Submitted by Marineide De Oliveira Da Silva (mari.oliveirasil@gmail.com) on 2018-05-19T00:06:22Z No. of bitstreams: 1 Tese Marineide de Oliveira da Silva- UNESP.pdf: 8895218 bytes, checksum: 21b52eacb21ce3820b0a1c2acd67eea7 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-05-21T14:07:58Z (GMT) No. of bitstreams: 1 silva_mo_dr_rcla.pdf: 8882039 bytes, checksum: 1047267c88227c480996158cfca37444 (MD5) / Made available in DSpace on 2018-05-21T14:07:58Z (GMT). No. of bitstreams: 1 silva_mo_dr_rcla.pdf: 8882039 bytes, checksum: 1047267c88227c480996158cfca37444 (MD5) Previous issue date: 2018-02-06 / A escola rural em Mato Grosso é um objeto de estudo que oferta ao pesquisador possibilidades de análise em diferentes momentos históricos. Para cada período, tendo por base a conjuntura social em que a mesma se encontra atrelada, marca mudanças e posturas educacionais que somente analisando “o não aparente” e o processo em que culminaram os acontecimentos podem-se formular hipóteses e buscar respostas paras as indagações que se apresentam durante o percurso da pesquisa. Entender esse fato foi crucial para a elaboração desta pesquisa. O presente trabalho tem como centralidade analisar a constituição do educador leigo/a e as mudanças de paisagem que inculcaram neles a necessidade de passarem por um processo de recuperação para estar qualificados a ser docentes nas escolas rurais de Mato Grosso. O cenário da pesquisa é o estado de Mato Grosso (uno) e abarca um período de mudanças que começaram a ser desenhadas na década de 1940, com o caminhar para a finalização do Estado Novo, momento ainda encabeçado pelo grupo getulista, e tendo como baliza final na década de 1960, período em que foram implementadas no país as reformas educacionais que visou recuperar um contingente significativos de professores sem formação para o magistério e que ministravam aulas nas escolas primárias de todo Brasil. Objetivando também demonstrar como a educação primária se configurou, bem como a maneira como a escola rural atravessou esse período. Para fundamentar essa tese, foram consultados autores como Adorno (1995), Mészáros (2008), Biesta (2013), Sá (2006), Paes (2011), entre outros, que propõem pensar a sociedade, a escola e a educação enquanto um conjunto de fatores que podem estar atrelados a questões econômicas, interferindo de maneira significativa na concepção de educação e na percepção dos sujeitos inseridos na sociedade. Para refletir sobre o fazer histórico e o trato com as fontes documentais e orais, buscou-se suporte nos escritos de Certeau (1982), Montenegro (2011), além de ter como mote de análise de dados o método cartográfico, apresentado por Guattari e Rolnik (1996), Passos, Kastrup e Escóssia (2015), ao conceberem que a realidade cartografada não se configura, para o investigador, como uma paisagem que delineia contornos estáticos, mas que estes mudam conforme as pistas encontradas no processo de pesquisa, tornando “o aparente” como objeto imbuído de significações. Por isso, a “Análise do Discurso” se torna importante no processo, pois contribui para desvelar o aparente ligado às conjunturas educacionais primárias mato-grossenses. Acredita-se que falar de escola rural e professor/a leigo/a é trazer à cena personagens fundamentais no processo educativo de Mato Grosso, cujas vozes são, muitas vezes, silenciadas para não denunciar as fragilidades e inconsistências dos discursos políticos de dominação. / The rural school in Mato Grosso is a study of object that offering the searcher possibilities of analysis at different historical moments. To each period, based on the social context that find in the same harness, trace changes and educational positions that only analyzing "no apparent" and the process that was the highest events you can formulate hyphotheses and get answers to the reasons that arise during the course of the search. To understanding this fact, it was crucial for the elaboration of this search. The present work have been to centrality to analyze the constitution of lay educator and changes representetion have mark them a necessity to pass for a recovery process to be qualified to be teachers in rural schools of Mato Grosso. The scene of the State of Mato Grosso (uno) covers a period of changes that started to be desingned in 1940, with the progress of the completion of the new state, in this moment formed by the getulista group, and having as end point the years of 1960, period that they were implemented in the country the educational reforms, which recovered a significant uncertain of teachers without training for the magisterium and that administer classes in primary schools from all over Brazil, evidencing how the primary education was configured, as well as the way the rural school cross this period. To ground this thesis, were consulted authors such as Adorno (1995), Mészáros (2008), Biesta (2013), Sá (2006) and Paes (2011) and others, which proposes to think about society, school and education while a conjuct of coefficient that may be harness the economic issues, interfering in a significant way in the conception of education and in the perception of the subjects inserted in the society. Thinking about doing the historical documentary and oral sources, it was support in the writings of Certeau (1982), Montenegro (2011), besides having how of data analysis the cartographic method presented by Guattari and Rolnik (1996), Passos, Kastrup and Escóssia (2015), when realizing that the reality was charted it's not configured, to the investigator, like a representetion that adumbrate static contours, but that these change according to the clues found in the process of search, making "the apparent" like an object impregnate with meanings. For this reason, the "Discourse Analysis" be the most important in the process, contributes to unveil the apparent educational primary in Mato Grosso. Come to believe saying about the rural school and teacher lay person to bring the scene fundamental characters in the educational process of Mato Grosso, whose voices are often silenced not to denounce the fragility and inconsistencies of political discourses of domination.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2017-10-18T13:21:46Z No. of bitstreams: 2 Estela L. Schmitt 2017.pdf: 1931126 bytes, checksum: bb0d87fddab0e134403826428e09324f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-18T13:21:46Z (GMT). No. of bitstreams: 2 Estela L. Schmitt 2017.pdf: 1931126 bytes, checksum: bb0d87fddab0e134403826428e09324f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-05-23 / This dissertation presents aspects about the environmental education performed at rural schools. The main goal was to comprehend what characterises the environmental education on the pedagogical practice at the rural school institution. There are 45 rural schools which belong to the Regional Education Hub of Francisco Beltrão – PR, of which 25 participated on the research. The subjects of this research were 132 teachers who work with school subjects. Out of these, there were five geography teachers. The instruments of the data collection were: the Pedagogical Political Projects of Rural Schools; survey with open and closed-ended questions, semi-structured interviews directed to the teachers. Among the others authors used we can mention Leff, Loureiro, Lima, Carvalho, Layrargues, Brüger, Caldart, Arroyo, Saviani, Franscichett, Fazenda, Callai e Sacristán, and others. It was found that at rural schools there is environmental education, however without the compliance of the Curricular Rural Policy of the Paraná state, that offers that the teacher take it as a starting point for the pedagogical practice the rural subject's place of life and his local reality, considering his experiences. Going from these premises, the pedagogical practice of the rural school does not come close to the socioenvironmental approach, that takes into account social and environmental questions. The research revealed that teachers who act on rural schools work with environmental education, however stongly influenced by the conventional metodology, with pragmatic conservative practices. They search for ponctual answers, without any relation to the complex dimension of the issue, without an watchful eye for the perspective of the rural school reality. / Esta dissertação apresenta aspectos sobre a Educação Ambiental praticada nas Escolas do Campo. O objetivo principal foi compreender o que caracteriza a Educação Ambiental na prática pedagógica na instituição escolar do campo. São 45 Escolas do Campo pertencentes ao Núcleo Regional de Educação de Francisco Beltrão – PR, sendo que destas, 25 participaram na pesquisa. Os sujeitos dessa pesquisa foram 132 professores que trabalham com as disciplinas escolares. Destes, foram entrevistados 5 (cinco) professores que trabalham a disciplina de Geografia. Os instrumentos de coleta de dados foram: os Projetos Políticos Pedagógicos das Escolas do Campo; questionários com perguntas abertas e fechadas, entrevistas semi - estruturadas, dirigidas aos professores. Dentre os autores utilizados podemos citar Leff, Loureiro, Lima, Carvalho, Layrargues, Brüger, Caldart, Arroyo, Saviani, Franscichett, Fazenda, Callai e Sacristán, entre outros. Verificou-se que nas Escolas do Campo, ocorre Educação Ambiental, porém sem a observância das Diretrizes Curriculares do Campo do estado do Paraná, que propõe ao professor que tome como ponto de partida para a prática pedagógica o lugar de vida do sujeito do campo, a sua realidade local, considerando suas experiências. Partindo destas premissas a prática pedagógica da Escola do Campo não se aproxima da abordagem socioambiental, que considera as questões sociais e ambientais. A pesquisa mostrou que os professores que atuam na Escola do Campo trabalham com Educação Ambiental, porém fortemente influenciados pela metodologia convencional, com práticas conservadoras Pragmáticas. Buscam respostas pontuais, sem relação com a dimensão complexa da problemática, sem um olhar atento para a perspectiva da realidade da Escola do Campo.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-23T18:07:39Z No. of bitstreams: 1 tamaraceciliarangelgomes.pdf: 1535252 bytes, checksum: 3ce2917c1cafcaf2eb896ad5614fc7bf (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-07T20:26:07Z (GMT) No. of bitstreams: 1 tamaraceciliarangelgomes.pdf: 1535252 bytes, checksum: 3ce2917c1cafcaf2eb896ad5614fc7bf (MD5) / Made available in DSpace on 2017-08-07T20:26:07Z (GMT). No. of bitstreams: 1 tamaraceciliarangelgomes.pdf: 1535252 bytes, checksum: 3ce2917c1cafcaf2eb896ad5614fc7bf (MD5) Previous issue date: 2014-08-21 / O presente estudo analisou o modelo de gestão implementado no Colégio Estadual Waldemiro Pitta sob o ponto de vista de sua gestora, da comunidade escolar e suas possíveis contribuições para o alcance do resultado do IDEB observado entre os anos de 2009 e 2011. Dessa forma, apresentou um Plano de Ação Educacional que contribui com a melhoria dos resultados educacionais das unidades escolares rurais no âmbito da Regional Norte Fluminense. Justifica-se esta investigação, visto que o resultado do IDEB de 2011 projetou a referida escola ao patamar de segundo maior IDEB nacional. Para o desenvolvimento da pesquisa, utilizou-se da metodologia qualitativa através do método de estudo de caso na escola selecionada. Foi realizada entrevista semiestruturada e aplicado um questionário com a gestora. Além disso, optou-se pela técnica de grupo focal com membros da comunidade escolar. Observou-se, na análise dos resultados das técnicas metodológicas utilizadas, a implementação de uma gestão participativa. Ao final, foi apresentado um Plano de Ação Educacional com propostas direcionadas para a Secretaria de Estado de Educação do Rio de Janeiro e para a Regional Norte Fluminense com vistas à melhoria dos resultados educacionais das escolas rurais. / The present study analyzed the management model implemented at The State School Waldemiro Pitta from the point of view of its manager and the school community and its possible contributions to reaching the IDEB results observed between the years 2009 and 2011 and presented an Educational Action Plan which may contribute to improving the academic achievement results in the rural school units within the Fluminense North Regional. The investigation is justified considering that the results from the IDEB in 2011 projected the school top the level of the highest national IDEB. In order to conduct the research we utilized qualitative methodology and a case study on the school aforementioned. We conducted a semi structured interview and a survey with the manager and the technician besides a focal group with members of the school community. It was observed in the analysis of the results of the methodological techniques utilized the implementation of a participative management. In the end, an Educational Action Plan was presented with proposals towards the State Secretariat for Education of Rio de Janeiro and the Fluminense North Regional aiming to improving the academic achievement results at rural schools.

The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Associée à beaucoup de clichés, d’idéalisation et de nostalgie, l’école rurale constitue un objet de recherche renouvelé depuis les années 1980, tant au niveau national qu’international. Les petites écoles rurales françaises, espagnoles, chiliennes et uruguayennes (écoles à classe unique ou à deux classes) présentent des points communs en termes d’organisation (structure multi-cours) et d’implication des acteurs locaux (en particulier des parents) dans leur fonctionnement. L’immersion des enseignants dans le territoire rural à travers l’activité professionnelle, la confrontation à la structure multi-cours, à la culture locale, aux traditions de l’école rurale bouleversent leur identité professionnelle en mettant souvent à mal leur système capacitaire (Costalat-Founeau, 1997). L’étude réalisée grâce à une méthodologie qualitative auprès de 43 enseignants, montre que les enseignants mettent alors en œuvre de nombreuses actions professionnelles et personnelles en direction du territoire, avec le territoire, à la recherche d’une validation sociale par celui-ci. Ces actions visent également à un apprentissage du territoire en réponse à l’expression d’une curiosité cognitive. Le déséquilibre du système capacitaire, le manque de validation sociale peut conduire les enseignants à une forme de repli sur soi en fermant la porte au territoire. En retrouvant un équilibre du système capacitaire, ils modifient alors leur représentation du métier, leur rapport au savoir, leur rapport à l’autorité, leur rapport à l’institution, leurs pratiques pédagogiques et donc l’ensemble de leur développement professionnel. Ils construisent progressivement une identité professionnelle et une proposition éducative territorialisées. Celle-ci s’exprime parfois par un conformisme important à la demande sociale, mais souvent par l’intégration des problématiques locales dans leur proposition éducative. / Rural schools, associated with many idealized images and nostalgia, have constituted a renewed subject of research since the 1980s, at both the national and international levels. Small rural schools (schools with one or two classes) in France, Spain, Chile and Uruguay have points in common in terms of their organization (multi-year) and the implication of local participants. The immersion of teachers in the rural territory through their professional activity, and their confrontation with a multi-year structure, local culture and the traditions of the rural school tend to upset their professional identity and often damage their “capacity system”(Costalat-Founeau, 1997). This study – undertaken with 43 teachers using qualitative methodology – shows that, as a result, teachers engage in numerous professional and personal activities both directed at the territory and with the territory, on a quest of social validation by the latter. These activities are also intended to quench the teachers’ intellectual curiosity by enabling them to learn about the territory. An imbalance in the “capacity system” and a lack of social validation can lead teachers to turn in on themselves by shutting out the territory. By re-balancing their capacity system, they modify their representation of their own profession; their connection with knowledge, authority and the institution; their educational practices; and thus their whole professional development. They gradually construct a territorialized professional identity and educational offer. This sometimes finds expression in conformity with social expectations, but more often in an integration of local issues into the educational offer.

Background: Research on rural educational leadership is often overlooked in educational research, specifically within the context of homegrown leaders, or leaders who have been lifelong residents in the districts where they were students, teachers, and now lead as principal. Rural districts face many challenges that differ from urban districts. Looking at how these homegrown leaders use transformational leadership to overcome these challenges can assist principal preparation programs in preparing administrators to lead in rural districts as well as policymakers as they look at policies and funding that impact rural districts. Purpose: The purpose of this study is to address the following research questions: 1) How do these participants identify themselves as educational leaders? 2) How do these rural principals, identified as transformational leaders, use transformational leadership to contend with challenges unique to rural districts? 3) Do the principals’ prior experience and personal history within a school district influence transformational leadership practices, such as building trust, maintaining a positive school culture, and enacting change? If so, how? Setting: Research for this study took place in two rural school districts in neighboring Midwestern states. The communities the participants in this study reside in are over 100 miles apart, yet both the school districts and towns share similar characteristics. These districts are housed in farming communities with a population between 1,500 and 1,800 residents. The demographics of both districts are very similar consisting of over 97% white students, with the town’s population matching that of the school. The similarities are also present in the physical description of the school sites and collaboration with neighboring districts. Both of these districts consist of one large building housing all students, and superintendent on the same campus, and share resources such as staff, transportation, and athletic and academic programs with neighboring districts. Participants: The two school principals in this study were chosen due to similar characteristics of being homegrown leaders who both reside in similar rural districts and communities in neighboring states. In addition to having similar contexts, the participants in this study share many similarities as well. Both are male and have lived in the district where they were former students, teachers, and coaches prior to becoming the school principal. In addition, both of the principals in this study were chosen via convenience sampling due to prior experience of the researcher within both of these communities and their qualifications of being homegrown leaders. Research Design: This is a qualitative case study analyzing two cases with two participants. Data Collection and Analysis: Data collected for this qualitative case study include multiple interviews with both participants; observations in school and community events; observations at staff, parent, and student meetings; district handbooks and information collected from the district website and state reporting agencies, including demographics, free and reduced lunch status, number of staff, per pupil funding, assessment scores, and school improvement plans. Open and axial coding is used to analyze data. Member checks, triangulation of data, memos, and peer review are used to help ensure validity. Findings: The findings of this study reveal that being a rural, homegrown, transformational leader is a strength to overcome rural challenges. These principals’ prior history and relationships within the district and community, as well as the deep understanding and background knowledge they have of the values and culture of the district and community, allow them an easier time building and maintaining trust and relationships, creating a positive school culture, and enacting change. Additionally, their understanding of the challenges of rural districts based on their prior knowledge as a student and teacher have given them foresight to help them better understand and manage the challenges they encounter specific to rural districts. Conclusions: This study demonstrates how transformational leadership assists rural principals in managing challenges specific to rural districts. Additionally, it adds to the literature addressing the challenges rural districts encounter from first hand experiences of two principals who have lived in their respective districts their whole lives. This study provides insight to principal preparation programs, especially those training principals in states with a high percentage of rural districts, regarding how transformational leadership can assist rural principals in managing the challenges they will encounter in a rural district. This study is also beneficial to rural superintendents as they look to hire new principals.

We present a summary of the rationale, methods, and preliminary data from an on-line survey of special education teachers and administrators in rural districts of northeast Tennessee, western North Carolina, and southwest Virginia regarding stress, burnout and professional development. Data will be used to design positive behavior supports for teachers.

No description available.

School-based intervention in a post-colonial context forms part of a transformational process to address equity and the right to quality education. Interventions have had limited effect reducing the disparity between the haves and the have-nots, thereby perpetuating the cycle of intergenerational poverty and inequality. Quality Talk, a classroom discourse intervention, was used as a case study to explore the broader issues of school-based intervention. Using a mixed-methods integrated design the data collected was used to identify potential enablers and constraints of school-based intervention research in a rural context. Building on active intervention implementation models in health and education research I propose an integrated approach to school-based intervention that focuses on a multilevel process of implementation. The implementation process emphasises the interrelationship between the intervention, participants, and context. The role of researcher, as an active ingredient of implementation, is to assess and align the intervention within its contextual setting with the participants as they reflect on the intervention implementation process. The implementation of the intervention is linked to developing a multilevel support system focusing on professional development, leadership, and perceptions and attitudes towards the intervention. Together these factors aim at facilitating the transitioning of school and individual readiness to intervention implementation thereby developing teacher competence in providing quality education to students in the classroom. / Thesis (PhD)--University of Pretoria, 2019. / Educational Psychology / PhD / Unrestricted

The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted