No description available.

Every student has the right to a safe learning environment, yet so many students have been targets of or witnesses of bullying incidents. In spite of school administration efforts to create effective reporting systems and to implement anti-bullying programs, many students remain silent victims. The present study analyzes data collected from a School Safety Survey through SchoolTipline. This data was used to determine the bullying trends, reporting trends, and reporting preferences of 562 7th and 8th grade students at an urban, suburban, and rural school. The results of this study indicate that bullying continues to be a prevalent issue that students face, but a great majority still fail to report these bullying incidents to school personnel. The results also indicate that there are significant differences in regard to bullying among the urban, suburban, and rural schools, which warrant further research.

Despite research which found that using technology in teaching is beneficial to students, few teachers continue to use technology in their instruction. The research literature addressed four barriers to technology infusion by teachers: lack of tools, time, training, and support. Many teachers do not have the equipment to implement technology into their instruction and do not have the time to learn technology skills as well as implement technology into their lessons. Many teachers lack the training to use technology in their instruction and also lack the support from those in the school to infuse technology in their instruction. A case study of teachers in a small rural school was conducted to examine their change of instruction when they were provided the opportunity to use technology in their instruction by participating in a project which addressed the barriers to technology infusion. Throughout a three year period, the researcher collected data to assess technology integration by the teachers through interviews, observations, and document analysis. The teachers? instruction changed very little. To the teachers, the purpose of the project was to create lesson plans. They seemed to see the project as a burden rather than as an opportunity improve their teaching. The conclusion drawn from the case study was that the barriers addressed in the literature were not the only barriers to technology infusion by teachers. One barrier to technology infusion by these teachers seemed to be their confusion about the purpose of the project. Another barrier for these teachers was their lack of acceptance of the project staff who they considered to be outsiders. The teachers also seemed to lack the motivation to change their teaching which seemed to be a barrier for technology infusion as well. It is recommended that administrators who would like to see technology used in instruction choose teachers for a project such as this who want to change their teaching. It is also recommended that future projects present the project as an opportunity for change in their instruction. It is also recommended that future projects build positive relationships with the participants.

No description available.

This causal comparative study examined the relationship of the school demographic factors of ethnicity, socioeconomic percentages, academic performance, and school location (urban versus rural) on principal leadership with data analyzed when schools were placed into groups ex-post-facto. One-Hundred and sixty-nine teachers representing six public high schools located in Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and Classroom Instruction; (III) Collaboration and Shared Leadership; (IV) Family and Community Involvement; (V) Effective Management. Quantitative data were analyzed (means, frequency, ANOVA, Tukey-Kramer HSD) with school results placed into demographic groups and locations to examine group differences in perceptions of principal leadership. Significant differences were found when schools were grouped according to location and demographic factors. A model of the contextual elements on the role of principal leadership was developed, and implications for research and future studies were presented. / Ed. D.

Traditional histories of Canadian education pursue an east/west perspective, with progress accompanying settlement westward from Ontario. This history of Saskatchewan education posits, instead, a north-south perspective, embracing the US cultural routes for the province’s educational development from 1905 until 1937. I emphasize the transplantation of US Midwestern and Plains culture to the province of Saskatchewan through cultural transfer of agrarian movements, political forms of revolt, and through adopting shared meanings of democracy and the relationship of the West relative to the East. Physiographic similarities between Saskatchewan and the American Plains fostered similar moralistic political cultures and largely identical solutions to identical problems. This larger cultural transfer facilitated developments in Saskatchewan K-12 education that paralleled movements in the US milieu through appropriating into the province’s system of schooling American teachers into classrooms, American school textbooks, teacher training textbooks written in the US, and through the pursuit of American graduate training by Saskatchewan Normal School instructors. This resulted in the articulation in the US and Saskatchewan of a “rural school problem,” consolidation as its only solution, and the transplantation of a language of school reform identified by Herbert Kliebard as “social efficiency.” The invitation issued by the government of Saskatchewan in 1917 to an American expert on rural schooling, Harold Foght, to survey the province’s system of schooling and make recommendations for its reform, marked a high point in American influence in the province of Saskatchewan’s system of schooling. In higher education the province’s sole university, the University of Saskatchewan, mirrored even more closely American Midwestern and Plains models. Essentially, the U of S was a transplanted version of the University of Wisconsin. Under the guidance of the University’s first President, Walter C. Murray, the “Wisconsin idea” permeated the practice and meaning of his University. His persistent pursuit of Carnegie Foundation financial support throughout his tenure meant Murray had to pattern his university after its American antecedents. Though Murray largely failed to gain substantial financial support for the U of S, the result was a university identical to many American land grant and public universities.

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.

Made available in DSpace on 2016-07-27T13:52:51Z (GMT). No. of bitstreams: 1 IDELVONE FATIMA DOS SANTOS DA ROCHA.pdf: 1093911 bytes, checksum: ace5b6775e3e54f77a7d6956d06a721f (MD5) Previous issue date: 2011-08-25 / This research was done focusing on the following problems: does the rural school students context contributes with the development of their reading practices? What are the influences of the school and family conditions on their reading practices? How does the mediation of the teacher influences in the active relation between the pupils and the reading? In which form does the familiar and the school context influence on the reading practice and on the written productions of the rural school students? With the support of the historic-cultural theory by Vygotsky, the beginning dialogic, the Sociolinguistic and the contextual Linguistic, an inquiry was made checking the quality by means of a bibliographical research, document analysis and field research. The field research was made at a Rural School, with students attending the final years of high school, their parents and teachers. To collect the data in the field, the semi structuralized interview and the teach- used. The main objective of this research was to investigate the influence of the sociocultural context of the Rural School students in the development of their reading practices. The analysis tried to interpret and explain the practices of reading and writing of the students, considering elements of their social and cultural context as well as of the school context. The final results show that the Rural School researched has a great concern with the reading combined with communication and the social interaction of the students; the juvenile literary book was the one mostly used by the teacher for the students reading practices; the teachers job in the lesson was based on the understanding of the text along with the interaction process, then reaching the students; the students showed a mixture of influences in their reading and writing practices. Among the influences of the familiar sociocultural context highlights the parents belief, and also of the students themselves, that the school is a place to acquire knowledge and the standard behavior demanded to the future professional worker of the city. Therefore, it represents a possibility of social ascension and it must be valued as a place of opportunities, showing respect to the employees, to the oldest, obeying rules and the reproduction of discipline. Among the influences of the school sociocultural context highlights the reading and the increase of the léxico giving ways to the students overcome the common sense. As far as the relationship between the students and the reading two main aspects were found: 1) the reading is seen by the students as a task proposed by the teacher, done through defined changes; 2) even being stimulated by their parents and teachers, reading to the students is not something they like, having to be added to other context of their day by day activities. One concludes that by the limitations of this research characterized by the historical and sociocultural singularity of the searched school does not allow surpassing its results to other contexts of a rural school. However, it helps understanding that the students sociocultural context from a rural school, where they do not have other mediators such as internet, the news etc., the reading and the book continue being privileged mediator for the students development. / Esta pesquisa desenvolveu-se em torno do seguinte problema: o contexto dos alunos da Escola Rural contribui para o desenvolvimento de suas práticas de leitura? Qual a influência das condições escolares e das condições familiares em suas práticas de leitura? Como a mediação da professora influencia a relação ativa dos alunos com a leitura? De que forma o contexto familiar e o contexto escolar influenciam práticas de leitura e produções escritas dos alunos da Escola Rural? Com apoio na teoria histórico-cultural de Vygotsky, no princípio da dialogia de Bakhtin, na Sociolinguística e na Linguística textual realizou-se uma investigação com abordagem qualitativa, por meio de pesquisa bibliográfica, análise de documentos e pesquisa de campo. A pesquisa de campo ocorreu em uma Escola Rural, com alunos dos anos finais do Ensino Fundamental, seus pais e a professora. Utilizou-se na coleta de dados em campo a entrevista semiestruturada e a observação do processo ensino-aprendizagem da leitura e da escrita no contexto da aula. O objetivo principal foi investigar a influencia do contexto sociocultural dos alunos da Escola Rural no desenvolvimento de suas práticas de leitura. Na análise buscou-se interpretar e explicar as práticas de leitura e de escrita de alunos, considerando-se elementos de seu contexto social e cultural e do contexto da escola. Nos resultados verifica-se que a escola rural pesquisada apresenta grande preocupação com a leitura enquanto comunicação e interação social; a professora utilizou para a leitura dos alunos, predominantemente, o livro literário infanto-juvenil; a mediação da professora na aula baseava-se na compreensão do texto enquanto processo de interação, partindo dele para chegar ao texto do aluno; os alunos revelaram uma mescla de influências em suas práticas de leitura e escrita. Entre as influências do contexto sociocultural familiar destaca-se a crença dos pais, e também dos próprios alunos, de que a escola é o lugar por excelência para aquisição de conhecimentos e do comportamento padrão exigido ao futuro profissional trabalhador da cidade. Por isso, representa possibilidade de ascensão social e deve ser valorizada como um lugar de oportunidades, com demonstração de respeito aos funcionários, aos mais velhos, obediência às regras, reprodução da disciplina. Entre as influências do contexto sociocultural da escola destaca-se a leitura e ampliação do léxico avalizando formas de o aluno superar o senso comum. Quanto à relação dos estudantes com a leitura foram verificados dois aspectos principais: 1) a leitura é vista pelos alunos como uma tarefa proposta pela professora, que deve ser realizada a partir de critérios definidos e não como uma necessidade própria do estudante ou oriunda de seu desejo pessoal e que possibilita sua transformação pessoal; 2) mesmo estimulados pelos pais e pela professora, a leitura não se apresenta aos alunos como um elemento que faz parte de seu gosto, sendo suplantada por outras atividades de seu contexto cotidiano. Conclui-se que o limite desta pesquisa caracterizado pela singularidade histórica e sociocultural da escola pesquisada não permite extrapolar seus resultados para outros contextos de escola rural. No entanto, contribui para a compreensão de que, no contexto sociocultural de alunos da escola rural, em que não estão disponíveis outros mediadores como a internet, as mídias etc., a leitura e o livro continuam sendo mediadores privilegiados para o desenvolvimento dos alunos.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-23T13:51:12Z No. of bitstreams: 1 Olga Rosa Koti.pdf: 6841070 bytes, checksum: 1be3fb587421a6b4a2770df63d2c0569 (MD5) / Made available in DSpace on 2015-04-23T13:51:13Z (GMT). No. of bitstreams: 1 Olga Rosa Koti.pdf: 6841070 bytes, checksum: 1be3fb587421a6b4a2770df63d2c0569 (MD5) Previous issue date: 2013-10-17 / Universidade Católica de Santos - Católica de Santos / This research is in the Research Line I: Teacher Education and Professionalization of the Post - graduate programs - Master of Education at the Catholic University of Santos (UNISANTOS), which investigates teacher training, focusing on the practical knowledge and in research as constituting the formative process. Thus, this research is through the field research in rural schools of the municipality of Cajati, in the state of São Paulo and discusses the construction of the teaching practice of teachers working in rural schools in this municipality, considering the limits and opportunities faced to meet the specificities of Field Education. The research problem begs the question: how teachers in rural schools of Cajati/SP build their practice? The study is qualitative in nature, the data was collected through participant observation, questionnaires, interviews and documentary data were analyzed according to Bardin (2011) and interpreted according to the triangulation proposed by Minayo (2012). The theoretical researchers involve treating rural education and teaching practice, either from the proposed pedagogy itself the Movement of Landless Rural Workers - MST, as well as in the sense of teaching for the political and social transformation of human formation of subject to which it is intended. As a result, the survey found that still there are many limits faced by the subjects to build a practice teacher who identifies with the proposal from the education field. The results indicated that there is a need for the implementation of a policy proposal pedagogical system local educational searched for an adjustment to the current legislation on the guidelines related to the organization and infrastructure of schools in rural communities. The survey also found that the teaching practice of the subjects studied is wheteher the knowledge of the initial training, the common sense knowledge and effort to meet affective needs and tailor the few features that are not always offered on equal terms with the reality of urban schools their students. This indicates the need to invest in continuing education with a focus on fundamental knowledge to the practice of rural education: autonomy and ethical-political awareness, aiming at political and social transformation of rural subjects from the perspective of a society increasingly fair, dignified and inclusive. / A presente pesquisa situa-se na Linha de Pesquisa I: Formação e Profissionalização Docente do Programa de Pós-Graduação Stricto Sensu ¿ Mestrado em Educação da Universidade Católica de Santos (UNISANTOS), que tem como eixo temático a formação de professores, com foco nos saberes da prática e nas pesquisas como constitutivos do processo formativo. Nesse sentido, esta investigação se dá por meio da pesquisa de campo nas escolas rurais do município de Cajati, no interior do estado de São Paulo e problematiza a construção da prática docente dos professores que atuam nas escolas rurais desse município, considerando os limites e possibilidades enfrentadas para atender às especificidades da Educação do Campo. A problemática da pesquisa traz o seguinte questionamento: como os professores das escolas rurais de Cajati/SP constroem sua prática? O estudo é de natureza qualitativa, teve os dados coletados por meio da observação participante, questionários, entrevistas e dados documentais que foram analisados segundo Bardin (2011) e interpretados segundo a triangulação proposta por Minayo (2012). A fundamentação teórica envolve pesquisadores que tratam a educação do campo e a prática docente, seja a partir da proposta da pedagogia própria do Movimento dos Trabalhadores Rurais Sem Terra ¿ MST, bem como no sentido da pedagogia voltada para a transformação política e social de formação humana dos sujeitos a qual se destina. Como resultado a pesquisa constatou que muitos ainda são os limites enfrentados pelos sujeitos da pesquisa para a construção de uma prática docente que se identifique com a proposta da educação do campo. Os resultados indicaram que existe a necessidade da implantação de uma proposta política pedagógica do sistema de ensino do município pesquisado para uma adequação à legislação vigente sobre as diretrizes correspondentes à organização e infraestrutura das escolas do meio rural. A pesquisa também constatou que a prática docente dos sujeitos pesquisados se constitui nos saberes da formação inicial, nos saberes do senso comum e no esforço de suprir carências afetivas e adequar os poucos recursos que nem sempre são oferecidos em igualdade com as escolas urbana à realidade dos seus educandos. O que indica a necessidade de se investir na formação continuada com foco nos saberes fundamentais à prática da educação do campo: autonomia e consciência ético-política, com vistas à transformação política e social dos sujeitos do meio rural na perspectiva de uma sociedade cada vez mais justa, digna e includente.

Submitted by Nara Lays Domingues Viana Oliveira (naradv) on 2015-07-03T22:59:03Z No. of bitstreams: 1 carlaveronica.pdf: 1396607 bytes, checksum: e1efe9cc6bd1ffd0d0b856dcb643697e (MD5) / Made available in DSpace on 2015-07-03T22:59:03Z (GMT). No. of bitstreams: 1 carlaveronica.pdf: 1396607 bytes, checksum: e1efe9cc6bd1ffd0d0b856dcb643697e (MD5) Previous issue date: 2013 / Nenhuma / Instituições de ensino evidenciam um conjunto de características comumente denominadas coisas de escola. Há educandários, porém, que além destas características universais, apresentam também especificidades, isto é, uma cultura escolar própria, construída historicamente com base em valores e normas que se traduzem nas práticas cotidianas. Este estudo teve como objetivo identificar elementos que constituíram/constituem a cultura escolar do Instituto Federal do Rio Grande do Sul Câmpus Sertão. Para tal, a memória de ex-alunos foi assumida como principal objeto de pesquisa. Assim, através de reminiscências, um grupo de egressos do curso Técnico em Agropecuária (1972 – 2010), contribuiu efetivamente para dar resposta à questão norteadora, isto é, como os egressos rememoram o tempo vivido e que marcas da cultura escolar estão presentes em suas memórias? O estudo valeu-se de referenciais da história cultural, em especial cultura escolar e memória constituíram ferramentas conceituais básicas, tendo como principais inspiradores autores como Peter Burke, Dominique Julia, Sandra Pesavento, Clifford Geertz e Pierre Nora, entre outros. Os procedimentos metodológicos foram desenvolvidos em dois momentos, o primeiro consistindo na aplicação de questionário e o segundo na efetivação de entrevistas gravadas e transcritas. O conjunto de dados e narrativas permitiu chegar a algumas conclusões, tais como identificar características gerais e outras muito específicas daquele contexto escolar: uma cultura envolvendo diferentes manifestações de práticas instauradas no interior da escola e do internato, transitando de alunos a professores, de normas a costumes, de prescrições a desobediências, de elogios a delitos; desde a tradição dos apelidos até a permanência de determinadas atitudes e valores ainda hoje reverenciados. As narrativas evidenciaram o que demais pesquisadores têm constatado: a memória é um cabedal infinito, do qual no momento da evocação só se registram fragmentos. Igualmente ficou constatado que a memória de hoje abranda os acontecimentos relacionados a práticas cotidianas, difíceis de enfrentar no passado. Outra constatação digna de destaque: os fatos relembrados evidenciam, indiretamente, a maneira como a escola se estrutura e se organiza ao longo dos anos, reforçando ou não alguns mecanismos causadores de dominação ou de conformismos. Tais mecanismos – nem sempre decorrentes de legislação ou de diretrizes políticas advindas do poder público – ajudam a edificar determinada cultura escolar. / Educational institutions show a set of features commonly names “school stuff”. However, there are educational establishments that also present some specifics besides these universal features, that is a school culture itself, historically constructed and based on values and standards that translate into everyday practices. This study aimed to identify elements that constituted/constitute the culture of the Federal Institute of Rio Grande do Sul, Sertão Campus. In order to do this, the memory of former students was taken as the main research object. Thus, through reminiscences, a group of students graduated in Agriculture Tech (1972 - 2010) effectively contributed to respond the main question: How do graduates recall the time lived and what trademarks of school culture are there present in their memories? The study drew on cultural history references, especially school culture and memory as the basic conceptual tools. The main inspiring authors are Peter Burke, Dominique Julia, Sandra Pesavento, Clifford Geertz, and Pierre Nora, among others. The methodological procedures were developed in two phases, the first consisting of the questionnaires and the second on execution of interviews recorded and transcribed. The dataset and narratives allowed come to some conclusions, such as identify general characteristics and other very specific that school context: a culture involving different manifestations of established practices within the school and the boarding school, the teachers, the customs standards, the requirements of the praise disobediences irregularities, Since the tradition of surnames until the permanence of certain attitudes and values today still revered. The narratives showed what other researchers have found: memory is an infinite scope, which only fragments are recorded at the time of recall. Likewise, it was found that current memory softens the events related to daily practices, which were difficult to face in the past. Another finding worth highlighting: the facts recalled indirectly influence how the school is structured and organized over the years, whether reinforcing or not some mechanisms that cause domination or conformism. Such mechanisms - not always due to legislation or policy guidelines from the government, help building a particular school culture.