Submitted by Ana Caroline Costa (ana_caroline212@hotmail.com) on 2018-12-03T17:07:18Z No. of bitstreams: 2 Dissertação - Elis Soares Narciso - 2018.pdf: 1024200 bytes, checksum: 7911a965071bfd10370a89e3e75bf115 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-12-05T09:49:07Z (GMT) No. of bitstreams: 2 Dissertação - Elis Soares Narciso - 2018.pdf: 1024200 bytes, checksum: 7911a965071bfd10370a89e3e75bf115 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-12-05T09:49:08Z (GMT). No. of bitstreams: 2 Dissertação - Elis Soares Narciso - 2018.pdf: 1024200 bytes, checksum: 7911a965071bfd10370a89e3e75bf115 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-10-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research presents a study about the link between Rural School and Productive Expansion of land as mechanisms of governmentality in Goiás during the period of the Military Dictatorship. The research problematic analyzes the discursive formation formulated around the settlement of Goiás in the twentieth century in opposition to the governmental discourse on the rural primary school and its conditions of existence in the period 1961-1985. The study presents the deconstruction of the logic of absence, given that in Goian territory there was a movement of pedagogical organization and an increase in school supply. Thus, we investigated the existence of the rural school in the context of the Military Dictatorship and its relation with the productive occupation of the Goian territory, trying to identify which regime of truth about the primary school in Goiás in the period. The sources studied were the Messages of the Governors of Goiás in the period 1961-1985, taking up the problem of productive expansion, primary school, conceptions of territory and population permeated by the republican ideal. In this conjuncture there was expansion of the agricultural frontier in Goiás, increase of the rural schools, actions that aimed the fixation of the man in the field. Under the Foucaultian approach, the research analyzed the relationship between rural school and productive expansion as mechanisms of governmentality for the population and territory in the preambles of the second half of the twentieth century until the end of the Military Dictatorship (1985). Through the concepts of biopolitics, discourse analysis, Michel Foucault's governmentality devices it was possible to observe the role of rural school and land occupation projects as power devices for the government of the population of Goiás during the period studied here. / Esta pesquisa apresenta estudo sobre a vinculação entre Escola Rural e Expansão Produtiva da terra como dispositivos de governamentalidade em Goiás no período da Ditadura Militar. A problemática de pesquisa analisa a formação discursiva formulada em torno do povoamento de Goiás no século XX contrapondo-a com o discurso governamental sobre a escola primária rural e suas condições de existência no período 1961-1985. O estudo apresenta a desconstrução da lógica da ausência, dado que no território goiano existia um movimento de organização pedagógica e aumento da oferta escolar. Assim, pesquisamos a existência da escola rural no contexto da Ditadura Militar e sua relação com a ocupação produtiva do território goiano buscando identificar qual o regime de verdade sobre a escola primária em Goiás no período. As fontes estudadas foram as Mensagens dos Governadores goianos no período 1961-1985, tomando o problema da expansão produtiva, escola primária, concepções de território e população permeados pelo ideal republicano. Nessa conjuntura houve expansão da fronteira agrícola em Goiás, aumento das escolas rurais, ações que objetivavam a fixação do homem no campo. Sob o enfoque foucaultiano a pesquisa analisou a relação entre escola rural e expansão produtiva como dispositivos de governamentalidade para a população e território goianos nos preâmbulos da segunda metade do século XX até o final da Ditadura Militar (1985). Através dos conceitos de biopolítica, análise do discurso, dispositivos de governamentalidade de Michel Foucault foi possível observar o papel da escola rural e projetos de ocupação da terra como dispositivos de poder para o governo da população de Goiás durante o período ora estudado.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-19T12:24:50Z No. of bitstreams: 2 Dissertação - Dorcelina Aparecida Militão Moreira - 2016.pdf: 2830226 bytes, checksum: 5e96e9a1cd7f995aeccde1b55b7a6499 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-19T12:26:18Z (GMT) No. of bitstreams: 2 Dissertação - Dorcelina Aparecida Militão Moreira - 2016.pdf: 2830226 bytes, checksum: 5e96e9a1cd7f995aeccde1b55b7a6499 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-19T12:26:18Z (GMT). No. of bitstreams: 2 Dissertação - Dorcelina Aparecida Militão Moreira - 2016.pdf: 2830226 bytes, checksum: 5e96e9a1cd7f995aeccde1b55b7a6499 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-10 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The Rural Education purposes born with the struggle for land, due to the constitutive process of Brazilian society that always neglected rural populations. Perceiving themselves as subjects of rights, rural people begin to fight for the Rural Education within the MST camps, in the 1980s, justified by the everyone rights to access to education and the quality of offered education and must be in accordance with the specificities of the peasantry. In that context, in the city of Goiás, in the countryside there were only multisseriate and destructured schools, aimed only to the first stage of elementary school. Over the years and with the persistence of social movements, intensified the process of struggle for land and also extended to the discussions on the Rural Education, the academic, political and legislative areas. In 2015, there are, in the city of Goiás, 23 Settlement Projects with 722 resettled families fighting for education and the continuity of life in the field. This study aimed to understand the relationship between the Rural Education, the struggle for land and peasant reproduction in the Municipality of Goiás, after 30 years of agrarian reform and identify the main achievements and challenges experienced by the subjects of the field as the main actors of the educational process . In this sense, were made documentary studies, research and observations in-polo schools, located in the countryside, and the Agricolan Family School of Goiás- EFAGO; also sought to know the Teacher Training Course in Rural Education modality offered by the Federal University of Goias. The results showed that, during these 30 years, many achievements have been made and that the existence of schools in the countryside near communities, as well as the Rural Education project are synonymous with peasant resistance. However, there is still much to win, both structural, as in pedagogical issues, if need, thus, families of political articulation for the development of an educational project based on class consciousness, in labor relations and organization and struggle of peasant families, for effective citizenship and the economic, environmental and social sustainability in peasant territory. / Os propósitos da Educação do Campo nascem junto com a luta pela terra, em decorrência do processo constitutivo da sociedade brasileira que sempre negligenciou as populações do campo. Percebendo-se como sujeitos de direitos, os camponeses começam a lutar pela educação do campo dentro dos acampamentos do MST, na década de 1980, justificada pelo direito de todos de acesso à educação e pela qualidade de ensino ofertada, devendo ser de acordo com as especificidades da classe camponesa. Naquele contexto, no Município de Goiás, existiam no campo só escolas multisseriadas e desestruturadas, destinadas apenas à primeira fase do ensino fundamental. No decorrer dos anos e com a persistência dos movimentos sociais, intensificou-se o processo de luta pela terra e também ampliaram-se os debates sobre a Educação do Campo, nos espaços acadêmicos, políticos e legislativos. Em 2015, existem, no Município de Goiás, 23 Projetos de Assentamentos com 722 famílias assentadas que lutam pela educação e pela permanência da vida no campo. Este trabalho buscou compreender as relações existentes entre a Educação do Campo, a luta pela terra e a reprodução camponesa no Munícipio de Goiás, após 30 anos de reforma agrária e identificar os principais avanços e desafios vividos pelos sujeitos do campo como atores principais do processo educativo. Nesse sentido, foram realizados estudos documentais, pesquisas e observações nas escolas-polo, situadas no campo, e na Escola Família Agrícola de Goiás – EFAGO; buscou-se também conhecer o Curso de Formação de Professores, na modalidade de Educação do Campo, ofertado pela Universidades Federal Goiás. Os resultados da pesquisa demonstraram que, no decorrer destes 30 anos, muitas conquistas foram realizadas e que a existência de escolas no campo, próximo as comunidades, bem como o projeto de Educação do Campo são sinônimos de resistência camponesa. Porém, ainda há muito o que se conquistar, tanto nos aspectos estruturais, quanto nas questões pedagógicas, necessitando-se, assim, de articulação política das famílias para a elaboração de um projeto educativo pautado na consciência de classe, nas relações de trabalho e na organização e luta das famílias camponesas, visando à efetivação da cidadania e à sustentabilidade econômica, ambiental e social no território camponês.

O objetivo deste estudo foi compreender as vivências das crianças nas turmas de educação infantil em assentamentos rurais e analisar significações sobre a educação infantil no/do campo nesses contextos. Para isso, foram realizadas pesquisas de campo em instituições de educação infantil de dois assentamentos rurais da região nordeste do Estado de São Paulo. Os procedimentos para construção do material empírico foram: observação participante com registro em diário de campo durante o período de um mês em cada; entrevistas semiestruturadas com familiares (quatro participantes de cada assentamento), professores (duas participantes em cada), outros profissionais da educação (em um assentamento: diretora e monitora do ônibus; no outro: diretora e coordenadora pedagógica) e crianças de cinco anos de idade (quatro participantes em cada assentamento). O material construído foi analisado e integrado de acordo com a perspectiva teórica e metodológica da Rede de Significações, em diálogo com a proposta de etnografia de Elsie Rockwell e com a proposta de metodologia para análise de conteúdo de John B. Thompson. Os resultados das interpretações apontaram para: (a) a forte presença de significações sobre a alfabetização observada nas atividades da educação infantil e pelos discursos sobre a importância da alfabetização para as crianças desde seus anos iniciais visando melhores condições de vida; (b) a necessidade de autonomia político-pedagógica e administrativa para as escolas do campo; (c) a formação e trajetória de vida das professoras repercutindo nas interações pedagógicas com as crianças do campo; (d) as vivências das crianças marcadas pela interação com a natureza e com as atividades agropecuárias; (e) e as possibilidades de articulação entre o contexto rural e as práticas pedagógicas. A instituição educacional demonstrou-se como espaço privilegiado para o contato intencional e pedagogicamente planejado das crianças com a natureza, a tecnologia e o mundo urbano e rural, correspondendo a uma educação que prioriza o desenvolvimento integral e a abertura para os conhecimentos produzidos pela humanidade. Além disso, o contexto de assentamento rural apresentou-se como espaço rico e desafiador para a atividade pedagógica, em que as crianças desenvolvem-se e demandam explicações e sentidos sobre sua realidade e sobre o mundo. De modo geral, o desenvolvimento das crianças do campo pôde ser compreendido nas interações entre natureza, pessoas, criações e cultivos e movimentos sociais, em profunda relação com a terra. Essas interações compõem processos de significações sobre o mundo e o contexto local, que constituem parte do desenvolvimento cultural das crianças. O modo de compreender a vida no Assentamento rural, a natureza e as possibilidades de experimentá-la evidenciaram significações que permitem questionar-se como a escola, enquanto espaço coletivo de educação formal, lida com e amplia as possibilidades de compreensão da relação das crianças com o mundo. / The purpose of this study was to understand childrens experiences in the day-care centers located in rural settlements and to analyze the meanings about early childhood education in these contexts. In order to intend the objectives, it were realized field researches in day-care centers of two rural settlements located at northwest region of São Paulo State. The procedures adopted were: participant observation with register on diaries during one month in each context; semi structured interviews with families (four participants of each settlement), teachers (two participants each), other education professionals (in one of the settlements: principle and scholar bus monitor; in the other: principle and pedagogic coordinator) and five year-old children (four participants each). The constructed material was analyzed and integrated based on the theoretical and methodological perspective of Network of meanings (Rede de Significações), together with Elsie Rockwells studies on ethnography at schools contexts and John B. Thompsons methodology for content analysis. The outcomes demonstrated: (a) strong presence of meanings about alphabetization observed in early childhood education activities and in the speeches about the importance of alphabetization for early childhood to improve her life conditions; (b) necessity of political-pedagogic and administrative autonomy for countryside schools; (c) repercussion of teachers formation and their life trajectory on the pedagogic interactions with children of countryside; (d) children experiences marked by interaction with nature and with agricultural activities; (e) possibilities of articulation between rural context and pedagogic practices. The educational institution were demonstrated as a privileged local for intentional and pedagogically planed contact with nature, technology, urban and rural worlds, corresponding with an education that has as a priority the integral development and the opening for all human knowledge. Furthermore, the rural settlement context was comprehended as a rich and challenging place for pedagogic activity, where children develop and demand explications about their reality and about the world. Altogether, the settled children development was comprehended related with the interactions between nature, people, farming and social movements, in profound relation with land. These interactions compose meanings about the world and the local context, which constitute part of the cultural development of children. The way of understand life in rural settlement, the nature and the possibilities to experiment her created meanings that allow us to question how the school, like a collective place of formal education, handles with and enlarges the possibilities of comprehension about relation between children and the world.

Essa pesquisa teve como alvo a dinâmica cotidiana da vida escolar em uma comunidade rural ribeirinha, localizada no entorno de uma cidade amazônica. Com o acelerado crescimento demográfico das metrópoles e sua intensa e desordenada expansão, comunidades ribeirinhas vem sendo incorporadas ao espaço urbano, com significativas alterações em seu modo de vida e formas de enfrentamento das questões ambientais, econômicas e sociais, que até recentemente não se configuravam no cotidiano destas localidades. O estudo buscou investigar os agenciamentos operados na escola na produção de modos de subjetivação, no contexto destas transformações. Para tal, procurou-se caracterizar a comunidade e o estabelecimento educacional em seus aspectos históricos, políticos e sociais; procurou-se descrever cenas do cotidiano escolar, investigando práticas, e trazendo as avaliações e expectativas sobre a escola e a relação escola-comunidade. A pesquisa, de cunho qualitativo, foi desenvolvida através do estudo de caso etnográfico, adotando como procedimento de investigação a observação participante, a análise documental e a realização de entrevistas. Buscou-se ainda aliar alguns pressupostos que norteiam a pesquisa cartográfica com o campo de estudos com o cotidiano. A leitura dos dados foi feita com base no aporte teórico fornecido principalmente pela análise institucional e esquizoanálise. Para análise do material discursivo utilizou-se o método de análise de conteúdo. O estudo apontou a importância que os moradores atribuem à escola, sendo percebida como componente que favorece a melhoria das condições de vida. Estas concepções são partilhadas com os agentes institucionais, que afirmam a importância da escola enquanto responsável pela socialização e transmissão de conhecimentos acumulados pela humanidade. A escola apresenta-se distante da realidade local, desqualifica o saber tradicional, impondo concepções mercantilizadas e a transmissão de um saber hegemônico, reforçador de uma estrutura de desigualdades. As dificuldades escolares são identificadas como consequência das dificuldades do aluno, de sua família e do ambiente rural. Cabe à escola empreender práticas necessárias à socialização dos alunos e à transmissão de conteúdos e valores necessários à inserção no mercado de trabalho e ao modo de vida citadino. A escola engendra práticas coercitivas, que instituem a diferença como algo qualitativamente inferior, vivenciada como negação. Entretanto, se por um lado é valorizada por representar a possibilidade de ascensão social, por outro, questiona-se a possibilidade de a escola concretizar sonhos e esperanças. Mas algo escapa aos processos de modelização de subjetividades. Há táticas usadas no enfrentamento das estratégias propostas pelo sistema de ensino, que em certos momentos se desprendem da trama dominante e podem movimentar a criação de outros sentidos. A pesquisa intenta contribuir para a compreensão dos atravessamentos presentes nas ações pedagógicas que constituem o cotidiano escolar, potencializando a desnaturalização de práticas instituídas e a produção de novos processos de subjetivação que agenciem o enfrentamento ao projeto histórico de escolarização estabelecido para a educação rural. / This research has targeted the daily dynamics of school life in a rural riverside community located in the vicinity of an Amazonian city. With the fast increasing population growth of cities and their intense and disorderly expansion, riverside communities have been incorporated into the urban space, with significant changes in their lifestyle and ways of dealing with environmental, economic and social subjects, which until recently was not incorporated in the everyday of these communities. The study sought to investigate the agencies operated in the school production of subjectivity modes in these transformations context. To achieve this, we sought to characterize the community and the educational establishment in their historical, political and social aspects, sought to describe scenes of everyday school life, investigating practices, and providing assessments and expectations on the school and school-community partnership. The survey, of qualitative nature, was developed through an ethnographic case study, adopting as research procedure the participant observation, document analysis and interviewing of the subjects. We tried to combine some further assumptions that guide the cartographic research with the field studies with the everyday. The reading of data was based on the theoretical support provided mainly by institutional analysis and schizoanalysis. For analysis of the discursive material it was used the method of content analysis. The study pointed out the importance that residents give to school, being perceived as a component which promotes the improvement of conditions in which they live. These conceptions are shared with institutional agents, whom affirm the importance of school as responsible for socialization and transmission of knowledge accumulated by mankind. The school presents itself away from the local reality, discredits the traditional and popular knowledge, imposing concepts and commoditized transmission of hegemonic knowledge, reinforcing a structure of inequalities. The learning difficulties and disorders are identified as a result of the students problems, his familys and the rural environments. It is for the school to undertake the necessary practical socialization of students and the transmission of content and values necessary for integration into the labor market and the way of city life. The school engenders coercive practices, establishing the difference as something qualitatively inferior, experienced as negation. However, if one part is valued because it represents the possibility of social ascent, on the other hand, the possibility of the school to realize hopes and dreams is questioned. But something escapes the modeling processes of subjectivity. There are tactics used in coping with the strategies proposed by the education system, which at times come off the plot dominant and can move the creation of other senses. The research intends to contribute to the understanding of these crossings in the pedagogical actions that constitute the school daily, increasing to unnatural practices and introduced new production processes of subjectivity that agencies confronting the historical project of education provided to rural education.

This research study investigates how English First Additional Language learners respond to animation in Physical Science learning in a rural Further Education and Training (FET) Grade 10 class. A study was implemented to find answers to the main question: “How do learners respond to animation in the learning environment?” The sub questions are: In an interactive learning environment with animations … 1. what learning takes place from a cognitive, affective and psychomotor perspective and how? 2. what language problems do the learners experience and how do they deal with them? The study employed a computer program with which learners engaged for an average of 40 - 45 minutes. The animation elicited numerous cognitive, affective and psychomotor behaviours in the learners. The observations describe cognitive activities, such as a progressive decrease in times taken to complete games successfully, a controlled display of information for brief periods, patterns of buttons pressed varied amongst the groups, and the learners’ proficiency as game playing increased. Results pointing to affective activities included the learners’ perseverance to master the game and a wide range of emotions that were displayed during the execution of the animation. The results showed the following: <ul> <li>little time was spent on reading instructions with learners merely giving them a cursory glance;</li> <li>learners interacted with the learning activity in different ways both during the learning phase and the assessment phase;</li> <li>learners managed to reach the objective of the learning activity irrespective of how they approached the activity; and</li> <li>a wide range of other psychomotor activities were displayed during the course of the animation.</li> </ul> The study recommends minor changes to the program in order to improve it, and concludes that learners do respond positively to animation in a learning environment. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Science, Mathematics and Technology Education / unrestricted

Orientador: Vera Lúcia Sabongi De Rossi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T11:05:25Z (GMT). No. of bitstreams: 1 Silva_ElianaNunesda_D.pdf: 6486065 bytes, checksum: 7205a0749b14722c965a4b0d46f9068a (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa, desencadeada pelos depoimentos de ex-alunos, de uma ex-professora e referenciada por fontes documentais diversas, tem como objeto de estudo a história da Escola Mista que existiu no bairro Felipão, no município de Campinas (Estado de São Paulo), entre as décadas de 1920 e 1960. Tal narrativa é interpretada pela via principal da cultura escolar e das tensões existentes entre os processos instituídos pelas reformas educativas, no decorrer dos embates entre projetos políticos e pedagógicos no contexto republicano. Justificativas, inspiradas na ampla revisão bibliográfica, apontaram que são raros os estudos sobre a história da educação rural no Brasil e que a diversidade de escolas públicas primárias paulistas é tema ainda insuficientemente investigado pela História da Educação Brasileira. Com aportes teórico-metodológicos inspirados principalmente em Viñao Frago (2001), Portelli (1997), Souza & Faria Filho (2006), Demartini (1989), Schwartzman et. al. (2000), pautou-se na seleção e na análise de fontes documentais imagéticas, escritas (em especial do arquivo da instituição escolar) e na história oral, ou seja, em depoimentos dos entrevistados. Os objetivos principais foram o de narrar a história de uma comunidade de imigrantes italianos; caracterizar a cultura escolar da Escola Mista; analisar a expansão do ensino paulista; e organizar as fontes documentais para o arquivo da escola. Buscou-se problematizar a Escola Mista no movimento mais amplo das reformas educacionais conduzidas pelo governo republicano paulista e suas promessas democráticas de escolarização pública, no contexto da então política nacionalista do Estado Novo e do totalitarismo vigente. No interior da Escola Mista estudada, foi possível visualizar algumas das peculiaridades dessa modalidade de escola primária e suas ambiguidades nesse processo histórico. / Abstract: This research aims at studying the history of a public mixed school which took place at Felipão neighborhood in the city of Campinas São Paulo State between the decades of 1920 and 1960 based on the reports of previous students and a teacher, supported by different types of documents. The school history is interpreted mainly by the school culture and the existing tensions between established proceedings of educational reforms along with the resistance among political educational projects in the republican context. Arguments inspired by a vast range of bibliography reviews show that there are few publications about the rural school history in Brazil and that the diversity of public elementary schools in São Paulo State are themes insufficiently studied by Brazilian School History. Among theoretical and methodological contributions are Viñao Frago (2001) Portelli (1997) Souza & Faria Filho (2006), Demartini (1989), Schwartzman et. al. (2000) based on a source selection and the analysis of documental types pictures, writings (mainly from school files) and oral history from reports of the people who were interviewed. The main purposes were to report the history of a community of Italian immigrants, characterize the mixed school culture, analyze the expansion of teaching in São Paulo State, and organize documental sources of the school files. We brought into question the mixed school movement in a larger aspect of school reform led by the republican government of São Paulo State and its promises of democratization of the public schools within the nationalist politics context of the Estado Novo and the totalitarianism of that time. In the interior of the mixed school it was possible to visualize some of the peculiarities of this type of elementary school and its duality in this process. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutora em Educação

No description available.

Students in resource-scarce environments navigate through a multitude of barriers (Richter, 2007). The pathways that individuals travel through towards positive adaptation are far from fixed (Ungar, 2005a), but rather a continuous intersection of navigating through adversity and negotiating supports (Ungar, Brown, Liebenberg, et. al, 2008). Hence, resilience (adapting positively in the face of significant adversity) can be buoyed in a space where support is provided (Ebersöhn & Ferreira, 2011). Scant research warrants whether partnerships with rural schools contribute to fostering positive adaptation of students in relation to their pathways to resilience (measured by educational outcome variables). This study forms part of a larger running longitudinal project, namely: Flourishing Learning Youth (FLY; Ebersöhn & Maree, 2006); a rural school-Educational Psychology partnership which had its inception in 2006. The partnership involves numerous services, specifically career related support to grade nine students and guidance to educators. This retrospective case study (Yin, 2009; Zainal, 2007) utilised a concurrent mixed methods research design (Creswell & Plano Clark, 2007) within a pragmatic lens to study educational pathways to resilience. This was explored by means of qualitatively investigating partnerships, as well as quantitatively examining student access and academic performance (as indicators of educational resilience). The theoretical underpinnings rested on concepts from the Resiliency Wheel (Henderson & Milstein, 1996) through a transactionalecological understanding of resilience in learning. Data collection strategies consisted of: semi-structured interviews with two teacher-participants and retrospective document analysis of school records (performance schedules) for two grade nine cohorts. The cohorts were followed from grade 9 to grade 11. Data analysis techniques consisted of T-Tests and descriptive statistics on sampled documents for the quantitative strand. Through these statistical methods, it was anticipated that patterns in access and performance, could speak to partnerships influence as one factor in students pathways to resilience, or not. Concurrently, thematic analysis of interview transcripts was done for the qualitative strand. The triangulation of these methods assisted in creating a more comprehensive picture of the relationship between partnerships and the outcome variables used to gauge educational pathways to resilience. Results which emerged qualitatively allowed for answering questions surrounding the nature, processes and benefits of partnerships in a rural school, as well as risks and protective resources within and around the school. Quantitative results regarding outcome variables of access and performance highlighted the risks found qualitatively, to indicate that despite observable enabling partnership processes and benefits, students appear to find high academic challenging (in three measured school subjects). A better understanding on the various pathways to resilience of students in resourcescarce environments could assist with appropriate services and interventions that partners may wish to exchange. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

Following the bloody Revolution of 1910-1917, Mexican leaders took a great interest in rebuilding their devastated, war-torn country. In an attempt to further national unity, the post-Revolutionary regime sought to construct a unified, national identity. Many officials, such as José Vasconcelos, Mexico's first Secretario de Educación, viewed education as one of the keys to redeeming the nation. These government officials, empowered by their ideals and their sense of civic duty, worked to extend educational benefits to even the most overlooked segments of Mexican society. This thesis will examine two fictional texts that consider these efforts to transform and unify the nation through education in the post-Revolutionary years. Emilio "El Indio" Fernández's film, Río Escondido (1947), and Rosario Castellanos's novel, Balún Canán (1957), document the results of this federal intervention on behalf of its citizens in frontier towns far from the nation's capital. Nonetheless, Fernández and Castellanos provide very different appraisals of Mexico's post-Revolutionary education agenda. I view Río Escondido as official discourse because it lauds the national government initiatives to extend learning to all Mexicans and suggests that education will redeem the Mexican people. In Balún Canán, on the other hand, those in power utilize the education system to maintain control in society. Thus the novel criticizes failures within federal policies to provide education to less privileged sections of society. Despite their differences, both texts speak to a reality that Mexico dealt with during the mid-twentieth century when it attempted to solve its problems through education.

Teacher retention rates are staggeringly low across the United States. Nearly 20% of public school teachers leave their position from one year to the next, a majority of schools have a turnover rate of 50% every three years, and over 50% of teachers leave the education field within the first five years of employment. This retention problem impacts all type of public school systems—urban, suburban, and rural school districts. This study examined teacher retention in elementary and secondary schools in three rural school districts in eastern Kentucky. Review of district and school documents about teacher retention informed the selection of participants. School districts and specific schools in rural eastern Kentucky with higher retention rates than the average teacher retention of public schools in Kentucky were study sites. Data were collected through individual interviews with superintendents and principals and through focus-group interviews with teachers to gain their perspectives about what influenced the higher teacher retention. Analysis of data identified themes for high teacher retention. The findings suggest that a strong familial school culture among teachers and with school administrators positively impacts teacher retention. High teacher retention is also influenced by Appalachian culture and teachers' desires to contribute to the local community beyond the school building and have a positive impact on the future of the local community’s youth.