Made available in DSpace on 2014-07-29T15:00:22Z (GMT). No. of bitstreams: 1 Dissertacao Regina A C Fernandes.pdf: 2791754 bytes, checksum: b5b79aa51ac630a8df9f320b17fbee7f (MD5) Previous issue date: 2011-11-19 / This research subject is about the continuing education proposals of Mathematics teachers of Colmeia and Revivenciando o Colmeia projects in Goiânia, State of Goiás. Such research, of historical nature, has as goals understanding the relation on both proposals, in order to identify the ruptures and continuities and the transformations in these continuing education projects, and whether they show the appearance of a school culture of Mathematics teachers continuous formation at the Federal University of Goias. For the research development, the studies of Michael and Miorim, Valente, and Chartier Certeau were used. Those authors discuss the historical making meaning as production. Theoretical frameworks of different areas were considered once they address issues concerning to the researched topic, as some concepts of Bourdieu, Geertz, Chervel, Frago, Julia and Freire. Based on Chen, Meihy, Nóvoa and Finger, Nóvoa and Fiorentini and Lorenzato reflections, we chose a planning using the biographical method. The data collecting, obtained through written and oral narratives, was done from the reading of various documents that make part of the collection of projects Colmeia and Revivenciando o Colmeia projects, of the meetings observations and an open questionnaire applied to Colmeia project coordinator and an interview with the Colmeia project coordinator. From this research it was possible to identify ruptures and what has remained on the Mathematic teachers continuing education proposals of the projects mentioned above. We noticed, based on what remained, the appearance of a school culture of Mathematics teachers continuous education at the Federal University of Goias. / O trabalho tem como tema as propostas de formação continuada do(a) professor(a) de Matemática dos projetos Colmeia e Revivenciando o Colmeia de Goiânia, Goiás. Tal pesquisa, de natureza histórica, apresenta como objetivos compreender a relação existente nas duas propostas, com o intuito de identificar as rupturas e as permanências e as transformações ocorridas nestes projetos de formação continuada, e se as mesmas evidenciam o surgimento de uma cultura escolar de formação continuada de professores de Matemática na Universidade Federal de Goiás. Para o desenvolvimento da pesquisa, foram utilizados estudos de Miguel e Miorim, Valente, Certeau e Chartier. Estudos esses que apontam o significado do fazer histórico enquanto produção. Considerou também alguns referenciais teóricos de diferentes áreas e que abordam temas concernentes à temática pesquisada, como alguns conceitos de Bourdieu, Geertz, Chervel, Frago, Julia e Freire. Com base nas reflexões de Chené, Meihy, Nóvoa e Finger, Nóvoa e Fiorentini e Lorenzato, buscou-se um planejamento fazendo uso do método biográfico. A coleta de dados, obtidos por meio de narrativas escritas e orais, foi feita a partir da leitura dos diversos documentos que fazem parte do acervo dos projetos Colmeia e Revivenciando o Colmeia; de uma entrevista feita com a coordenadora do projeto Colmeia e das observações dos encontros e de um questionário aberto aplicado ao coordenador do projeto Revivenciando o Colmeia. A partir dessa pesquisa foi possível identificar as rupturas e permanências ocorridas nas propostas de formação dos(as) professores(as) de Matemática dos projetos supracitados. Verificou-se com base nas permanências evidenciadas, o surgimento de uma cultura escolar de formação continuada de professores de Matemática na Universidade Federal de Goiás.

Made available in DSpace on 2014-08-20T13:47:44Z (GMT). No. of bitstreams: 1 Vanessa Barrozo Teixeira_Dissertacao.pdf: 4214115 bytes, checksum: 6374b7f22db72e4f3199041920f3c2a3 (MD5) Previous issue date: 2013-03-25 / The following dissertation aims to show how the School of Industrial Engineering emerged, (Escola de Engenharia Industrial EEI), the first institution of higher education in the city of Rio Grande, in the 1950s. The periodization of work is comprised from 1953 to 1961, as it is the time period in which the Foundation of the City of Rio Grande was created, the unit responsible for supporting the School of Industrial Engineering until mid-1960s, when the school was federalized, process which begins in 1961. In order to analyze the history of this teaching institution, there had to be a reconstruction of its early years, having as main source of information, the school culture preserved in its materiality in a variety of collections in the city of Rio Grande. In addition to the material sources, they were also conducted interviews with faculty members and students of early years of the School of Industrial Engineering, considering memory as a major source of documentation for this research. From the traces of this school culture, it was possible to recollect their first steps, addressing their spaces, professors, subjects, among many other aspects. It is worth noting the presence of some important characters in the history of the institution, emphasizing the figure of Eng. Francisco Martins Bastos, a key person, for the school could finally become a reality and launch the history of higher education in Rio Grande. His entrepreneurial nature along with his role as manager backed by the interest and investment from a group of individuals belonging to a highly educated social class and professionally stabilized, were all crucial to the emergence of this institution. / A presente dissertação tem como objetivo mostrar como se deu o surgimento da Escola de Engenharia Industrial (EEI), primeira instituição de ensino superior da cidade do Rio Grande, na década de 1950. A periodização do trabalho está delimitada de 1953 a 1961, por tratar do período em que é criada a Fundação Cidade do Rio Grande, entidade mantenedora da EEI até meados da década de 1960, quando a escola é federalizada, processo que inicia em 1961. Para poder analisar a história desta instituição de ensino foi preciso reconstruir os seus anos iniciais, tendo como principal suporte, a cultura escolar preservada em sua materialidade nos diferentes acervos na cidade do Rio Grande. Além das fontes materiais, também foram realizadas entrevistas com membros do corpo docente e discente dos primeiros anos da EEI, considerando a memória como uma importante fonte documental para esta pesquisa. A partir dos vestígios desta cultura escolar, foi possível rememorar seus primeiros passos, abordando seus espaços, professores, alunos, disciplinas, dentre tantos outros aspectos. É válido destacar a presença de alguns personagens importantes na trajetória da EEI, dando ênfase à figura do Engº Francisco Martins Bastos, personagem chave para que a escola pudesse enfim, se tornar uma realidade e dar início à história do ensino superior da cidade do Rio Grande. Sua perspicácia empreendedora atrelada ao seu papel de gestor, respaldado pelo interesse e investimento de um grupo de indivíduos pertencentes a uma classe social escolarizada e estabilizada profissionalmente, foram cruciais para o surgimento desta instituição.

Made available in DSpace on 2014-08-20T13:48:02Z (GMT). No. of bitstreams: 1 Rita de Cassia Grecco dos Santos_Tese.pdf: 9490289 bytes, checksum: ecb6d0054fb7883800b7db92b982e183 (MD5) Previous issue date: 2012-12-14 / This thesis proposes to characterize the school culture produced in the female confessional boarding school called St. Joseph in the city of Pelotas, analyzing its foundation and the repercussions of the educational project developed in that context. Promoting the upbringing of "docile, well educated and Christian girls" in line with the Catholic and hygienist family model, own of the first decades of the twentieth century, this culture simultaneously reproduced the existing social relations, also provided loopholes to the construction of a resistance behavior. From the understanding of the relationship between State, Church and Education, I assume the Historiography as the theoretical-methodological approach to the implementation of this research. Through the use of triangulation of plural sources - the architecture of boarding school and its furniture, the uniforms, the Registration Books of Externato and Boarding school, the rules, the minutes of the Associations linked to the institution, some ads in local newspapers, private papers of Religious Congregation, photographs and narratives of ex-boarders and religious women who worked at the boarding - I try to understand how this culture was incorporated by the boarder students. The theoretical foundations are based on Certeau (2007), Goffman (1973, 1999), Julia (2001) and Magalhães (1998), aiming to achieve a work of uncovering and understanding of the past. The research showed that the educational project engendered by the Sisters of St. Joseph had a resonance in the local community, to beyond the formative obligatory subject , this training provided a sociopolitical education articulated in the interactions arising from charity work. I conclude from these findings that, in addition to the human and Christian upbringing of their own confessional institutions, school culture of Boarding Confessional Catholic College St Joseph allowed the formation of a female education in tune with the Brazilian sociocultural transformations. / A presente tese propõe caracterizar a cultura escolar produzida no internato confessional feminino do Colégio São José, na cidade de Pelotas, RS, analisando a sua fundação e as repercussões do projeto educativo desenvolvido naquele contexto. Promovendo a formação de meninas dóceis, cultas e cristãs , em consonância com o modelo familiar, católico e higienista, próprio das primeiras décadas do século XX, a cultura que ao mesmo tempo reproduziu as relações sociais vigentes, também proporcionou brechas à construção de um comportamento de resistência. A partir do entendimento das relações estabelecidas entre Estado, Igreja e Educação, assumo a Historiografia como perspectiva teórico-metodológica para a implementação desta pesquisa. Através da utilização e triangulação de fontes plurais a arquitetura do internato e seu mobiliário, o uniforme, os Livros de Matrícula do Externato e do Internato, o Regimento, as atas das Associações vinculadas à instituição, anúncios em alguns periódicos locais, documentos particulares da Congregação Religiosa, fotografias e das narrativas de ex-alunas internas e religiosas que trabalharam no internato busco entender de que forma esta cultura escolar foi incorporada pelas internas. As bases teóricas fundamentamse em Certeau (2007), Goffman (1973; 1999), Julia (2001) e Magalhães (1998), objetivando realizar um trabalho de desvelamento e compreensão do passado. A pesquisa evidenciou que o projeto educativo engendrado pelas Irmãs do Colégio São José teve uma ressonância na comunidade local, pois além do conteúdo formativo obrigatório, esta educação proporcionou uma formação sociopolítica articulada nas interações advindas dos trabalhos assistenciais. Concluo, a partir destes achados que, para além da formação humana e cristã própria das instituições confessionais, a cultura escolar do Internato Confessional Católico do Colégio São José permitiu a constituição de uma educação feminina afinada com as transformações socioculturais brasileiras.

L’étude des élèves en situation scolaire difficile dans les classes dominantes nous permet un autre éclairage quant à la construction de l’idée d’échec. Les enfants issus de milieux très favorisés bénéficient d’un cumul de capitaux leur assurant théoriquement la reproduction de leur posture et de leur niveau social. Cependant on observe au sein même de ces classes des situations d’échec non négligeables. À travers une recherche ethnographique dans des établissements scolaires privés sous contrat très favorisés de Bordeaux et d’une immersion ethnographique dans les classes dominantes, ce travail décrit les modes de construction sociale de l’idée même d’échec dans ces classes ainsi que des formes de rattrapage des « repris de justesse ».La thèse montre à quel point les établissements scolaires d’excellence créent eux-mêmes de l’échec dans ces classes sociales. L’étude des normes d’excellence et des distances à celles-ci, montre à quel point une culture d’établissement trop forte et tournée exclusivement vers les codes des classes favorisées est créatrice d’échec pour les plus éloignés de ces normes et des règles théoriquement inhérentes aux classes supérieures. L’étude montre également comment par la quotidienneté, des établissements se mettent au service d’une classe entière afin de récupérer ces « repris de justesse » et leur assurer la perpétuation attendue. Loin d’une attitude rationnelle de rupture volontaire avec les codes de leur classe, ces élèves en situation d’échec sont les produits des structures même des classes dominantes et des établissements scolaires qui les accueillent. / The study of students from the upper classes in difficulty at school offers a different perspective on the idea of failure. Children from very advantaged backgrounds benefit from a variety of assets, which, in theory, guarantee their position and social status. Within these classes, however, significant situations of failure can be observed.Through ethnographic research in Bordeaux's private schools under contract, and ethnographic immersion in the dominant classes, this work describes the types of social constructions of the idea of failure in these classes and forms of remedial for children of ruling classes in failure.This thesis shows how elite schools themselves create a kind of failure in their social classes. The study of the gap between actual performance and the expected standards of excellence in highly respected institutions shows how a strong school culture which exclusively adheres to the codes of the privileged classes could lead to school failure even in children far removed from the rules and values of the upper classes. The study also shows how institutions are at the service of an entire class to retrieve their own children from failure and ensure the perpetuation expected. Far from a rational attitude of deliberately breaking away from the codes of their class, these failing students are the product of the same structures of the dominant classes and schools that host them

Orientadora: Profa. Dra. Gisele Watanabe / Coorientador: Prof. Dr. Ivã Gurgel / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018. / Nos documentos que atualmente pautam o ensino e a educação no Brasil, há certa intencionalidade em promover o desenvolvimento social orientado por uma visão mais crítica sobre questões socioambientais. Essa preocupação leva a uma reflexão acerca da atual organização escolar, de sua cultura e do conhecimento produzido na escola, considerando as singularidades de cada um desses aspectos. Também é importante reconhecer o próprio status do conhecimento escolar, integrando-o com outras formas de conhecimento (cotidiano, científico, filosófico). Assim, esse estudo apresenta a temática da energia alinhada aos aspectos da complexificação do conhecimento escolar e de elementos da cultura escolar. Metodologicamente, estruturam-se as organizações temática e conceitual para então construir um percurso temático sobre a energia, sendo que estas foram elaboradas por professores de Física e alinhadas com o currículo presente nos livros didáticos. Por sua vez, os percursos temáticos articulam-se com esses elementos, a complexificação e a cultura escolar. Com base nos resultados, destaca-se a necessidade de ampliar o entendimento dos alunos e professores a respeito dos assuntos que permeiam a sociedade contemporânea, assim como formas de levá-los para as salas de aula. Além disso, a abordagem de problemas reais abertos e dinâmicos, próprios da sociedade contemporânea, e a construção do conhecimento escolar a partir do enriquecimento da compreensão cotidiana, podem contribuir para a produção de aulas mais complexas. / In the documents that presently guide teaching and education in Brazil, there is a certain intent to make social development oriented by a critical view on socio-environmental issues. This concern leads to a reflection about the current school organization, its culture and the knowledge produced in the school, regarding the singularities of each of these aspects. It is also important acknowledge the very status of scholarly knowledge, integrating it with other forms of cognition (daily, scientific, philosophical). Thereby, this study presents the energy theme lined up with the aspects of the complexification of school knowledge and elements of school culture. Methodologically, thematic and conceptual organizations are structured to build a thematic course on energy, and these were elaborated by physics teachers and aligned with the actual curriculum in the textbooks. In its turn, the thematic pathways are articulated with these elements, the complexification and the school culture. Based on the results, there is a need to broaden the understanding of students and teachers concerning issues that permeate contemporary society, as well as ways to take them to classrooms. In addition, the approach to real open and dynamic problems of contemporary society and the making of school knowledge from the advance of daily understanding can contribute to the elaboration of better classrooms.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-04-25T20:52:08Z No. of bitstreams: 1 Ana Lucia Borges.pdf: 1296463 bytes, checksum: ae419c28e5fa1465811321be97d46f45 (MD5) / Made available in DSpace on 2016-04-25T20:52:08Z (GMT). No. of bitstreams: 1 Ana Lucia Borges.pdf: 1296463 bytes, checksum: ae419c28e5fa1465811321be97d46f45 (MD5) Previous issue date: 2015-11-30 / Esta búsqueda, realizada en una escuela pública de la Enseñanza Infantil en una ciudad cerca de la grande São Paulo, quiere analizar posibilidades de resignificación de prácticas de gestión y pedagógicas cuando la formación continuada centrada en la escuela es tomada como punto de partida para la descubierta del potencial transformador de la cultura escolar. Contribuiciones de los estudios de Psicologia histórico-cultural de Vygotsky y la Educación Liberadora de Paulo Freire comprendem el marco teórico. Basado en la lectura de documentos producidos en y por la escuela – actas, evaluaciones, proyecto político – pedagógico, planes de trabajos, libro de registro del equipo escolar y de las profesoras – sistematizo las informaciones obtenidas en eso registro para producir, en diálogo con el referencial teórico, categorías de análisis. El periodo de 2011 hasta 2013 ha construido el recorte temporal de la búsqueda relacionada a las acciones del equipo de gestión – directora, coordinadora pedagógica y asistente de dirección - y del equipo de enseñanza, ha sido planteados documentos oficiales de la rede de enseñanza y de la escuela de años anteriores (2000 hasta 2010) para el análisis de los procesos constituyentes de la cultura escolar. El análisis de contenido postulado por Bardin (2011) fue el procedimiento utilizado para identificar concepciones de niñez, de educación infantil, de gestión y prácticas pedagógicas, de cambio en la cultura escolar que emergen de los discursos sobre las prácticas registrados en los documentos de las escuelas. Los resultados de esta investigación son: a) de gestión escolar y liderazgo pedagógico movilizó un equipo de profesores para el cambio en las prácticas proactivas y educado presente en la cultura escolar; b) a través de un plan de formación en el servicio, la gestión escolar desafió el profesorado que pensar su práctica y reflexionar sobre las concepciones de la niñez y propuesta pedagógica desarrollada en la escuela, la generación de procesos que han conducido a ninguna naturalización de la cultura estabelecida; c) gestión de la escuela cuando se involucren en los procesos educativos y en colaboración con la coordinación docente, puede calificar el plan de formación del equipo y promover el progreso más significativo en el cambio de prácticas. Por lo tanto, se concluye que el director de la escuela, cuando asuma el liderazgo pedagógico, demás de la gestión de los procesos administrativos y, en colaboración con el coordinador de educación se desarrolla un plan de formación en el servicio, puede contribuir al cambio en la cultura escolar, tan necesaria en la educación de los niños pequeños de la escuela a su pleno desarrollo. / This research took place in a public school Yard in a city near the area of São Paulo, and it aims to examine the possibilities of resignification of the pedagogical and the management school practices when the continued in-service training provided by the school is placed as the starting point of the transformative potential of the school culture in Education. Contributions of the cultural and historical psychology studies by Vygotsky, and the Liberating Education by Paulo Freire compose the theoretical references. Based on the reading of documents produced in and by the school professionals such as minutes, assessments, political pedagogical project, work plans, board diaries written by teachers and management team, I systemize the information taken from these documents in order to produce analysis categories, through the dialogue with the theory of basement. The period between 2011 and 2013 constitutes the time frame of the research which is related to the actions of the school management team - the principal, the educational coordinator and the vice principal - and the teaching staff, and official documents of the network municipal education and of the school in the previous years (2000 to 2010) were reviewed in order to analyze the processes that constitute the school culture. The content analysis postulated by Bardin (2011) was the procedure adopted to identify conceptions – of the childhood, childhood education, school management and pedagogical practices, among others – in the school culture and in the school investigated by this research. The results of this research are: a) the school management, as a pedagogical leadership, has mobilized the teaching staff to change the schooling practices and the practices that “prepare” the children to the elementary school, that were present in the school culture; b) the school Management, in means of a plan of a continued in-service training, caused estrangement of the established school culture and also provoked reflections about the child and childhood conceptions and the pedagogical project of the school; c) the school management can qualify the training plan of the teaching staff when the principal is involved in the pedagogical process and sets up a partnership with the educational coordinator, and also foments more significant changes in their practices. Therefore it concludes that when the principal assumes a pedagogical leadership, beyond the administrative procedures, and when the principal, with the partnership of the educational coordinator, develops a continued in-service training to the teaching staff, it can contributes to a change of its school culture and the school culture in general, what is so necessary to the little children education. / Esta pesquisa, realizada em uma escola pública de Educação Infantil em um município da Grande São Paulo, visa analisar possibilidades de ressignificação de práticas de gestão e pedagógicas quando a formação continuada em serviço centrada na escola é tomada como ponto de partida para a descoberta do potencial transformador da cultura escolar na Educação Infantil.Contribuições dos estudos da Psicologia Histórico Cultural de Vygotsky e da Educação Libertadora de Paulo Freire compõem o referencial teórico. Com base na leitura de documentos produzidos na e pela escola - atas, avaliações, projeto político-pedagógico, planos de trabalho, diários de bordo da equipe gestora e das professoras – foram sistematizadas as informações obtidas nesses registros de modo a produzir, em diálogo com o referencial teórico, categorias de análise. O período de 2011 a 2013 constitui o recorte temporal da pesquisa relacionada às ações da equipe gestora - diretora, coordenador pedagógico e assistente de direção - e da equipe docente, tendo sido levantados documentos oficiais da rede de ensino e da escola de anos anteriores (2000 a 2010) para a análise dos processos constituintes da cultura escolar. A análise de conteúdo postulada por Bardin (2011) foi o procedimento utilizado para identificar concepções - de infância, de educação infantil, de gestão escolar, de práticas pedagógicas, de formação de professores, dentre outras - na cultura escolar e da escola investigada. São resultados dessa pesquisa: a) a gestão escolar como liderança pedagógica mobilizou a equipe de professoras para a mudança nas práticas antecipatórias e escolarizadas presentes na cultura escolar; b) por meio de um plano de formação em serviço, a gestão escolar desnaturalizou a cultura da escola e provocou reflexões acerca das concepções de infância, criança e de proposta pedagógica desenvolvidas na escola; c) a gestão escolar, quando implicada nos processos pedagógicos e em parceria com a coordenação pedagógica, pode qualificar o plano de formação da equipe e promover avanços mais significativos nas mudanças das práticas. Assim, conclui-se que o(a) gestor(a) escolar, quando assume a liderança pedagógica para além da gestão dos processos administrativos e, em parceria com o coordenador pedagógico desenvolve um plano de formação em serviço, pode contribuir para a mudança na cultura da escola e na cultura escolar tão necessárias na educação das crianças pequenas.

Syftet är att bidra med kunskap om rektors styrning och ledning när hen organiserar samarbetet mellan fritidshemmet och grundskolan. Frågor som ställs fokuserar hur frirum nyttjas och hur korstryck hanteras.  Tidigare studier visar att rektors styrning och ledning, liksom undervisningens kvalitet, behöver utvecklas. Samarbete mellan fritidshemmets och grundskolans personal sker i låg grad och kopplingen mellan lärtillfällen är svag. Denna kvalitativa studie använde Frirumsteorin som teoretisk utgångspunkt och analysverktyg. Teorin utgår från konflikten mellan formella och informella styrnings- och ledningsmekanismer. Empiriskt material inhämtades via observationer och frågeformulär. Analysen gjordes utifrån kriterierna för kontinuumet uniprofessionell – multiprofessionell inom den professionella sfären samt kontinuumet differentierad – integrerad inom den byråkratiska/administrativa sfären. Resultatet visar att frirummet begränsades av yttre händelser och ett beroende av externt stöd. Ett ökat korstryck uppstod. Kulturen i skolornas ledningsgrupper beskrivs som integrerad och mestadels multiprofessionell. Avseende Coronapandemins påverkan syns inslag av uniprofessionalism. En slutsats är att en helhetssyn är mer framgångsrik för att rektorer ska lyckas organisera för samarbete och kompletterande undervisning. Vid förändringar, torde en integrerad skolkultur präglad av multiprofessionalism vara mest gynnsam. Studien uppmärksammar styrnings- och ledningsperspektivet; rektors roll för måluppfyllelsen i fritidshemmet, samt prövar en kartläggningsmetod med tillhörande begreppsapparat, vilka är teoretiskt och vetenskapligt förankrade i Frirumsteorin. / The purpose of this thesis is to add knowledge about the headteacher´s governance and management when organizing the collaboration between Leisure-time Centre and compulsory school. Questions asked focused on how Scope for Action and conflicting pressure is met by headteachers. Previous studies show that the headteacher's governance and management, as well as the quality of teaching, need improvement. Collaboration between staff in Leisure-time Centre and the school takes place to a low degree and the connection between learning opportunities is weak. This qualitative study used the Scope for Action Theory as a theoretical starting point and analysis tool. The theory is based on the conflict between formal and informal mechanisms of governance and management. Data was gathered from observations and questionnaires. Analysis was made on basis of the criteria for the continuum uniprofessional - multiprofessional within the Professional Sphere and the continuum differentiated - integrated within the Bureaucratic/administrative sphere. The result shows that Scope for Action was limited by external events and an increase of dependence on external support. Conflicting pressure increased. The culture in the management groups is described as integrated and mostly multiprofessional. Regarding the influence of the Corona pandemic, elements of uniprofessionalism are shown. One conclusion is that a holistic approach is more successful for headteachers to succeed in organizing for collaboration and complementary teaching. In the face of change, an integrated culture characterized by multi-professionalism is likely to be most favorable. The study draws attention to the governance and management perspective; the headteacher's role for attainment of goals in Leisure-time Center as well as testing a mapping method with a conceptual framework, which is theoretically and scientifically anchored in the Scope for Action Theory.

Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.

In this paper, Ursula K Le Guin’s 1968 fantasy novel, A Wizard of Earthsea will be investigated in two ways. First, through a thematic analysis of the primary antagonist through a deconstructive close-reading technique. Second, through a pedagogic analysis of the depiction of hegemonic masculinity in the novel. The thematic analysis reveals that Le Guin departs from the typical expectations of the fantasy genre to highlight the themes of accepting personal responsibility and acknowledging the consequences of one’s actions, values which are reflected in the Swedish national curriculum. The pedagogic analysis of Le Guin’s treatment of hegemonic masculinity in school culture has the further potential to be used in an EFL classroom setting as part of a teaching unit problematizing the performance of hegemonic masculinity in modern school culture. This is also reflected in the central content for the English Syllabus. / <p>Due to Covid-19 restrictions/precautions, the final presentation seminar took place over Zoom.</p>

This study investigates my experiences as a rural Mississippi secondary mathematics teacher. The culture surrounding accountability testing and rural education as well as student perceptions of my mathematics instruction and classroom management were investigated. With recent educational legislation such as the No Child Left Behind Act of 2001, teachers and students are experiencing education differently than teachers and students of the past. Through this basic interpretive case study, I sought to increase the limited research surrounding student perceptions of rural mathematics instruction and accountability testing and to provide a descriptive image of teaching in this rural school. The students, administrators, and test-based accountability were shown to have strong influences on mathematics instruction. The use of math manipulatives, competitive games, and reward systems were perceived as beneficial to many students. Some students? perceptions regarding cooperative learning and technological implementations were not as definitive or as positive as the engaging instruction. Disruptive behaviors, poor classroom management, administrative organization, and standardized test preparations caused instructional time to be lost. Inconsistencies in scheduling, instruction, and management were shown to influence the instructional climate. Teacher preparedness to teach students of differing cultural, ethnic, and economic backgrounds was shown to create various challenges in classroom instruction. The rural characteristics of this school minimized course offerings, increased individualized instruction, and presented monetary issues that were challenging and also beneficial to the students and teachers. As for accountability testing, teachers and administrators in this school tended to accept the testing culture with some disagreements, while students believed state assessments motivated them to perform better in class despite increasing certain levels of anxiety before and after the assessments. The implications of this study describe how teaching and learning in this school were filled with obstacles both teachers and students had to overcome in order to improve student achievement. Several recommendations for this school, future educators, and state and national departments of education are provided. Finally, this study provides an in depth look at the small details that make teaching in this rural school an everyday challenge.