O Programa Institucional de Bolsas de Iniciação à Docência (PIBID), tem como objetivo o aperfeiçoamento da formação docente nas licenciaturas. Isto é previsto através da parceria estabelecida entre a universidade e a escola de educação básica. O programa foi alvo de um estudo avaliativo no ano de 2014 que revelou diversas contribuições proporcionadas pelo programa. As contribuições abrangiam todos os sujeitos participantes do processo, no entanto, apenas algumas apontavam os alunos das escolas públicas. Nessa pesquisa, buscamos compreender e caracterizar as contribuições que os licenciandos, ou pibidianos, possibilitaram aos alunos de uma escola pública. Para isso, além de ouvir o supervisor e os pibidianos, entrevistamos os alunos de uma escola pública. Para esse estudo, acompanhamos uma professora supervisora e alguns dos pibidianos orientados por ela. A observação foi realizada durante o segundo semestre de 2015 e durante o ano de 2016. Para caracterizar as contribuições, fundamentamos nosso trabalho nas ideias de Vygotsky sobre mediação e aprendizado. Os dados coletados foram divididos em quatro eixos: Cultura escolar, Aprendizado, Linguagem e Afetividade. As contribuições foram denominadas mediações e dos quatro eixos emergiram sete categorias: mediação científica, mediação científica, mediação assistencial, mediação problematizadora, mediação comunicativa, mediação afetivo-vivencial e mediação afetivo-científica. As categorias foram construídas no decorrer da análise dos dados, com exceção das categorias afetivo-vivencial e afetivo-científica que nos baseamos no trabalho desenvolvido por Pereira (2014). Inicialmente esperávamos resultados mostrando que a contribuição dos pibidianos para a educação científica dos alunos seria uma complementação da contribuição da supervisora. De fato, encontramos uma mudança dos alunos bastante diversificada e de longo prazo, envolvendo a cultura, a linguagem, a própria comunicação, a afetividade e também a Alfabetização Científica, que não seria possível sem a colaboração dos pibidianos, e que resultou também numa mudança da atuação deles e da supervisora. / The Institutional Scholarship for Teaching Initiation Program (Programa Institucional de Bolsas de Iniciação à Docência - PIBID) aims to improve teacher education in undergraduate programs. This is provided through the partnership established between the university and the school of basic education. The program was the subject of an evaluative study in the year 2014 that revealed several contributions provided by the program. The contributions covered all the subjects participating in the process, however, only a few contributions referred to students of the public school. In this research, we seek to understand and characterize the contributions that the undergraduate student enable to the students of a public school. For this, in addition to listening to the supervisor and the pibidianos, we interview the students of a public school. For this study, we accompanied a supervising teacher and some of the undergraduate students guided by her. The observation was made during the second half of 2015 and during the year 2016. To characterize the contributions, we base our work on Vygotsky\'s ideas on mediation and learning. The data collected were divided into four axes: School Culture, Learning, Language and Affectivity. The contributions were denominated mediations and seven categories emerged from the four axes: cultural-scientific mediation, scientific mediation, assistance mediation, problematizing mediation, communicative mediation, affective-experiential mediation and affective-scientific mediation. The categories were constructed during the analysis of the data, with the exception of the affective-experiential and affective-scientific categories based on the work developed by Pereira (2014). Initially we expected results showing that the contribution of the pibidians to students\' scientific education would complement the contribution of the supervisor. In fact, we find a rather diffuse and long-term change of students, involving culture, language, communication itself, affectivity and also Scientific Literacy, which would not be possible without the collaboration of the undergraduate students, and which also resulted in a change their work and the supervisor.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-02-16T18:05:29Z No. of bitstreams: 1 LEILA SANTANA NASCIMENTO SOUZA.pdf: 11675534 bytes, checksum: e3d96717f1020e3ea22f753c9f3fa062 (MD5) / Made available in DSpace on 2017-02-16T18:05:29Z (GMT). No. of bitstreams: 1 LEILA SANTANA NASCIMENTO SOUZA.pdf: 11675534 bytes, checksum: e3d96717f1020e3ea22f753c9f3fa062 (MD5) Previous issue date: 2008-09-18 / The present work is the result of a research trial involving young people of Kalunga’s community, students of high school and it’s part of the line of research Education, Society and Culture of the program of Post-Graduation in Education. The young people in question are arising from the community of Kalunga de Tinguizal, belonging to Monte Alegre – GO. The purpose was to apprehend the socio-cultural universe they are in, their school journeys and the strategies they use to remain in the school. For this purpose, it carried out an investigation using a bibliographical and a field research. The field research structured itself in the application of three techniques: a) application of questionnaires (family and young); b) a non systematic observation; c) interviews with eight young people (two men and six women), all Kalunga students of public system of education. The information had reveal how these young people live the children condition, the cultural universes they live in, their relationship with the institutions and the meaning of the formal education (high school) for them. For the researched, the conception of being young is variable and there are many ways of comprehension of this phase of life and it is almost always related to good things. Education and work are unquestionable values for their life. The family nucleus has a great value in their life and the culture is based in a strong catholic tradition. To be a Kalunga is present on their routine, on their many relationships and on their life. The final objective of this research is help on the enlargement of the studies about youth and education in Brazil and supply subsidies for public politics focused on this youth. / O presente trabalho é resultado de um processo de pesquisa envolvendo jovens Kalunga, estudantes do nível médio de ensino e faz parte da linha de pesquisa Educação, Sociedade e Cultura do Programa de Pós Graduação em Educação. Os jovens investigados são oriundos da comunidade Kalunga de Tinguizal, pertencente ao município de Monte Alegre-GO. O propósito foi apreender o universo sócio-cultural em que esses jovens estão inseridos, suas trajetórias escolares e as diversas estratégias utilizadas por eles para permanecerem na instituição escolar. Para essa finalidade, realizou-se uma investigação utilizando a pesquisa bibliográfica e de campo. A pesquisa de campo estruturou-se mediante a aplicação de três técnicas: a) aplicação de questionário (família e jovens); b) observação assistemática; c) entrevista com oito jovens (dois homens e seis mulheres), todos estudantes Kalunga da rede pública de ensino . As informações obtidas revelam como esses jovens vivem a condição juvenil, os universos culturais nos quais transitam, suas relações com as instituições socializadoras e o significado da escolarização formal (ensino médio) para eles. Para os jovens pesquisados, a concepção ser jovem é amplamente variável e são diversos os modos de compreender essa fase da vida que de modo geral está ligada a aspectos positivos. A educação e o trabalho são valores inquestionáveis para a vida dos jovens Kalunga. O núcleo familiar tem grande valor em suas vidas, e a cultura é fortemente marcada por uma intensa tradição religiosa católica. Ser Kalunga está presente no seu cotidiano, nas diversas relações, nos seus discursos e nas suas vidas. O objetivo final da pesquisa é também contribuir para que sejam ampliados os estudos sobre juventudes e educação no Brasil e fornecer subsídios para políticas públicas voltadas para a juventude.

Este trabalho tem como objetivo investigar como os jovens estudantes de uma escola pública em São Paulo utilizam a internet para dar conta de suas tarefas escolares e, desse modo, entender como eles utilizam os recursos disponíveis na internet como ferramentas pedagógicas. A pesquisa foi de caráter qualitativo e utilizou como instrumentos entrevistas e questionários. Partiu-se da hipótese de que com o advento da internet, algo se alteraria nas dinâmicas escolares, uma vez que a internet seria uma fonte de saber para os alunos que permitiria um diálogo com a cultura escolar. Seria um mecanismo que poderia alterar a relação estabelecida entre os jovens e o saber escolar, favorecendo a mobilização dos alunos para a aprendizagem. Constatou-se, no entanto, que o uso feito pelos jovens entrevistados dos recursos disponíveis é apenas instrumental e depende dos conhecimentos intuitivos já possuídos e não os adquiridos na escola. As atividades escolares continuam sendo propostas da mesma maneira como o eram antes de a internet figurar como fonte de pesquisa. Concluiu-se, então, que a internet, até o momento, não conseguiu alterar as dinâmicas escolares e que a escola deixa de utilizar as ferramentas da internet para potencializar as aprendizagens. A cultura escolar, enfim, não dialoga com os saberes retirados da internet pelos alunos, deixando de relacionar-se com parte da cultura desses alunos, pouco mobilizados para a aprendizagem escolar nos moldes habituais. / This study aims to investigate how the young students at a public school in São Paulo using the internet to realize their homework and thereby understand how they use the resources available on the internet as pedagogical tools. The research was qualitative and used interviews and questionnaires as instruments. We started from the assumption that with the advent of the internet, something would change in the dynamic of the school, since the internet was a source of knowledge for students that would allow a dialogue with the school culture. It would be a mechanism could change the relationship that young people establish with the school knowledge, favoring the mobilization of students for learning. It was found, however, that using that young respondents make available resources is only instrumental and depends on the intuitive knowledge they already have and that are not learned at school. School activities are still being proposed in the same way as they were before the internet appear as a research resource. It was concluded then that the internet, so far, failed to alter the dynamics of school and the school ceases to use the internet tools to enhance their learning. The school culture no dialogue with the knowledge taken from the internet by students, failing to relate to part of the culture of these students, some mobilized for school learning in the usual manner.

Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive school climate. This case study explored the perspectives of PLC participants at a suburban high school on the impact of their PLC on the school's culture. Ten teacher participants with at least 2 years of experience at the research site were individually interviewed, and 5 observations of content PLC meetings were conducted. Data were open coded to determine emergent trends. The analysis resulted in thick, rich descriptions of the experiences of the teacher participants. The findings suggested that the school's ineffective use of PLCs negatively affected its culture due to a lack of established norms, collaboration, communication, and accountability. A professional learning opportunity was developed focusing on effective PLC usage and the impact on school culture. The study supports positive social change by providing school leaders and PLC participants at the study site with information to sustain PLCs in a manner that promotes a positive school climate that could lead to a more efficient, consistent learning environment that benefits students.

This capstone project was part of a group project completed by two principals in elementary schools and a principal coach in Hillsborough County, Florida. Each of the team members has a passion for the work of administrator and lead learner in a turnaround school. Through creating a culture of teacher leadership, especially in high poverty schools, we believe students will succeed. We were looking for what a high performing school culture would look like if teachers were leading the work through ongoing inquiry and personalized support. My individual focus was, how can district and school leaders support a culture where teachers are leading teachers? As a principal coach, I am responsible for supporting principals at all levels in the schools within my area. I am also responsible for creating professional learning experiences that will permeate into the schools where leaders will take action and where teachers are empowered to make decisions to address the needs of their students. Selected literature was reviewed that considers how to create a system of support for leaders (teachers, administrators) who are increasingly expected to lead more autonomously when they have traditionally been provided directives through district initiatives that emphasize accountability. Themes in the literature reviewed included: community re-norming, teaching/learning symbiosis, and leadership that is proactive and reflective (inquiring). Key findings in my area of focus included valuing professional community and supporting it; moving control of professional development from the district to schools; developing models to allocate time for professional development at the school level; clarifying school and district leaders’ roles in supporting teacher leadership; and assessing and prioritizing district initiatives to determine what is really needed at school sites ̶ particularly in turnaround schools.

Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom. Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices. However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion. Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices. The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively. A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data. The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies. Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion. The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices. The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education. Therefore, the special education policies developed at the national level had not trickled down to the school level. This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

Culture integrates more than ideology and tradition. These cultural elements are supplementary factors that unite under certain conditions to assist in the development and understanding of what is right, wrong and/or expected within a group. Ideology specifically has been found to influence and construct societal norms, and play a vital role in the conscious and subconscious interactions of individuals. These ideologies (superficial and non-superficial) have implications for the interpersonal interactions between individuals within and between the same cultural groups, as well as implications for organizational and professional development within academic and professional settings. This study will examine culture and ideology through an investigation of environment and its relationship to ethnic identity development. In addition, the study will investigate the possible relationship between ethnic identity and perceptions of credibility. Findings suggest that culturally related materials in an academic setting are not related to strength of ethnic identification with regard to ethnic identity- behavior; yet ethnic identity- achievement may be slightly related to school environment. Further, ethnic identity and school environment are not influential in the perception on credibility of people of divergent skin-tones. The research explores practical and theoretical implications, discusses the limitations of evaluating skin-tone of African Americans, and suggests proposals for future research. / text

Om en skola lyckas väl eller mindre väl i sitt uppdrag beror på många faktorer. En del avdessa kan skolan inte påverka. Till dessa faktorer hör till exempel vårdnadshavaresbakgrund. Vad skolan däremot kan påverka är lärares skicklighet i att undervisa, vilket harvisat sig vara den enskilt största skillnaden mellan skolor och skolsystem av olika kvalitet.För att utveckla lärarnas yrkesskicklighet behövs ett levande samarbetsklimat. Studiens syfteär att undersöka i hur hög utsträckning högstadielärare samarbetar kring undervisning,bedömning samt hur elever lär sig. Trettiofyra lärare fördelade på två högstadieskolor deltogi enkätstudien. Skolorna delar skolledare och har en identisk organisation med avseende påtid för formellt samarbete.Resultatet visar att det finns ett mycket starkt samband mellan det schemalagda och detspontana samarbetet lärare emellan. Det som behandlas på schemalagd konferenstid(ämneskonferenser och andra möten med styrt innehåll) är också det som det spontana samarbetet kretsar kring. / How successful a school is depends on many factors. Some of these factors schools cannotaffect, for example, parents’ backgrounds. What the schools can affect however is how wellteachers teach, which has proven to be the single biggest difference between schools andschool systems of varying quality.In order to develop teachers' professional skills, teamwork is essential. This study aims toinvestigate the extent to which high school teachers collaborate on teaching, assessmentand how students learn. Thirty‐four teachers at two secondary schools filled in thequestionnaire. The schools share principals and have an identical organization regardingtime for formal collaboration.The results show that there is a very strong correlation between within scheduled andspontaneous teacher cooperation. What is being discussed at scheduled meetings (such assubject specific conferences and other meetings with given content) is also being discussedwhen teachers collaborate spontaneously.

Research on the development of management strategies for the establishment of an effective organizational culture in schools was conducted in the following phases. In the first place, an. attempt is made to determine the nature of organizational culture, the context in which organizational culture functions, and the transformation and establishment of an effective organizational culture. as well as to describe the characteristics and advantages of an effective organizational culture. Secondly the aspects of organizational culture are discussed on the basis of a theoretical model that has been developed from literature. In so doing, every aspect of organizational culture is spell out, the role and place of each aspect of the culture is explained, as is the contribution of every aspect of organizational culture to the efficacy of such a culture. In the third place, the degree to which aspects of the organizational culture are emphasized in schools has been empirically determined by means of quantitative and qualitative research methods. Fourthly, research results have indicated that the intangible fundamentals and the concrete manifestations of organizational culture are emphasized at good schools while this happens to a lesser degree at average and poor schools. It becomes clear that certain basic aspects are present in the intangible fundamentals and the concrete manifestations of the organizational culture of schools. The successful functioning of these aspects Is essential for the establishment of an efficient organizational culture In schools. Finally these primary aspects of organizational culture form the basis for the development of management strategies which can be used to establish an effective culture of organization in schools. Special mention is made of general points of departure and guidelines for developing action plans and putting them to effect. The actual plans of action are not addressed, as schools should develop their own plans according to their unique composition, requirements and environment. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Research on the development of management strategies for the establishment of an effective organizational culture in schools was conducted in the following phases. In the first place, an. attempt is made to determine the nature of organizational culture, the context in which organizational culture functions, and the transformation and establishment of an effective organizational culture. as well as to describe the characteristics and advantages of an effective organizational culture. Secondly the aspects of organizational culture are discussed on the basis of a theoretical model that has been developed from literature. In so doing, every aspect of organizational culture is spell out, the role and place of each aspect of the culture is explained, as is the contribution of every aspect of organizational culture to the efficacy of such a culture. In the third place, the degree to which aspects of the organizational culture are emphasized in schools has been empirically determined by means of quantitative and qualitative research methods. Fourthly, research results have indicated that the intangible fundamentals and the concrete manifestations of organizational culture are emphasized at good schools while this happens to a lesser degree at average and poor schools. It becomes clear that certain basic aspects are present in the intangible fundamentals and the concrete manifestations of the organizational culture of schools. The successful functioning of these aspects Is essential for the establishment of an efficient organizational culture In schools. Finally these primary aspects of organizational culture form the basis for the development of management strategies which can be used to establish an effective culture of organization in schools. Special mention is made of general points of departure and guidelines for developing action plans and putting them to effect. The actual plans of action are not addressed, as schools should develop their own plans according to their unique composition, requirements and environment. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003