistance of Atlas ti computer software. The results of this study indicated that the action planning process did not take place as designed by the project team. Several challenges were identified and experienced by participants. The results further indicated that the challenges of time, workload and competing priorities were intrinsically linked. Positive experiences were also reported and various enablers to the process were identified, such as the facilitation process, the receipt of the resource toolkit as well as the complementary nature of the HealthKick curriculum to the normal academic curriculum. / South Africa

Please read the abstract in the section 00front of this document / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted

The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical Education is sustained participation in physical activities outside the school. This study involved 400 children from Mutare Junior, Chancellor, Zamba, Dangamvura, Sakubva, Chikanga, Mutanda and Murahwa Primary Schools in Mutare city. The children’s age ranged between 12 - 14 years old. The primary data were collected from questionnaires, interviews and focus group discussions, while secondary data were based on related literature review. The results indicated that the teacher, curriculum content and delivery, the learning environment, siblings, type of school, location of residences, proximity of facilities and support from parents were some of the factors associated with children’s attitudes towards Physical Education and Physical Activity at school and home respectively. In many ways, these factors affected children’s sustainable participation in physical activities after school.