Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references (leaves 198-208). Original full text available as a .pdf file via the Internet. Requires Adobe Acrobat Reader software. http://www.lib.utexas.edu/etd/d/2003/elamc032/elamc032.pdf#page=3

The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the ‘lived voice’ of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers’ lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers’ professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community. The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.

The purpose of this descriptive case study was to explore the self-perception of three rural, intermediate, ELA teachers to motivate their students to read for pleasure. The methods utilized in this study included one-on-one interviews, and a focus group discussion, including all three participants and the researcher. The subjects shared teaching strategies from their childhoods that succeeded and failed in motivating them to read. The biographical perspective proposed by Kelchtermans and Vandenberghe allows us to see how the teachers' biographies influenced their instructional beliefs. Through this lens, it was revealed that, in their current classrooms, the teachers in this study utilize strategies they recalled from childhood as motivational. For example, they have confidence in read-alouds, literary freedom of choice, the development of positive student-teacher relationships, and engaging lessons that are significant to the students. Further, they avoid strategies they recollect from childhood that failed to motivate them to read such as teacher-chosen literature and lessons they believed were irrelevant. Findings have the potential to inform teachers, teacher educators, school administrators, and in-service providers of the nature of beliefs and intentions regarding reading motivation that rural, ELA teachers possess.

The purpose of this study was to analyze data related to rural teachers' use of online communities. Rural teachers are often isolated in their practice and sometimes have difficulty connecting with other teachers with their same assignments or needs due to their professional setting. As Internet availability increases and online communities proliferate, teachers have more opportunity than ever to seek personal and professional support in virtual relationships when face-to-face ones are not easily available. In small schools such as the ones included in this study, teachers can become burned out as they perform the difficult task of teaching with few colleagues in their department or grade level to turn to for support. One interview subject said that she and the only other person with the same teaching assignment don't always have time to communicate and often have to use their lunch period to do so. Another said that she feels very isolated because there are only three of them with the same grade level assignment. The most telling comment came from one high school teacher, "I am the foreign language department." In spite of these expressed feelings of isolation, this study's results do not support widespread use of online communities by these particular rural teachers to help fill their personal and professional needs. The only online communication technology widely used was email. At a minimum, every subject in this study had access to a high-speed Internet connection, functional technology, administrative support, and training. With this type of support already in place, further study is needed to discover what would increase awareness and use of online communities by this group of teachers. Additionally, similar studies in different rural school settings might show different results. Comparisons of study findings between rural schools in different geographic locations would be revealing. Such comparative studies could help inform administrators and online community developers who wish to better meet the needs of rural teachers.

O objetivo deste trabalho é compreender a natureza do pensamento educacional de Sud Mennucci a partir da construção da sua biografia intelectual (DOSSE, 2009). Notamos que há ainda espaço para o desenvolvimento de pesquisas sobre o pensamento ruralista de Mennucci. Associa-se a esse fato a atenção dada pela historiografia da educação ao estudo de administradores de ensino como Fernando de Azevedo e Lourenço Filho, na medida em que seus discursos tendem a obscurecer a atuação de outros agentes no campo educacional (CARVALHO, 2003). Sud Mennucci foi professor primário, crítico literário, Presidente do Centro do Professorado Paulista (CPP), colaborador e redator do jornal O Estado de S. Paulo, diretor da Imprensa Oficial e ocupou o cargo de Diretor da Instrução Pública do Estado de São Paulo por três vezes: 1932, 1933 e 1943/1945. Sua atuação no campo educacional está marcada pela defesa da criação de Escolas Normais Rurais. Nossa problemática está colocada nas seguintes questões: qual é a natureza do ideário pedagógico de Sud Mennucci? A partir de quais representações sobre o homem, a escola e de professores rurais propunha a formação especializada do magistério para as escolas rurais? Quais são as ressonâncias de suas ideias no campo educacional? O corpus documental da pesquisa é composto por 6 livros publicados por Sud Mennucci e seus textos escritos na Revista do Professor (1934-1939) e Educação (1929- 1948). Também incorporamos os textos de outros autores sobre o tema. Utilizamos, ainda, os decretos que instituíram programas de ensino para as escolas rurais na década de 1910, as reformas de ensino de 1920 e 1931 e os Anuários de Ensino dos anos de 1911, 1917 e 1918, nos quais identificamos extensas preocupações com o ensino primário rural. Com vista a compreender as apropriações das ideias ruralistas de Mennucci analisamos artigos sobre o tema na Revista do Professor, Educação e na Revista Brasileira de Estudos Pedagógicos (RBEP) após o falecimento de Mennucci em 1948 até 1956, ano de criação da primeira Escola Normal Rural do estado de São Paulo. Nosso referencial teórico consistiu na leitura de François Dosse (2009), que entende a biografia como uma entrada para a reflexão historiográfica a partir da singularidade da vida de um indivíduo. Pierre Bourdieu (1998), a partir de suas análises sobre o capital cultural, tem nos ajudado a pensar de que forma Sud Mennucci utilizou diferentes saberes e competências para ocupar posições privilegiadas no sistema educacional. E Roger Chartier (1990, 1991) que tem permitido pensarmos na relação entre o capital cultural e social como fundamentos de representações que tornam o mundo legível e orientam as ações dos indivíduos. Para Sud Mennucci, os professores de origem urbana e formados nas Escolas Normais das cidades eram considerados inaptos para trabalhar nas escolas rurais, pois, possuíam uma mentalidade urbanista. Alegava que não conseguiam se adaptar e compreender os modos de vida da população rural. Os formados em Escolas Normais Rurais deveriam desempenhar o papel de apóstolos do ensino. Seriam os disseminadores de conhecimentos úteis ao trabalho agrícola e organizariam clubes de trabalho, campanhas de saúde, atividades culturais e de lazer. Nos textos publicados nas revistas educacionais após 1948, os autores reconhecem a necessidade de formação especializada de professores rurais, porém poucos trabalhos fazem referência às ideias ruralistas. Neste período, a representação do professor apóstolo é substituída pela de liderança, no entanto as expectativas sobre suas atividades permaneceram. / The objective of this study is to understand the nature of the educational thought of Sud Mennucci from the construction of his \"intellectual biography\" (DOSSE, 2009). We noticed a low interest on research the rural thoughts of Mennucci, it confirms the attention paid by the historiography of education as the study of educational administrators like Fernando de Azevedo and Lourenço Filho, so far as their speeches had obscured the role of other agents in the educational field (CARVALHO na, 2003). Sud Mennucci was schoolteacher, literary critic, chairman of the Centro do Professorado Paulista (CPP), collaborator and leader-writer of O Estado de S. Paulo, CEO of The Official Press (Imprensa Oficial) and also held the position of Director of Public Instruction of the State of São Paulo three times: 1932, 1933 and 1943/1945. Menucci´s performance in the educational field is marked by the defense of the creation of Regular Rural Schools. Our issue is posted to the following questions: what is the nature of the pedagogical ideas of Sud Mennucci? Which representations of men, school and rural teachers were proposed to the teaching specialized training for rural schools? What were the resonances of his ideas in the educational field? The documentary corpus to this research consists of 6 books published by Sud Mennucci and their texts written on the following magazines Resvista do Professor (1934-1939) and Educação (1929-1948). We have also incorporated the texts of other authors on the theme. along with the decrees that have established educational programs for rural schools in the 1910s, educational reforms of 1920 and 1931 and teaching Yearbooks of the years 1911, 1917 and 1918 in which we identified extensive concerns with the rural primary education. We analyzed the appropriation of Mennucci´s ruralists ideas on the Revista do Professor, Educção and on the Revista Brasileira de Estudos Pedagógicos after the passing of Mennucci from 1948 to 1956, year of creation of the first Regular Rural School of São Paulo. Our theoretical framework consists on the reading of François Dosse (2009), which understands the biography as an input to the historical analysis from the uniqueness of an individual\'s life. Pierre Bourdieu (1998) with his analysis of the cultural capital, has helped us think about how Sud Mennucci used different knowledges and skills to occupy privileged positions in the educational system. In conjunction with Roger Chartier (1990, 1991) who has been permitting us to think of the relationship between cultural and social capital as fundamentals of representations that make the world readable and guide the actions of individuals. To Sud Mennucci, teachers of urban origin and trained in the Regular Schools of the cities were considered unfit to work in rural schools, therefore, holders of an urbanist mentality could not adapt themselves and understand the ways of life of the rural population. Graduates in Reguplar Rural Schools should play the role of the \"apostles of teaching. They would be the disseminators of useful knowledge to agricultural work and organize working clubs, health campaigns, cultural and recreation activities. In the debate over the training of rural teachers in educational magazines after the passing of Mennucci in 1948, the authors acknowledge the needing of specialized training for rural teachers. Few studies have mentioned his ruralists ideas. At this time, the representation of the \"apostle\" teacher is replaced by \"leadership\". However the expectations about his activities have remained.

Thesis (Ph. D.)--Michigan State University. Dept. of History, 2006. / Title from PDF t.p. (viewed on Nov. 27, 2008) Includes bibliographical references (p. 353-366). Also issued in print.

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.

Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / This dissertation, named Rural Teachers Memories: Time... Wind... Meaning and Significance of Experiences, is inserted in the Practical Scholar Research and the Public Politics, bound to the Education Graduate Program from the Universidade Federal de Santa Maria UFSM, it had as the mainly purpose to analyse, by the rural teachers memories (1950-1980) and their life stories, the meanings and significances according to their experiences, to the teacher job, to the school and to the students. Specifically, it brings a discussion about the women job as teachers, in a rural context, place where the women find ways to practice themselves, which are different manners, discovered during the practical time. It causes an approximation with the subject idea and genre which are important to the social, cultural and historical relationships. It unmakes and removes the data a priori, of the fixity and signals that the history of rural women teachers, also carries marks and lines of flight exercise against the possibility of inventing new ways to be. It tries to reveal a quite faint in education research, lending, thus, in light of research, new meanings and different ways that, under the gaze of them, they emerge from different pictures and scenes redone. Through sensitive listening, I realize that the empowerment women, enrolled in these stories, mark a significant and introduces the break of what, for years, it crystallizes in history teaching women: space awarded the female subject. To this study effectuation, I try to write a theory, evolving the gender and memory categories. I detach some authors as Joan Scott, Guacira Lopes Louro, Beariz T. Daudt Fischer, Michelle Perrot, Mary Del Priori, Maurice Halbwachs, Paul Thompson, Pierre Nora. Articulating the relational genre category, the Michel Foucault theories serve as tools to analyse, to clarify the power and the relationships. The job is organized in three chapters. The first one is about the theory: memory and genre; the second talks about the methodological assumptions of the Oral History method - terms of life stories, when I highlight authors like Verena Alberti, José Carlos Sebe Bom Meihy. The third emphasises the discussion about the teachers significant attributions, about the theoretical and methodological narratives. It s accomplished a qualitative analyse by the History Oral modality in the life stories. It s done interviews structured with three different teachers generations in the city of Santiago-RS, in the community of Florida, a district of this city. It reveals confirmations, significant and meanings changes in the rural teaching, in the schools, and in the students, showing changes that shape and restructure the experiences and reports from teachers. / Esta dissertação, intitulada Memórias de Professoras Rurais: Um Tempo... Um Vento... Sentidos e Significados de Vivências, inserida na linha de Pesquisa Práticas Escolares e Políticas Públicas, vinculada ao Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria UFSM, busca analisar, através das memórias de professoras rurais (1950-1980) e de suas histórias de vida, as significações e os sentidos atribuídos às suas vivências, à profissão docente, à escola e aos alunos/as. Especificamente, traz uma discussão acerca do espaço do exercício da mulher professora no contexto do ensino rural, espaço em que sujeitos femininos encontram maneiras de exercer novas formas de invenção de si, que se constituem de forma plural e heterogênea ao longo dos processos de suas identidades em curso. Faz, com isso, uma aproximação com a ideia dos sujeitos de gênero construídos nos atravessamentos sociais, culturais e históricos. Desfaz e afasta o mito do dado a priori, da essencialidade, da fixidez e sinaliza que a história das mulheres professoras rurais, também carrega marcas de linhas de fuga, de exercícios de contrapoderes, de possibilidades da invenção de novos modos de ser. Procura desvelar um lugar bastante esmaecido nas pesquisas em educação, emprestando, dessa forma, à luz da investigação, novos significados e diferentes sentidos que, sob o olhar delas, fazem emergir quadros diferentes e cenários refeitos. Através da escuta sensível, percebo que o apoderamento feminino, inscrito nessas histórias, marca de forma significativa e introduz a ruptura daquilo que, por anos, cristaliza-se na história docente feminina: espaço outorgado do sujeito feminino. Para efetivação deste estudo, procuro tecer uma trama teórica, envolvendo as categorias de gênero e de memória. Destaco autores/as como Joan Scott, Guacira Lopes Louro, Beariz T. Daudt Fischer, Michelle Perrot, Mary Del Priori, Maurice Halbwachs, Paul Thompson, Pierre Nora. Articulando à categoria relacional de gênero, as teorizações de Michel Foucault servem como ferramenta de análise para o esclarecimento do poder e suas relações. O trabalho está organizado em três capítulos. O primeiro versa sobre o campo teórico: memória e gênero; o segundo traz os pressupostos metodológicos do método da História Oral - modalidades de histórias de vida, quando destaco autores/as como Verena Alberti, José Carlos Sebe Bom Meihy. O terceiro e último enfoca a discussão acerca das atribuições significadas pelas professoras, articulando suas narrativas ao campo teórico e metodológico. Para tanto, é realizada análise qualitativa através do método da História Oral-modalidade de histórias de vida. São efetivadas entrevistas semi-estruturadas com três professoras de gerações diferentes no município de Santiago-RS, na comunidade rural de Florida, distrito desse município. Revela confirmações, alterações dos sentidos e significados da docência rural, da escola e dos alunos/as, acenando para transformações que se moldam e se reestruturam a partir das vivências e relatos docentes.

O objetivo deste trabalho é compreender a natureza do pensamento educacional de Sud Mennucci a partir da construção da sua biografia intelectual (DOSSE, 2009). Notamos que há ainda espaço para o desenvolvimento de pesquisas sobre o pensamento ruralista de Mennucci. Associa-se a esse fato a atenção dada pela historiografia da educação ao estudo de administradores de ensino como Fernando de Azevedo e Lourenço Filho, na medida em que seus discursos tendem a obscurecer a atuação de outros agentes no campo educacional (CARVALHO, 2003). Sud Mennucci foi professor primário, crítico literário, Presidente do Centro do Professorado Paulista (CPP), colaborador e redator do jornal O Estado de S. Paulo, diretor da Imprensa Oficial e ocupou o cargo de Diretor da Instrução Pública do Estado de São Paulo por três vezes: 1932, 1933 e 1943/1945. Sua atuação no campo educacional está marcada pela defesa da criação de Escolas Normais Rurais. Nossa problemática está colocada nas seguintes questões: qual é a natureza do ideário pedagógico de Sud Mennucci? A partir de quais representações sobre o homem, a escola e de professores rurais propunha a formação especializada do magistério para as escolas rurais? Quais são as ressonâncias de suas ideias no campo educacional? O corpus documental da pesquisa é composto por 6 livros publicados por Sud Mennucci e seus textos escritos na Revista do Professor (1934-1939) e Educação (1929- 1948). Também incorporamos os textos de outros autores sobre o tema. Utilizamos, ainda, os decretos que instituíram programas de ensino para as escolas rurais na década de 1910, as reformas de ensino de 1920 e 1931 e os Anuários de Ensino dos anos de 1911, 1917 e 1918, nos quais identificamos extensas preocupações com o ensino primário rural. Com vista a compreender as apropriações das ideias ruralistas de Mennucci analisamos artigos sobre o tema na Revista do Professor, Educação e na Revista Brasileira de Estudos Pedagógicos (RBEP) após o falecimento de Mennucci em 1948 até 1956, ano de criação da primeira Escola Normal Rural do estado de São Paulo. Nosso referencial teórico consistiu na leitura de François Dosse (2009), que entende a biografia como uma entrada para a reflexão historiográfica a partir da singularidade da vida de um indivíduo. Pierre Bourdieu (1998), a partir de suas análises sobre o capital cultural, tem nos ajudado a pensar de que forma Sud Mennucci utilizou diferentes saberes e competências para ocupar posições privilegiadas no sistema educacional. E Roger Chartier (1990, 1991) que tem permitido pensarmos na relação entre o capital cultural e social como fundamentos de representações que tornam o mundo legível e orientam as ações dos indivíduos. Para Sud Mennucci, os professores de origem urbana e formados nas Escolas Normais das cidades eram considerados inaptos para trabalhar nas escolas rurais, pois, possuíam uma mentalidade urbanista. Alegava que não conseguiam se adaptar e compreender os modos de vida da população rural. Os formados em Escolas Normais Rurais deveriam desempenhar o papel de apóstolos do ensino. Seriam os disseminadores de conhecimentos úteis ao trabalho agrícola e organizariam clubes de trabalho, campanhas de saúde, atividades culturais e de lazer. Nos textos publicados nas revistas educacionais após 1948, os autores reconhecem a necessidade de formação especializada de professores rurais, porém poucos trabalhos fazem referência às ideias ruralistas. Neste período, a representação do professor apóstolo é substituída pela de liderança, no entanto as expectativas sobre suas atividades permaneceram. / The objective of this study is to understand the nature of the educational thought of Sud Mennucci from the construction of his \"intellectual biography\" (DOSSE, 2009). We noticed a low interest on research the rural thoughts of Mennucci, it confirms the attention paid by the historiography of education as the study of educational administrators like Fernando de Azevedo and Lourenço Filho, so far as their speeches had obscured the role of other agents in the educational field (CARVALHO na, 2003). Sud Mennucci was schoolteacher, literary critic, chairman of the Centro do Professorado Paulista (CPP), collaborator and leader-writer of O Estado de S. Paulo, CEO of The Official Press (Imprensa Oficial) and also held the position of Director of Public Instruction of the State of São Paulo three times: 1932, 1933 and 1943/1945. Menucci´s performance in the educational field is marked by the defense of the creation of Regular Rural Schools. Our issue is posted to the following questions: what is the nature of the pedagogical ideas of Sud Mennucci? Which representations of men, school and rural teachers were proposed to the teaching specialized training for rural schools? What were the resonances of his ideas in the educational field? The documentary corpus to this research consists of 6 books published by Sud Mennucci and their texts written on the following magazines Resvista do Professor (1934-1939) and Educação (1929-1948). We have also incorporated the texts of other authors on the theme. along with the decrees that have established educational programs for rural schools in the 1910s, educational reforms of 1920 and 1931 and teaching Yearbooks of the years 1911, 1917 and 1918 in which we identified extensive concerns with the rural primary education. We analyzed the appropriation of Mennucci´s ruralists ideas on the Revista do Professor, Educção and on the Revista Brasileira de Estudos Pedagógicos after the passing of Mennucci from 1948 to 1956, year of creation of the first Regular Rural School of São Paulo. Our theoretical framework consists on the reading of François Dosse (2009), which understands the biography as an input to the historical analysis from the uniqueness of an individual\'s life. Pierre Bourdieu (1998) with his analysis of the cultural capital, has helped us think about how Sud Mennucci used different knowledges and skills to occupy privileged positions in the educational system. In conjunction with Roger Chartier (1990, 1991) who has been permitting us to think of the relationship between cultural and social capital as fundamentals of representations that make the world readable and guide the actions of individuals. To Sud Mennucci, teachers of urban origin and trained in the Regular Schools of the cities were considered unfit to work in rural schools, therefore, holders of an urbanist mentality could not adapt themselves and understand the ways of life of the rural population. Graduates in Reguplar Rural Schools should play the role of the \"apostles of teaching. They would be the disseminators of useful knowledge to agricultural work and organize working clubs, health campaigns, cultural and recreation activities. In the debate over the training of rural teachers in educational magazines after the passing of Mennucci in 1948, the authors acknowledge the needing of specialized training for rural teachers. Few studies have mentioned his ruralists ideas. At this time, the representation of the \"apostle\" teacher is replaced by \"leadership\". However the expectations about his activities have remained.