Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-22T18:24:26Z No. of bitstreams: 2 Rosana_ Ossucci2016.pdf: 4134861 bytes, checksum: bfd04d754067e9e8bc2d9c48b3ff7eb3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-22T18:24:26Z (GMT). No. of bitstreams: 2 Rosana_ Ossucci2016.pdf: 4134861 bytes, checksum: bfd04d754067e9e8bc2d9c48b3ff7eb3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-09 / The System of Basic Education Assessment (SAEB), discussed since 1980 and established in 1990 in Brazil, included the samples of Nature Sciences and Human Sciences in the appliance of the tests for the ninth (9th) year of the Basic Education in the 2013 cycle, with the expectation of definitive inclusion in the next cycles. The main objective of this research was to investigate the possible implications of the Nature Sciences inclusion in SAEB for the school environment. It was made, initially, the documental research, followed by a field research with a semiestructured interview, which had the participation of a National Institute for Educational Studies and Research "Anísio Teixeira" (INEP) representative and a State Education Secretary of Paraná (SEED) representative, besides six Basic Education Science teachers and an Educator who works in five state schools jurisdicted to the Regional Nucleus of Foz do Iguaçu, Telêmaco Borba and Toledo. The analysis of the qualitative data was based in bakhtinian contributions and bordieusian sociology and education. The focus was the process and the comprehension of bakthnian theory's elements of Heteroglossia, Dialogism and Polyphony as methodological approach. The concepts of the Habitus, Symbolic Violence, the Field and Cultural Reproduction were used as a conceitual approach, based on the bordieusian Social and Education theory. The analysis of the data shows that including the Nature Sciences in SAEB may lead to implications such as: 1) to enrich the Science subject; 2) to envolve more teachers in the system assessments in the school environment; 3) to integrate the fields of knowledge; 4) to conduct changes to Science teaching; 5) to promote the scientific culture on Basic Education students; but may as well lead to: 6) prejudice Science teachers. There are also specific indications that points the necessity of: a) spreading more information to teachers and schools about SAEB and the inclusion of the Nature Sciences in the assessment system; b) promoting the knowledge to teachers about the Nature Sciences references and the school subjects to correlate them; c) elaborating a state-based assessment policy that considers the diversity of the brazilian education. / O Sistema de Avaliação da Educação Básica (SAEB), discutido a partir da década de 1980 e instituído na década de 1990 no Brasil, contou com a inclusão amostral de Ciências da Natureza (CN) e Ciências Humanas (CH) na aplicação das provas para o nono (9º) ano do Ensino Fundamental (EF) no ciclo de 2013, com perspectiva da inclusão definitiva nos próximos ciclos. O objetivo da presente pesquisa foi investigar sobre as possíveis implicações da inclusão de CN no SAEB para o ambiente escolar. Realizou-se, inicialmente, a pesquisa documental, seguida de pesquisa de campo, mediante entrevista semiestruturada, que contou com a participação de um representante do Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (INEP) e um representante da Secretaria de Estado da Educação do Paraná (SEED), além de seis professores de Ciências da Educação Básica (EB) e uma pedagoga que atuam em cinco escolas estaduais jurisdicionadas aos Núcleos Regionais de Educação de Foz do Iguaçu, Jacarezinho, Laranjeiras do Sul, Telêmaco Borba e Toledo. A análise dos dados, de cunho qualitativo, embasou-se em contribuições da análise do discurso bakhtiniano e da sociologia da educação bourdieusiana. O enfoque foi sobre as condições de produção e apreensão do sentido dos discursos produzidos pelos entrevistados mediante os elementos da teorização bakhtiniana de Enunciação, Dialogismo e Polifonia como aportes metodológicos. Como aportes conceituais às análises realizadas utilizou-se dos conceitos de Habitus, Violência Simbólica, Campo e Capital Cultural, elementos da teorização da sociologia da educação bourdieusiana. As análises dos discursos indicam que incluir CN no SAEB pode apresentar implicações no sentido de: 1) valorizar a disciplina de Ciências; 2) envolver mais professores com as avaliações de sistema no ambiente escolar; 3) integrar as áreas do conhecimento; 4) orientar mudanças para o ensino de Ciências e trabalho docente; 5) estimular a cultura científica nos estudantes da EB; assim como, pode: 6) denegrir a imagem do professor de Ciências. Também há indicativos da necessidade de: a) difundir mais as informações para os professores e as escolas sobre o SAEB e a inclusão de CN no sistema de avaliação; b) promover o conhecimento aos professores sobre as matrizes de referência de CN e matrizes curriculares das escolas para relacioná-las; c) elaborar uma política estatal de avaliação que considere a diversidade educacional brasileira.

Pupils from a low SES differ in their development within the same school context. It is argued that the mechanisms through which education and the school environment as a whole can contribute to the successful development of children from a low SES should be identified and mapped. Therefore a focus on the mechanisms that lead to children with a low SES succeeding, in addition to discussing the reasons for these children not succeeding is proposed. The present research is drawn upon bio-ecological and symbolic interactionist theories of human development in an effort to understand resilience as involving person-context transactions. Specifically, the resilience of adolescents in the school context is studied as a joint function of personal characteristics and social contextual affordances that either promote or thwart the development of person-level, resilient-enhancing characteristics. The study employed inductive as well as deductive methods for knowledge development. Firstly, the concept of “resilience” was defined and operationalized in a Resilience Questionnaire (VVL). This questionnaire was validated on 399 middle-adolescents from five Educational Opportunity Schools in the Netherlands. Secondly, the inductive “Grounded Theory” method was followed with 21 middle-adolescents from three of the five Educational Opportunity Schools. In answer to the main question “How does the school environment contribute to the resilience of middle-adolescent students?”, the school environment can contribute to resilience through facilitating safety and good education. Resilient and Not-Resilient middle-adolescents differ in their dependence on the school environment for their access to these resilience-enhancing circumstances and factors. In relation to the first sub question, “What are resilient middle-adolescents’ perceptions of the contribution of the school environment to their resilience?”, the school environment contributes to the resilience of resilient middle-adolescents by challenging them (e.g with high expectations) and by offering opportunities to create constructive relationships with adults and fellow students in the school environment (e.g through informal conversations and through keeping order in the classroom). In answer to the second and third sub questions, “What are the perceptions of not-resilient middle-adolescents of the contribution of the school environment to their state of resilience?” and “How can the comparison between these two perceptions be explained?”, Not-Resilient middle-adolescents identify and utilise the services and potentially protective factors in the school enviroment less of their own accord than Resilient middle-adolescents do. The school environment can contribute to the resilience of Not-Resilient middle-adolescents by facilitating an overview, insight and positive future expectations in a very direct, controlling manner: An overview over risks for one’s own development and the presence of potential resources to assist one’s own development; insight into his or her own abilities to deal with possible risks; and positive future expectations on the improvement of a situation after a problem or risk has occurred. In summary, the daily situations in the school environment offer enough tools to contribute to the resilience of resilient and not-resilient middle-adolescents. These should, however, be recognised by both the middle-adolescent and the adults in the school environment as opportunities for development, which should subsequently be grasped in order to learn to deal with these challenges constructively. / Thesis (PhD (Learning Supoort, Guidance and Counselling))--University of Pretoria, 2007. / Educational Psychology / PhD / unrestricted

Made available in DSpace on 2016-07-18T17:54:23Z (GMT). No. of bitstreams: 1 Marcio Andre Emidio.pdf: 1023224 bytes, checksum: 279db6b0a9f9812007b6c8235b9014f7 (MD5) Previous issue date: 2014-06-04 / The current study linked to the Univerdidade do Oeste Paulista de Presidente Prudente-SP master degree in education, in the research field Pedagogical Training and Practice of the graduated teacher - is about a qualitative research (case study) which aims to investigate the socialization of the teacher in the school environment to understand how they acquire, modify, and reconstruct knowledge, skills, beliefs, attitudes and professional identity in the context of professional practice. The research field was a state school in the city of Tupã-SP and the study subjects were the school teachers and their managers. A questionnaire, interview, observation and a focus group were used as data collection procedures. The theoretical basis is made of, in special, papers presented in the socialization area, professional identity, social climate and teacher action. To analyze the data the "content analysis" model indicated by Laurence Bardin was used. The data was organized into four categoires. Perception and characterization of the moments of socialization of the teachers in the school environment; Characterization of teachers professional identity of the school; Identification of the social climate and culture in the school; And the evaluation by the teachers and managers between the reflexive thinking and teacher action. Such investigations have had as results the importance of considering the school environment as a relevant space for the professional socialization and for the confirmation that socialization and the formation of identities are inextricably linked by the feeling of belonging of the group. It was possible to conclude that the socialization of the teacher in the school environment does influences the construction process of the professional identity recognition and of the teacher s practice. / O presente estudo ligado ao Programa de Mestrado em Educação da Universidade do Oeste Paulista de Presidente Prudente-SP, na linha de pesquisa Formação e Prática Pedagógica do Profissional Docente refere-se a uma pesquisa qualitativa (Estudo de Caso) que visou investigar a socialização do professor no espaço escolar, com o intuito de compreender como ele adquire, modifica, reconstrói conhecimentos, habilidades, convicções e atitudes próprias da profissão docente e da identidade profissional, no âmbito do exercício profissional. Foi campo da pesquisa uma Escola Estadual da cidade de Tupã-SP e sujeitos do estudo os professores da escola e seus gestores. O questionário e a entrevista foram utilizados como procedimentos de coleta de dados. O embasamento teórico constituiu-se, em especial, de estudos apresentados na área da socialização, identidade profissional, clima social e ação docente. Para análise de dados utilizou-se da análise de conteúdo na proposta de Laurence Bardin. Os dados foram organizados em quatro categorias: Percepção e caracterização dos momentos de socialização dos professores no ambiente escolar; Caracterização da identidade profissional dos professores da escola; Identificação do clima social e cultura da escola; e Avaliação pelos Professores e Gestores entre Pensamento Reflexivo e Ação Docente. Como resultados a importância de se considerar o espaço escolar como um aspecto relevante para a socialização profissional e a confirmação de que a socialização e a constituição das identidades estão intrinsecamente relacionadas ao sentimento de pertença ao grupo. Foi possível concluir que a socialização do professor no espaço escolar realmente influencia no processo de construção e reconhecimento da identidade profissional e da prática docente.

Orientador: José Luiz Guimarães / Banca: Elizabeth Piemonte Constantino / Banca: Renata Rossi / Resumo: Várias compreensões acerca da deficiência foram formuladas e atitudes sociais foram construídas. A atual proposta da Educação Brasileira em relação ao aluno com deficiência prioriza a inclusão deste aluno em rede regular de ensino. Essa proposta compreende a educação como um recurso que integra o indivíduo ao meio social e também lhe proporciona uma maior capacidade de autonomia, e assim de exercer sua cidadania. No entanto, a composição de uma escola que atenda as necessidades dos alunos com deficiências garantindo um ensino de qualidade e a sua participação neste ambiente, exige transformações no sistema educativo e na instituição escolar, constituindo-se num desafio. Considerando-se que a maior transformação a ser realizada na escola não está nas barreiras físicas e programáticas, mas em toda uma concepção negativa da deficiência que durante seu processo histórico foi sendo construída pelo imaginário social, o objetivo da presente pesquisa foi identificar as representações de professores a respeito da inclusão de alunos com deficiência no ensino regular e seus desdobramentos no ambiente escolar. Foram sujeitos 11 professores, sendo 8 professores lotados em salas próprias de 4 escolas municipais e 3 professores itinerantes. O referencial teórico adotado foi o da Teoria das Representações Sociais e o referencial metodológico o da abordagem quali - quantitativa. A coleta de dados se deu através de entrevistas semidirigidas e os dados coletados foram analisados segundo a análise de conteúdo categorial. Os dados sugeriram que, entre os sujeitos desta pesquisa...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Thus, several comprehensions on the disorder were formulated and social acts were built, based on beliefs and myths which face bases in prejudice, stereotypes and on stigmas, headed by a set of representations referral. The current Brazilian Education proposal related to the student with disorder gives emphasis in this student's inclusion in regular. This proposal understands education as a resource that integrates the individual to the social environment and also it provides a higher capacity of autonomy, and exerting its citizenship. However, a school's composition that takes care of the necessities of the students with disorders guaranteeing an education with quality and its participation in this environment, it requires transformations in the educative system and the institution. For considering the bigger transformations is not only in physical and programmatic barriers, but also in a negative conception that was built during its historical process, by the imaginary social one, the current proposal's objective is to identify teachers' representations regarding the inclusion of students with disorders in the regular education and its unfolding to school environment. Eleven teachers were subjected to this research, eight from four local schools with their own classrooms and three routine teachers. The theory reference which was adopted was "Teoria das Representações Sociais" and he method reference was the quality and quantity approach. The data collect was taken through directed interviews and the collected data were analyzed according to the category files. The information suggests that, among all the teachers which belong to this research... (Complete abstract, click electronic access below) / Mestre

Mental illness is a worldwide problem and can be seen as a threat to public health, both nationally and internationally. The purpose of this study is to investigate what kind of reactions and support young people with mental illness experienced, during their Primary School years. This was studied by interviews to understand children and adolescents’ experiences. Of particular interest was to examine how they had been treated, by the school system, staff, classmates, and others in their school environment. The results show that mental illness can take different shapes and that their experience shows that it is important to have a feeling of belonging and to fit in. The results also show that they as children had been badly treated by the staff in their school and felt that they had to put on a mask and hide their mental health problems, which was stressful and hard. The results have been analysed with Axel Honneth's theory of recognition and theories of Erving Goffman. / Psykisk ohälsa är ett världsomfattande problem och kan ses som ett hot mot folkhälsan, både nationellt och internationellt. Denna studie har som syfte att undersöka vilket stöd barn och unga med psykisk ohälsa upplever att det har fått i grundskolan samt hur de upplever bemötandet under skoltiden. Studien genomfördes genom kvalitativa intervjuer samt tidigare forskning. Särskilt intresse ligger på att undersöka hur de själva uppfattar att de blivit bemötta av skolsystemet, personal, klasskamrater och personer som befinner sig och verkar i deras omgivning. Resultatet visar att psykisk ohälsa kan ha olika uttryck, men att det viktigaste är att känna tillhörighet och att passa in i skolan. Det var även vanligt med upplevelser av bristfälligt bemötande av skolpersonal och att tvingas uppvisa en fasad och gömma sin psykiska ohälsa, något som var mycket påfrestande och energikrävande. Data har analyserats med Axel Honneth’s teori om erkännande samt teorier av Erving Goffmans.

Bibliography: pages 48-50. / Through the analysis of an 18-school research project that was conducted in the Western Cape in 1994, the aim of this report is to emphasize the need for and importance of effectively researching the educational setting in order to obtain quality data. This task will take the form of a general discussion concerning "what information..." should be collected and "how..." it should be "collected, analyzed, and interpreted" from the perspective that it is "critical to remember that decision-makers require information to be provided promptly... in order to make informed policy decisions" (Ross & Postlethwaite, 1992:1-2).

The Influence of School Leadership Practices on Classroom Management, School Environment, and Academic Underperformance by Lorna Novlette Wilson Morgan MSc, Florida International University, 2006 BSc, University of Technology, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University April 2015 School leadership requires the collaborative efforts of principals, teachers, parents, students, and other community members to achieve academic success. The purpose of this correlational study was to examine the influence of school leadership practices on classroom management, school environment, and academic underperformance in Jamaica. The research was based upon distributive leadership theory. The School Leadership, Environment, Classroom Management Assessment Questionnaire (SLECMAQ) was developed for this study and was used to collect the data. Prior to data collection, a pilot study was conducted with 12 experts to evaluate the reliability and validity of the SLECMAQ. A total of 148 complete responses were collected from principals, vice principals, grade coordinators, classroom teachers, special education teachers, and others. Pearson's correlation coefficient and linear regressions were used to determine possible correlations between the influence of school leadership practices on classroom management, school environment, and academic underperformance. The results indicated significant, positive relationships between the independent variable perceived school leadership practices of principals and teachers and the dependent variables perceived classroom management and perceived academic performance. A significant, positive relationship was also found between perceived school leadership practices and perceived school environment. The findings will contribute to a positive social change by supporting policies to implement leadership frameworks at underperforming primary schools and thus improving the quality of education in Jamaica

Schoolyards play an important role in the Icelandic education system. Students aged 6 to 12 years old are required to go outdoors for recess at least two times per day. To play, get fresh air and to regain energy for upcoming classes. The schoolyards are even sometimes used for outdoor education where the students can experience their nearest environment. The children spend a great time of their childhood in school, which should support their well-being by offering an environment of good quality.The thesis main objective is to examine the importance of outdoor lighting in Icelandic schoolyards by the dark winter days. Since Iceland is located at high latitudes, the amount of daylight varies between seasons, with shorter days by winter but longer and brighter days by the summer.The structure of the thesis is a combination of research background and a case study. The research background introduces the positive link between the outdoors and well-being and how the mindset towards the winter can change the perception of darkness. Possibilities of outdoor lighting are examined, how lighting can contribute to the users and the identity of urban spaces. The case study examines two Icelandic schools where the current conditions are analyzed. Qualitative interviews were carried out to gain insight from school employees about the school environment and their experience of the students‘ well-being during the dark winter months. Finally, a lighting proposal is introduced that illustrates how layers of light can enrich the school outdoor environment.It can be truly said that outdoor lighting is of high importance in Icelandic schoolyards, for the students to see and experience the schoolyard by dark winter days. It is important that the lighting is in context with the schoolyard elements and thereby enhancing the quality of the environment.

Ett svenskt skolbarn får under sina första 16 levnadsår tolv vaccinationer om vaccinationsprogrammet följs. Många barn, framför allt yngre, är rädda för nålar och den smärta de kan orsaka. Forskning visar att det finns ett samband mellan grad av rädsla och smärtupplevelse. En konsekvens kan bli att barnen undviker medicinska procedurer i framtiden. Därmed är det viktigt att förebygga rädslan i samband med vaccinationer. Distriktssköterskan har en avgörande roll i att hjälpa barnet. Syftet med den här studien är att beskriva förebyggande stödjande åtgärder för barn i skolåldern (7–16 år) i samband med vaccinationer. För att besvara frågeställningen gjordes en integrativ litteraturöversikt. Studiedesignen valdes för att kunna ge en holistisk förståelse av ämnet utifrån såväl kvantitativ som kvalitativ forskning. Analysen resulterade i tre teman, som alla gick in under huvudtemat barnets delaktighet. De viktigaste var att barnet behöver stöd att hitta och använda sina egna copingstrategier för att hantera rädsla, oro och smärta inför och i samband med vaccination. Barnet behöver också erbjudas smärtlindring. Metoderna termomekanisk stimulering, distraktion med musik, fysisk aktivitet och kombinerade metoder påvisar alla olika grader av effekt som stödjande åtgärder vid vaccination. För att barnen ska kunna använda sina copingstrategier behöver de en trygg skolmiljö där vaccinationen ska ske. Distriktsköterskan har ett ansvar att anta ett barncentrerat perspektiv och hjälpa barnet att göra sin röst hörd. Detta arbete skulle kunna ligga till grund för utformandet av riktlinjer för skolsköterskan att använda vid vaccinering. Hela skolans organisation behöver vara delaktig för en bra vaccinationsupplevelse.

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