Apresenta apontamentos teóricos, metodológicos e práticos sobre construções cênicas próprias da linguagem da performance, elaboradas por meio de experiências estético-sensoriais, seus decorrentes relatos e repercussão no interior de escolas públicas localizadas no interior de uma periferia da Zona Sul da cidade de São Paulo-SP. Ainda contempla o diálogo entre artistas - inclusive em formação, comunidades escolar e local, professores, estudantes - também pertencentes a essas comunidades, e de modo mais geral a sociedade. O intuito é discutir os sentidos da subversão, um componente próprio da performance no ambiente escolar. / This text presents theoretical, methodological and practical notes on performance-specific scenic constructions, elaborated through aesthetic-sensorial experiences, their reports and repercussions in the interior of public schools located in the interior of a periphery of the South Zone of the city of São Paulo- SP. It also contemplates dialogue between artists - including in training, school and local communities, teachers, students and society. The aim is to discuss the meanings of subversion, a specific component of performance in the school environment.

Orientador: Angel Fidel Vilche Peña / Resumo: Em meados de 2015, chegou às escolas do Programa de Ensino Integral (PEI) da rede pública estadual, o Kit Robótica Arduino, composto por um conjunto de componentes de eletrônica, sendo uma placa Arduino e dois pequenos livros. Para utilizar esses materiais, a Diretoria de Ensino assumiu a tarefa de capacitar os professores da Área de Ciências da Natureza e suas Tecnologias e contou com o apoio da FCT/UNESP – Campus de Presidente Prudente. Durante as capacitações compostas por Orientações Técnicas – OT – e por Curso, foram verificadas in loco as dificuldades dos professores no manejo com os projetos de Robótica, surgidos principalmente pela carência de conteúdos de eletrônica. Ao término das capacitações e da análise de seus resultados, surgiu a ideia de criar um Manual Simplificado de Eletrônica (Apêndice) com os elementos básicos da Eletrônica e de elaborar Propostas de Atividades Experimentais – PAE – (Apêndice). Foi criada uma metodologia, a fim de tornar mais eficazes as atividades de treinamento de professores focadas no Kit Robótica Arduino. Para avaliar a metodologia, foram realizados experimentos usando a metodologia proposta em uma escola pública de Presidente Prudente, os quais, tendo obtido bons resultados, são discutidos neste trabalho. Espera-se que sua divulgação em outras Diretorias de Ensino da região possa reduzir o tempo utilizado em treinamento de professores, bem como melhorar a competência na implantação da Robótica. Embora a maioria das escolas da rede p... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the middle of 2015, schools included in the Integral Education Program of São Paulo State public school system were contemplated with the Arduino Robotics Kit: a set of electronic components, an Arduino Board and two booklets. The Education Department in Presidente Prudente, counting on the support of FCT/UNESP – Presidente Prudente Campus, took on the task of training teachers in the field of Nature Science and its Technologies to improve the use of that material. During training activities – Technical Guidance and Coursework – teachers’ difficulties in developing robotics projects were evidenced, mainly due to their lack of knowledge in electronics. At the end of the developed activities, after having the participants acquired some practice in the subject, came up the ideas of writing a Simplified Manual of Electronics (Appendix) which would contemplate the necessary basic elements for working in this area, as well as elaborating Proposals for Experimental Activities (PAE - Appendix). A methodology was created in order to make teachers’ training focused on Arduino Robotics Kit more effective. To evaluate the methodology, experiments were performed in a public school in Presidente Prudente, which, having obtained good results, are discussed in this paper. It is expected that the dissemination of this work in other regional Education Departments might contribute not only to reduce teachers' training time, but also to achieve better proficiency in implementing Robotics. Alt... (Complete abstract click electronic access below) / Mestre

Students with autism spectrum disorder (ASD) present challenges for principals supervising both general and special education teachers. Evidence-based practices designed to address the challenging behavior and academic needs of this population exists, but there are numerous contextual factors that affect the ability of principals to effectively assist their teachers in implementation. The purpose of this research was to examine the relationship between principal leader’s demographic characteristics, the influence of contextual factors, and leadership attitudes that affect their development and priorities for their schools. The implementation science framework and collective impact theory was investigated as a conceptual framework to analyze these critical research areas. Elementary principals responded to a researcher-designed survey instrument to identify contextual factors and priorities for development. Information was analyzed using one-way analysis of variance tests (ANOVA) and survey response patterns. Findings will provide direct guidance for principal development and leadership practices.

O presente trabalho pretende apresentar uma abordagem sobre os estigmas e os processos de exclusão de crianças na escola pública a partir da compreensão de um conflito entre o ideal normalizador e as expressões de múltiplas formas de ser no cotidiano escolar. A partir da perspectiva etnográfica das relações entre crianças e adultos no ambiente escolar, essa pesquisa propõe que a recusa aos processos de normalização defende formas singulares de vivenciar a experiencia escolar. O centro do conflito se apresenta quando as singularidades são lidas pelos adultos da escola enquanto desvio, indisciplina ou alguma característica negativa da criança, o que leva à formulação de estratégias que buscam conter e apagar do contexto o que é interpretado como desvio. A estigmatização e a rotulação de meninos e meninas enquanto inadequados a um ideal de escola harmônico e homogêneo leva ao uso de estratégias que, ancoradas em preconceitos e valores sócio históricos e culturais dos adultos buscam na violência simbólica formas de deslegitimar e excluir as singularidades do cotidiano escolar. O objetivo desta pesquisa é, portanto, desnaturalizar tais formas de violência que buscam o apagamento de expressões singulares e diversas do cotidiano escolar. Trata-se, sobretudo, de defender a escola enquanto o espaço das diferenças e das possibilidades de ser em substituição a uma forma disciplinar e normalizadora que, para além da escola enquanto instituição se faz presente nas práticas cotidianas. / The present work intends to present an approach on the stigmas and the processes of exclusion of children in the public school from the understanding of a conflict between the normalizing ideal and the expressions of multiple forms of being in the school routine. From the ethnographic perspective of the relationships between children and adults in the school environment, this research proposes that the refusal to normalization processes defends unique ways of experiencing the school experience. The center of the conflict presents itself when the singularities are read by the adults of the school as a deviation, indiscipline or some negative characteristic of the child, which leads to the formulation of strategies that seek to contain and erase from the context what is interpreted as a deviation. The stigmatization and labeling of boys and girls while inadequate to a harmonious and homogeneous school ideal leads to the use of strategies that, anchored in prejudices and socio-historical and cultural values of adults, seek in symbolic violence ways to delegitimize and exclude the singularities of daily life school. The aim of this research is, therefore, to denaturalize such forms of violence that seek to erase singular and diverse expressions of everyday school life. It is above all to defend the school as the space of differences and possibilities to be in place of a disciplinary and normalizing form that, in addition to school as an institution, is present in daily practices.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Bakgrund och Problem: Inför valet 2006 var en av valfrågorna huruvida man skulle främja friskolor eller inte. Det borgerliga blocket var mer positivt inställda till frågan än vad vänsterblocket var. Ämnet har många aspekter men en av dem gäller motivationsnivån; motivationsnivån hos såväl elever som lärare. Den här uppsatsen är inriktad på det sistnämnda och följande problemformuleringar behandlas: ”Hur påverkar ägandet motivationen hos anställda inom en organisation?” samt ”Är anställda inom privata organisationer mer motiverade än de i offentliga organisationer?” Syfte: Syftet med denna studie är att visa vilka faktorer som påverkar motivationen hos lärare inom två typer av skolor; friskolor och offentliga skolor. För övrigt är målet att se om det finns någon skillnad på motivationsnivån hos lärare inom dessa typer av skolor. Teori: Den empiriska undersökningen bygger på olika motivationsteorier. Bland annat tas teorier om yttre och inre motivation, tankar om rättvisa och målens betydelse för motivationen upp. Metod: En kvantitativ metod har använts för att kunna göra ett så stort urval som möjligt bland skolorna i Jönköpings kommun. Åtta skolor valdes ut och 108 lärare deltog i undersökningen. Svaren viktades sedan och med hjälp av t-test letades det efter skillnader mellan medelvärdena från varje grupp av skolor. Resultat: Resultatet visar att ingen av de båda skolornas lärare entydigt är mer motiverade än den andra. Lärarna i de offentliga skolorna var enligt teorierna mer motiverade när det gällde målsättning; de deltog när målen sattes upp och de ansåg att målen var klara till en större utsträckning än vad lärarna i friskolor gjorde. Dessa lärare tyckte också att deras lön påverkas av arbetsresultatet till en högre grad. Lärarna på friskolorna tyckte att kommunikationen med närmaste chefen fungerade bättre, de anser sig uppnå uppsatta mål till en högre grad och de värderar intressanta arbetsuppgifter högre än de som arbetar inom offentliga skolor. I övrigt fann man inga skillnader mellan de båda typerna av skolor. Analys och Slutsats: Målsättningsprocessen verkar fungera bättre på offentliga skolor än på friskolor, detta skulle kunna förklaras med skolornas relativa ålder. Andra sidan av myntet skulle kunna vara att äldre skolor, med mer klara mål, har ett invant sätt att gå tillväga. Det skulle kunna förklara varför man finner fler lärare som prioriterar intressanta arbetsuppgifter i valet av arbetsplats inom friskolorna. Det sammanlagda resultatet av denna studie visar inte att lärarna inom friskolor är mer motiverade än dem inom den offentliga sektorn och studien stöder därför inte argumenten från det borgerliga blocket. / Background and Problem: One of the questions of debate before to the election of the Swedish parliament in 2006 was whether independent schools should be prioritized or not. The right wing of the Swedish parliament was more positive to the topic than the left wing. This subject has many aspects, one of them considers motivation; motivation both among students and teachers. This thesis is focusing on the latter and the research questions treated are: “How does the ownership affect the motivation of the employees within the organization?” and “Are the employees in a private organisation more motivated than the employees of a public organisation?” Purpose: The purpose of this study is to show which factors that affect the motivation among the teachers within two types of schools; independent and publicly owned. Moreover the aim is to recognize whether there are any differences in motivation among the teachers within these types of schools. Frame of reference: The empirical part of the thesis is built on different theories concerning motivation. Amongst others are theories concerning extrinsic and intrinsic motivation, fairness and the meaning of goals treated. Empirical Findings: The result shows no clear difference between all motivation variables measured when the two types of schools was compared. The teachers in the public schools were according to the theories more motivated when it came to goal setting; they participated more when the goals was set and the goals was anticipated more clearly than in the independent schools. These teachers did also feel that their salaries were set according to the result of their work to a greater extent. The teachers in the independent schools did on the other hand feel that the communication with the closest manager work better, that they reach the preset goals and they value interesting work tasks to a greater extent. The other tested variables showed no significant difference between the means. Analysis and Conclusion: The goal setting process seems to work better within the public schools in general compared to the independent schools, which might be explained by the relative ages of the schools. The other side of the coin when it comes to clear goals could be that the way of doing things in the public school has been the same for a long time. This might explain why more teachers within independent schools found exciting working tasks important when choosing place of work. The aggregated result of this study did not show that the teachers in independent schools are more motivated than those in public schools; the study does therefore not support the arguments from the right wing of the parliament.

This study concerns the effects of public school redistricting on communities in Atlanta. It is based upon interviews with people in two neighborhoods which are part of the Atlanta Public Schools (APS) system directly affected by redistricting. All schools slated to close are located in low-income, minority areas and serve similar populations. Of the ten schools selected for closing, three were saved during the final APS board meeting in April 2012, and will remain open. I spoke with people who reside in a neighborhood where a local school is slated to close, as well as those in an area where a school was saved from closing. I asked informants why they felt their schools were identified for closure and how they responded to the threat of closing. I learned that both communities organized to save their schools but with different results based on available forms of social and cultural capital.

When the independent upper secondary schools were started in 1992, it meant a change in the competitive relationship for the local upper secondary schools. A reduced number of students during some years ahead, while the number of independent upper secondary schools increase will probably result in tougher competition between upper secondary schools. The purpose of this study is to review and compare financial and performance management between a public and an independent upper secondary school. The dissertation will focus on the now existing competitive relationship between the two types of upper secondary schools. The theory underlying the study is Porter's model - five competitive forces. The model is applied to the local upper secondary school and used to identify competitive factors affecting upper secondary schools. The study is using a qualitative approach with five interviews at two upper secondary schools, one independent and one public, located in the same town. The comparison of financial and operational management of upper secondary schools indicate that the differences are not as great as we first imagined, but that there still are some differences. Our results show that Porter's model is not adequate to describe the competitive factors affecting upper secondary schools. The results of the factors that in addition to Porter's original model affects the competitive relationship is presented in a separate model and includes factors such as public upper secondary schools, free search, advertising / bait, programming, re-election, reputation, internal competition, independent upper secondary schools, location, teacher quality, peer pressure, number of pupils and students. It is therefore concluded that Porter's model is not comprehensive enough to be able to describe and analyze the two cases included in this study.   Keywords: performance management, private school, public school, finance, competition / När de fristående gymnasieskolorna 1992 startades innebar det en förändring i konkurrensförhållandet med de kommunala gymnasieskolorna. Ett minskat elevantal i några år framöver samt att de fristående gymnasieskolorna blir fler kommer leda till en hårdare konkurrens mellan gymnasieskolorna. Syftet med uppsatsen är att granska och jämföra ekonomi- och verksamhetsstyrning mellan en kommunal och en fristående gymnasieskola. Uppsatsen riktar sig mot det numera rådande konkurrensförhållandet mellan kommunala och fristående gymnasieskolor. Teorin som ligger till grund för uppsatsen är Porters modell - branschkonkurrensens drivkrafter. Modellen appliceras på den kommunala gymnasieskolan och används för att urskilja konkurrensfaktorer som påverkar gymnasieskolorna. Uppsatsen bygger på en kvalitativ ansats med fem intervjutillfällen på två gymnasieskolor, en fristående och en kommunal belägna i samma kommun. Jämförelsen av ekonomi- och verksamhetsstyrningen på gymnasieskolorna tyder på att skillnaderna inte är så stora som vi föreställt oss, men att det ändå förekommer skillnader. Resultaten visar att Porters modell inte är tillräcklig för att beskriva de konkurrensfaktorer som påverkar gymnasieskolorna. Resultaten av de faktorer som utöver Porters originalmodell påverkar konkurrensförhållandet presenteras i en egen modell och inkluderar faktorer som kommunala gymnasieskolor, fritt sök, marknadsföring/lockbete, programutbud, omval, rykte, intern konkurrens, fristående gymnasieskolor, geografiskt läge, lärare, kvalitet, grupptryck, elevantal och studenter. Slutsatsen är därför att då Porters modell inte är heltäckande går den inte att applicera på Väggaskolan och John Bauer som en konkurrensmodell. De faktorer som vi framarbetat kan ligga till grund för gymnasieskolornas arbete för att bemöta konkurrensen på bästa sätt.   Keywords: performance management, private school, public school, finance, competition

The purpose of this study was to determine eighth grade students&rsquo / skills of translating among different representations / graphic, table, equation, and verbal sentence / of algebraic concepts. Moreover, it was also aimed to investigate if there is any gender difference regarding the translation skills of students translating multiple representations, and their most common errors in making these translations. For data collection, 18 schools were selected randomly from 103 elementary schools in &Ccedil / ankaya district of Ankara. Then all of the eighth grade students in each school were selected as sample. In total 705 eighth grade students were participated in the study. To assess students&rsquo / translation skills &ldquo / Translation among different representations of algebraic concepts test&rdquo / (TADRACT) was developed by researcher. Descriptive statistics were obtained to understand students&rsquo / achievement in translation process. To compare mean scores of female and male students, the statistical analysis of Independent Samples t-test was used. Every question were examined in detail to determine any misconceptions, and most frequent errors students made in translating among different algebraic representations. The results of test indicated that 8th grade students had poor skill in translations of four different representations / verbal statement, equation, table, graphic / in algebraic concepts. There was no significant difference between mean scores of girls and mean scores of boys. The most problematic translations were from other representations / equation, table, graphic / to verbal statement, and translations from other three representations / verbal statement, equation, graphic / to table were the easiest translations.

This study has aimed to examine effectiveness of the peer instruction on sixth grade students&rsquo / science achievement, attitudes concerning current electricity and retention rates of what has already learnt about current electricity as compared to the conventional instruction. The study was conducted during 2005-2006 spring semester with 121 students from the four classes of two elementary schools in the central Yenimahalle district of Ankara. Current Electricity Achievement Test (CEAT) and Attitude toward Current Electricity Scale (ATCES) were administered as pretest to all groups in order to determine students&rsquo / level of prior knowledge and level of interest toward the subject before the treatment, respectively. Then, treatment started in experimental group. It continued three weeks throughout the current electricity subject. While experimental group implementing the peer instruction, control group continued with their conventional lecturing. Immediately after three weeks, students both in control and experimental groups were post tested with the same test and scale. Moreover, three months after the post tests, delayed post test on the CEAT was also administered to both experimental and control groups. The data obtained from the administration of tests and scales were analyzed by the statistical techniques of MANCOVA / follow up ANCOVA&rsquo / s and repeated measure ANCOVA. Results of the statistical analysis indicated that the peer instruction has significantly greater effect on students&rsquo / science achievement and retention rates as compared to the conventional instruction. However, the statistical analysis failed to show a significant difference between the attitudes of students instructed by the peer instruction and the conventional instruction.