Title: Analysis of the rural school in the 19th century in Bohemian-Moravian Highlands Author: Daniela Měřičková Thesis supervisor: RNDr. Jan Řezníček, Ph.D. Department: Biology and Environmental Studies Abstract: This thesis studies the matter of a common educational system of a rural school in the 19th century in Bohemian-Moravian Highlands, in Krasoňov near Humpolec. The main target of this work is to compare selected areas of educational system to the rural school in Krasoňov and today's school. It concernes matters of teacher, student and school. The selected issues were solved by means of the manuscript of a school's chronicle. Both qualitative and quantitative methods were used in this work. The survey research and interviews with old-timers is compared by using constant comparison method. The work presents a comparison of selected educational constructs, educational processes and educational environment of a 19th century school with primary school in Krasoňov. Data from interviews and questionnaires are compared in the same manner to the school in the 19th century, the school in Krasoňov, and in addition also to today's school. The research has shown that the social and economic status of teacher, student and school was different. The Headmaster in the studied area exceeded the limits and...

In this era of educational accountability, achieving and maintaining high levels of student academic performance is the goal of every school. State accountability models serve as the measure to determine if school districts are successfully educating students, and the responsibility of student academic success rests on the principal of each school. Effective leadership is a necessary component of successful schools, especially in rural school districts. The focus of this research was to explore teachers' perceptions of the leadership behaviors and practices of their principals and determine if relationships existed between the leadership behaviors and the schools' accountability ratings. A survey research design was utilized in this study of eight schools across three rural school districts in central Mississippi. The researcher utilized The Principal Instructional Management Rating Scale to survey 121 teacher participants regarding their perceptions of principals' leadership behaviors or practices. The study revealed no statistically significant relationships existed between principals' leadership behaviors and school accountability ratings. However, the findings support existing literature on the indirect influence of principal leadership on student achievement.

This is a case study of the dynamics of the decision-making process of one rural school board in the Commonwealth of Virginia. The case study focused on a five member elected rural school board and the division superintendent. Four decisions of the board were studied. The researcher and the division superintendent identified the four decisions (cases) after a review of board meeting agenda items and board minutes from July 1, 1996, through June 30, 1999. The researcher interviewed all board members and the superintendent and reviewed board minutes and other documents to gather data on the decision-making process by the board on the four selected issues. Data were entered into matrices for analysis. Data were analyzed using the constant comparative method. Triangulation of the data served as a means of data validation. Conclusions and recommendations for future study and practice are included. The major findings were that this board relied heavily on the superintendent for information, external and internal factors influenced the board during the decision-making process, and communication and information sharing were key to this board as it worked to make what it felt was the best decision on each of the four issues. During the decision-making process, this board, depending on the issue, used numerous decision-making process steps. These steps ranged from a minimum of seven to a maximum of eleven. The first step on each issue was becoming aware of the issue and the final step was voting on the solution to the issue. / Ed. D.

Title: Physical fitness for children aged 8-10 years in urban and rural schools. Objectives: The main goal of this work is to verify the level of physical fitness of students 8 to 10 years old at rural and urban school. Methods: The evaluation includes the measurement of physical testing based on the Unifittest set. All date were statistically processed and shown in graphs. Results: The data are compared between rural school and urban school. In general, there are no big differences between those two forms of basic education. Keywords: Rural School, urban school, Unifittest, physical fitness, somatic data

Made available in DSpace on 2017-07-21T20:32:03Z (GMT). No. of bitstreams: 1 Adalberto Penha de Paula.pdf: 11979668 bytes, checksum: 514332d6b7a830a18735cba224fcdaab (MD5) Previous issue date: 2013-08-19 / This study focused on the Field education, more specifically the rural school. To investigate the objective conditions that enhance or hamper the implementation of educational policies, which are in the documents that guide field education, was the main aim of this research. The discussions addressed in the Operational Guidelines for the Rural Schools Basic Education (2002) and the Field Education Curriculum Guidelines in Paraná State (2010) were taken into account. The investigation consisted of a qualitative, exploratory and documental study. The categories of analysis originated in the main documents that base the field education policies. A questionnaire was applied to teachers, pedagogical coordinator and principal in a school located in the rural area, aiming to collect data on teachers’ knowledge regarding the documents produced by the State which guide field education, teachers qualification and continuous development, transport and school infrastructure. The dissertation is divided into three chapters. The first chapter discusses the structural characteristics of the Brazilian society and the historical fight for land in Brazil, emphasizing the Landless Rural Workers Movement, based on the following authors: Ribeiro (1995), Morissawa (2001), Caldart (2004), Stedile and Fernandes (2005) and Souza (2006). The second chapter approaches the role of the State in the construction of field educational policies, the concept of State and the impact of government programs and projects linked to the rural people education, the theoretical background comprises: Calazans (1993), Leite (1999), Caldart (2004), Munarim (2008), Souza (2010), Montaño and Duriguetto (2011), and Gramsci (2011). The third chapter contextualizes the research, organizes and discusses empirical data. It is based on Freitas (2005), Duarte (2006), Melo; Moro and Guimarães (2007), Severino (2007), Souza (2011), Gandin (2011). The study revealed that there is still a long way to go before a real field education project is built, one which considers the singularities and the reality of the rural people. It is necessary also that the whole school community, parents, students, teachers, pedagogical coordinators, directors become more aware of the educational policies as a whole, so that these can be implemented or demanded by the civil society from the State. The final considerations acknowledge the importance of the individuals who live in the field to take responsibility and commit themselves with field education, trying not to treat it as a relative matter or fragment the fight for education as a means of social transformation. / A presente pesquisa teve como objeto de pesquisa a educação do campo, mais especificamente a escola do campo. Investigar as condições objetivas que possibilitam e/ou dificultam a implementação da política educacional, explicitada nos marcos legais que orientam a educação do campo foi o principal objetivo que norteou a pesquisa. Especificamente as discussões tratadas nas Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (2002) e as Diretrizes Curriculares da Educação do Campo do Estado do Paraná (2010). A investigação se insere nos estudos de natureza qualitativa, exploratória e documental. As categorias de análise emergiram dos principais documentos que fundamentam as políticas da educação do campo. Foi aplicado um questionário junto aos professores, coordenação pedagógica e direção de uma escola localizada no campo, com a finalidade de coletar dados sobre o conhecimento dos professores referente aos documentos produzidos pelo Estado que fundamentam a educação do campo, formação inicial e continuada dos professores, transporte e infraestrutura escolar. A dissertação esta organizada em três capítulos. O primeiro capítulo discute as características estruturais da sociedade brasileira e as lutas históricas pela terra no Brasil, destacando as lutas do Movimento dos Trabalhadores Rurais Sem Terra, pautado nos seguintes referencias: Ribeiro (1995), Morissawa (2001), Caldart (2004), Stedile e Fernandes (2005) e Souza (2006). O segundo capítulo aborda o papel do Estado na construção de políticas educacionais do campo, o conceito de Estado e o impacto dos programas e projetos governamentais voltados para a educação dos povos do campo, utilizamos dos seguintes autores: Calazans (1993), Leite (1999), Caldart (2004), Munarim (2008), Souza (2010), Montaño e Duriguetto (2011), Gramsci (2011). O terceiro capítulo contextualiza a pesquisa, organiza e discute dados empíricos. Teve como aporte os estudos de Freitas (2005), Duarte (2006), Melo; Moro e Guimarães (2007), Severino (2007), Souza (2011), Gandin (2011). A pesquisa evidenciou que há ainda um longo caminho a percorrer para que se possa, de fato, construir um projeto educativo do campo que considere as singularidades e a realidade dos sujeitos do campo. Necessário, se faz, ainda que toda comunidade escolar, pais, alunos, professores, coordenadores pedagógicos, diretores, conheçam melhor as políticas educacionais como um todo para que as mesmas possam ser implementadas ou reivindicadas pela sociedade civil, junto ao Estado. O estudo em suas considerações finais reconhece a importância dos sujeitos que vivem no campo de se responsabilizarem e se comprometerem com a educação do campo, buscando não relativizar ou fragmentar a luta pela educação, enquanto meio para a transformação social.

Researchers have observed that effective leaders are essential to achieving and sustaining high student achievement in disadvantaged poor rural areas. Poor leadership may negatively influence the academic performance of students. The poor performance of students in disadvantaged rural areas has been a continuous concern for Catholic educators in Nigeria. The purpose of this study was to gain an understanding of the leadership practices that a rural Catholic school principal implemented to improve the academic standards in a disadvantaged environment in Nigeria. This qualitative case study sought to explore the practices of a principal in a Catholic school in the Diocese of Auchi that have improved student performance significantly in a disadvantaged rural area. Leithwood and Riehl's core leadership practices framework served as a conceptual basis for understanding the leadership practices of an effective school principal. The collection of data was through semistructured interviews with 12 participants (principal, 6 teachers, and 5 parents), a focus group with 5 teachers, field notes from direct observations, and documents from the school. Data analysis was thematic and flexible as guided by an interpretative framework. The findings suggest that Catholic school principals in disadvantaged areas need to set direction, have professional development for teachers, focus on the teaching and learning, and create an enabling climate with a positive culture, building Catholic character, good relationships, and stakeholders' collaboration. This study may contribute to positive social change in building best leadership practices in helping students learn in the midst of poverty, sustaining and improving student academic achievement.

Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 121-126.

Thesis (M. Ed. (Education))--Rhodes University, 2005.

The present study analyzes the use of XO laptops as a tool of information technology and communication in language learning in the sixth grade students of a Peruvian rural school. To develop this study were applied activities and tools that show the students have a domain in the handle of this kind of laptops. / El presente estudio pretende ofrecer al lector una visión acerca del uso de la computadora portátil XO por los estudiantes del sexto grado del nivel primario de una escuela de la región Junín. Para ello, se realizaron actividades con los estudiantes utilizando el entorno gráfico Sugar, orientadas a la práctica del área curricular de Comunicación Integral. De este modo se conoció que los estudiantes de la escuela rural tienen dominio en el manejo de las computadoras portátiles XO.

The Master's thesis is associated to the research line 'Education and Arts' of the Post-graduation Program of Studies on Education in the Federal University of Santa Maria/RS. Therefore, the present thesis is aimed at investigating how teachers perceive the world of visual culture in the municipal school Elementary School Valentine Bastianello (school of nucleum) in the town of Dilermando de Aguiar - RS. The methodology was qualitative, marked by Investigation Based on the Arts - IBA. Thus, data were gathered through semi-structured interviews and narratives from images, beside of a field diary. The theoretical background of the research was constructed from the conceptions by Efland; FREEDMAN and Stuhr (2003); FREEDMAN (2006), Hernández (2000; 2006; 2007; 2008); MIRZOEFF (2003); BREA (2005); MARTINS (2008) and DIAS (2008). These authors disscuss the importance of the debates on visual culture in the curricula, the argument of this relationship in planning, teaching, and finally the relevance of the images and interpretations of visual representations. / A referida dissertação de mestrado está vinculada à Linha de Pesquisa de Educação e Artes do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria/RS. Concebe como objetivos investigar como as educadoras percebem a cultura visual no universo da Escola Municipal de Ensino Fundamental Valentim Bastianello (escola-núcleo), no município de Dilermando de Aguiar - RS. A metodologia caracterizou-se por uma abordagem qualitativa, balizada pela Investigação Baseada nas Artes (IBA). Os dados foram agrupados por meio de entrevistas semi-estruturadas e narrativas a partir de imagens, além do diário de campo. O marco teórico da pesquisa foi construído a partir do diálogo com autores como EFLAND; FREEDMAN e STUHR (2003); FREEDMAN (2006); HERNÁNDEZ (2000; 2006; 2007; 2008); MIRZOEFF (2003); BREA (2005); MARTINS (2008) e DIAS (2008), os quais discorrem acerca da importância da discussão da cultura visual nos currículos, da discussão desta relação nos planejamentos de ensino, e finalmente a relevância das imagens e as interpretações das representações visuais.