This study is an exploratory case study on one middle school's attempt at the alleviation of a number of problem areas through the implementation of the closed campus approach to scheduling. This work outlines a 2 year qualitative and quantitative case study that allowed the researcher a genuine opportunity to examine a radical departure from the normal mode of educational delivery provided to this age group. It was felt that a case study of the well-grounded theory of the closed campus model of scheduling would be beneficial to others interested in possible vehicles for school improvement. A discussion of the condition of the sample school the year prior to the implementation of the closed campus is included as well as an account of both the logistical and physical steps taken by the sample school in implementing the closed campus. The study suggest that the closed campus approach did appear to improve a variety of student and staff factors shown by research to be related to a safe and orderly learning environment and important learning outcomes, as compared to conditions observed during the previous year under the traditional, open campus approach. These variables included incidents of late arrival by students, student suspensions, student behaviour problems, physical altercations, verbal abuse of staff by students, verbal abuse of students by students, subject related behavioural concerns, student absenteeism and staff absenteeism. Although the quantitative comparisons included in this study show directional trends, they do not reflect a casual relationship. It is hoped that readers of this study will be able to generalize its findings to other situations they may find appropriate. / xii, 140 leaves ; 28 cm.

This research article deals with the implementation of peace education in the intermediate phase of South African schools. The specific questions that this research article attempts to address are: (i) What is peace education, with particular reference to its aims and objectives? (ii) Why is it important to include peace education in any school curriculum? (iii) What is the present status of peace education in the National curriculum? (iv) What has been the experience of educators with this curriculum? (v) How may the curriculum be modified to take account of peace education principles? Chapter one provides an overview, outlining the research objectives and the structure of the research article. Chapter two attempts to review the body of literature that has been written on the subject of peace education. In an effort to accomplish this, the article firstly attempts to provide a widely accepted definition of the concept of peace education. In this regard several definitions of different researchers have been presented and discussed and finally a single definition has been formulated for the purposes of this article. Chapter two attempts to provide an analysis of the aims and objectives of peace education. The varying views by different researchers have been presented. After careful consideration of these views a set of aims and objectives have been presented for the purpose of this research article. Chapter three provides strong evidence that children who are exposed to peace education develop more positively. They perceive their social world and react to social factors in a less hostile way. Furthermore, these individuals see violence as an unacceptable option, and choose nonviolent ways to resolve conflict. Chapter four reviews the research design that has been used in data collection. This chapter also focuses on the methodology and techniques employed in the analysis of the data. Chapter five provides an analysis of the research findings. This analysis is presented in two parts. Chapter six focuses on those objectives of peace education that are of critical importance but have not been included in the National Curriculum Statement grades R-9 (schools) 1997 (NCS) or the Revised National Curriculum Statement grades R-9 (schools) 2002 (RNCS). It will be illustrated that when these objectives are incorporated in the curriculum, it will strengthen the curriculum in terms of its provision for the effective teaching of peace education. Chapter seven contains a summary of the salient discussion points of the research and concluding remarks by the researcher. / Thesis (M.A.)-University of Natal, Durban, 2003.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 230-245).

Thesis (Ed.D.)--Baylor University, 2008. / Includes bibliographical references (p. 89-94)

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1997. / Document électronique également accessible en format PDF. CaQCU

Thesis (M.S.)--Eastern Connecticut State University, 2004. / Website for materials: http://www.geocities.com/bobbyn18/Thesis.html?1074876403923 (viewed 12-29-2005). Bibliography: leaves 93-97. Thesis also available via the World Wide Web.

The purposes of this study were to determine, based on the perceptions of teachers and principals, during the first year of operation in new elementary schools: (1) the extent of change in organizational climate, (2) the extent of change in principal leadership behavior, (3) the difference between teachers' and principals' perceptions of climate and principal leadership behavior, and (4) the relationship between the openness factor of climate and the principal leadership behavior factors of consideration and structure. The major findings of the study included: 1) Both teachers' and principals' perceptions of the organizational climate in the school changed during the course of the school year. 2) Both teachers' and principals' perceptions of principal leadership behavior changed during the course of the school year. 3) The differences in teachers' and principals' perceptions of climate and principal leadership behavior as measured by the openness score of the OCDQ and the two dimension scores of the SBD were not statistically significant. 4) For the scores for the total group of subjects, the calculated correlation coefficients for the relationship between openness and consideration were all positive.

Este trabalho apresenta uma avaliação do ruído aeronáutico nas proximidades do Aeroporto Internacional Salgado Filho, no município de Porto Alegre, RS, através de um estudo em escolas localizadas dentro das zonas do Plano Específico de Zoneamento de Ruído – PEZR. Segundo a Organização Mundial da Saúde, as crianças são consideradas o grupo mais vulnerável aos efeitos do ruído e, atualmente, os prejuízos na vida escolar possuem evidências científicas comprovadas. No entanto, as atividades escolares dentro das zonas de ruído mais críticas no entorno dos aeroportos, que não são permitidas segundo legislações nacionais e municipais, ocorrem em ambientes com características construtivas inadequadas aos níveis de exposição. A avaliação da percepção e do incômodo do ruído aeronáutico nas escolas localizadas dentro dos limites do PEZR do Aeroporto Internacional Salgado Filho, fundamentou-se em critérios quantitativos e qualitativos, com medições acústicas, aplicação de questionários, realização de entrevistas e observações de comportamento e de ocupação dos ambientes nas Escolas. Os resultados indicam um grande incômodo manifestado por alunos e professores que convivem em ambientes ruidosos, além de encontrar relações com a interferência em possíveis problemas vocais e auditivos, em função da necessidade da elevação no volume da voz. Outro aspecto levantado foi o comprometimento do desempenho escolar, que é afetado diretamente pela falta de critérios de conforto acústico no projeto das edificações. / This paper aims at evaluating aircraft noise in the vicinity of Salgado Filho International Airport, with research done in two schools inside Zona I of Plano Específico de Zoneamento de Ruído - PEZR. According to the World Health Organization, children are considered the most vulnerable group regarding the effects of noise. In addition, scientific evidence has proved that school life is harmed. However, school activities inside the most critical noise zones around airports, which are not allowed according to national and municipal legislation, take place in environments with constructive building features unsuitable to the exposure levels. This study aims at evaluating the perception and inconvenience of aircraft noise in schools within Zona I of PZER of Salgado Filho International Airport, based on quantitative and qualitative criteria, with acoustics measurement, surveys, interviews, and observation of behavior and use of school environment. The primary results show a lot of annoyance reported by students and teachers who live in noisy environments. Such results may also indicate possible vocal and auditory problems as a consequence of the need to raise one's voice. Another aspect which has been pointed out was problems in school performance because of the frequent interruption in the communication between teacher and students whenever planes flew over the place.

In recent years, the use of information and communication technologies (ICT) applied in educational environments has become increasingly usual. Several countries have adapted their educational approaches to promote and support the use of these technologies in both classroom courses as in distance learning courses. In the context of Distance learning, the number of users has grown considerably, making the environments more complex, given that these will generate a lot of activities to be evaluated, making the manual evaluation process a chore to teacher. This problem grows exponentially if we want include open assessments (written), since their corrections would further increase the teacher's work, due to the fact that processing by machine of this type of evaluation is a laborious and less e ective option, which implies that corrections are made by them individually, resulting in overwork and consequently high costs for correction of text production. With the increasing number of students, more activities will be made every now and the correction by the teachers manually would quickly become infeasible. There is a technique widely used in the literature called peer assessment that enables the inclusion of the written evaluations in such a way that it is not necessary to increase the costs linked to these corrections, once the students themselves would act in the correction process, gaining independence and free to the teacher. However, the application of this technique usually generates a student dissatisfaction, which can lead to incorrect and misleading results, which indicates that the motivational aspect generates inappropriate behaviour by students, compromising learning and assessment system. Thus, we need a mechanism to engage the participants in the peer assessment model, using techniques that have the ability to "influence" a positive emotional/cognitive state on the student. In this sense, this work proposes an peer assessment model with gami cation techniques. With the proposed model, it is possible to unite the advantages of both techniques, reducing the overwork of the teacher, saving their time and effort to what is really necessary, and consequently reducing the cost associated with the corrections without the bias of demotivation of students in process, which allows the expansion of the courses for hundreds or even thousands of users. Through experiments, we concluded that the grades obtained with the proposed model were equivalent to those of teachers, using less time to to obtain them and at a cost approximately 72% less. Furthermore, gami cation had a positive impact by increasing the register number in 11.76% and 64.28% in the number of logins. Moreover, the amount of realized activities increased 10.53% and the amount of corrected activities increased by 20%. / Fundação de Amparo a Pesquisa do Estado de Alagoas / Nos últimos anos, o uso de tecnologias de informação e comunicação (TIC) aplicado no contexto educacional tem se tornado cada vez mais frequente. Diversos países adaptaram suas abordagens educacionais para promover e suportar a utilização dessas tecnologias tanto em cursos presenciais quanto em cursos a distância. No contexto de Educação à distância, o número de usuários tem crescido consideravelmente, o que torna os ambientes mais complexos, tendo em vista que esses irão gerar uma grande quantidade de atividades para serem avaliadas, tornando o processo de avaliação manual uma tarefa árdua ao professor. Esse problema cresce exponencialmente se quisermos incluir avaliações abertas (escritas), uma vez que às suas correções aumentaria ainda mais o trabalho do professor, devido ao fato de que o processamento por máquina deste tipo de avaliação é uma opção trabalhosa e pouco efetiva, o que implica que as correções sejam feitas por eles individualmente, acarretando na sobrecarga de trabalho e consequentemente um alto custo para correção da produção textual. Com o crescimento do número de estudantes, um maior número de atividades serão feitas a cada momento e a correção pelos professores manualmente se tornaria rapidamente inviável. Existe uma técnica muito usada na literatura chamada avaliação por pares que possibilita a inclusão de avaliações escritas de tal maneira que não seja necessário aumentar os custos vinculados às correções destas, uma vez que os próprios alunos atuam no processo de correção, o que ganha uma independência e liberdade ao professor. No entanto, a aplicação dessa técnica geralmente gera uma insatisfação no aluno, o que pode levar a um fornecimento de um resultado incorreto e enganoso, o que indica que o aspecto motivacional gera comportamentos inadequados por parte dos alunos, comprometendo a aprendizagem e o sistema de avaliação. Dessa forma, é preciso um mecanismo para engajar os participantes do modelo de avaliação por pares, através da utilização de técnicas que tenham a capacidade de "inflenciar positivamente o estado emocional/cognitivo do aluno. Nesse sentido, esse trabalho propõe um modelo de avaliação por pares juntamente com técnicas de gami cação. Com o modelo proposto é possível unir as vantagens de ambas as técnicas, diminuindo a sobrecarga do professor, economizando seu tempo e esforço para o que realmente é necessário, e consequentemente, diminuindo o custo associado as correções, sem o viés da desmotivação dos alunos no processo, o que possibilita a expansão de cursos para centenas ou até mesmo milhares de usuários. Através de experimentos realizados, foi possível concluir que as notas obtidas com o modelo proposto se equipararam às dos professores, utilizando menos tempo para obtê-las e a um custo aproximadamente 72% menor. Além disso, a gamificação influenciou de forma positiva, aumentando em 11.76% o número de cadastros e em 64.28% o número de acessos. Além disso, a quantidade de redações realizadas aumentou 10.53% e a quantidade de redações corrigidas cresceu em 20%.

The deseg regation of schools in the post-1994 era in South Africa has led to an exodus of African children from township schools to multicultural suburban and inner city schools. This migration places African children in a multicultural school environment where the dynamics pose challenges for coping and adaptation if these children are to succeed academically. The challenge is even greater for adolescents who are also wrestling with critical developmental issues of adolescence in their quest for identity development and consolidation. Goleman (1995: 34) asserts that in order to succeed in any aspect of living, an individual requires emotional intelligence. Likewise, African adolescents who attend school in multicultural environments need to be emotionally literate to cope successfully and to adapt to the demands of the new schooling environment. In the light of this assertion, this study aimed to determine the extent to which emotional intelligence mediates the identity development of African adolescents in multicultural schools. The five domains of emotional intelligence investigated in this respect were: self-awareness, self-regulation, self-motivation, empathy and effective relationships. Six schools were selected for the empirical investigation: three from the townships and three from the suburbs. 226 African adolescents from suburban and 240 from township schools participated: a total of 466 participants. The findings revealed that self-awareness, empathy and effective relationships play stronger mediating roles in the identity development of African adolescents in township schools while self-regulation plays a stronger mediating role for African adolescents in suburban multicultural schools. The two groups did not, however, differ significantly regarding the mediating role of self-regulation in their identity development. Further mediating roles of emotional intelligence to the identity development of African adolescents were investigated according to gender, stage of adolescence and a preferred language for learning and teaching. Finally, a model was proposed for developing empathy among African adolescents who attend schools in suburbs. / (D.Ed. (Psychology of Education))