In this qualitative case study, I examined a local summer literacy camp in which graduate student tutors tutored elementary and middle school students in reading and writing. I focused the study on the primary stakeholders in the summer literacy camp: �������������������������������������� ts, and the course instructor/camp director because their voices are limited in the current literature. In this Community of Interest Summer Literacy Camp, the graduate student tutors moved from a position of fear and trepidation to a position of empowerment in which they hoped to make changes in their classrooms, schools, and communities. The tutees learned to appreciate the tutoring program and some tutees began to understand tutoring could be an enrichment experience rather than only a remedial experience. There was limited parental participation in the tutoring program and that may have hindered a richer experience in which parents learned strategies to help their child/children excel in reading and writing.

Submitted by Susana Angelin Furlan null (susanaangelin20@gmail.com) on 2018-03-31T18:29:12Z No. of bitstreams: 1 Dissertação_Susana Angelin.pdf: 2120905 bytes, checksum: a0fdcb455b19805e91271e21ca56fa19 (MD5) / Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2018-04-02T12:45:12Z (GMT) No. of bitstreams: 1 furlan_sa_me_prud.pdf: 2120905 bytes, checksum: a0fdcb455b19805e91271e21ca56fa19 (MD5) / Made available in DSpace on 2018-04-02T12:45:12Z (GMT). No. of bitstreams: 1 furlan_sa_me_prud.pdf: 2120905 bytes, checksum: a0fdcb455b19805e91271e21ca56fa19 (MD5) Previous issue date: 2018-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta dissertação está vinculada à Linha de Pesquisa denominada: Processos Formativos, Infância e Juventude do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP- Campus de Presidente Prudente. Recebeu financiamento de pesquisa junto à Capes e posteriormente da FAPESP. A pesquisa foi realizada em uma escola de Educação Infantil, de um município do Oeste do Estado de São Paulo e contou com a participação de duas professoras, aproximadamente 49 crianças, divididas em duas turmas. Sua origem está baseada na questão de que as crianças tinham uma percepção diferenciada do tempo, e respondia ao término do tempo destinado à brincadeira com a frase: “Mas eu acabei de começar?!”, sendo que já se passara um tempo relativo na mesma atividade. Ao realizar o levantamento em profundidade, percebemos que haviam poucos estudos sobre a reiteração, o eixo tempo das Culturas da Infância. Sendo assim, a pesquisa assumiu como objeto de estudo a reiteração e as nuances do tempo no contexto escolar. A investigação estabeleceu como objetivo principal compreender como as crianças e as professoras concebem o tempo infantil e como as crianças lidam com os posicionamentos derivados das concepções das educadoras. Utilizamos como metodologia a etnografia e como instrumentos metodológicos a observação e as entrevistas. Entre os resultados destacamos a produção de saberes sobre o tempo infantil, a concepção de tempo que impera entre as professoras dentro da sala de aula é o tempo do relógio, com a demarcação da rotina, por exemplo. As crianças, no entanto, reagem a esse posicionamento com a dessacralização do tempo escolar que é feita através das brincadeiras e que permite a criação e reinvenção de outros tempos, por exemplo, o Kairós, Aión e ou Kaión, contestando e brincando com o todo poderoso e determinante tempo Chronos. Destacamos ainda a necessidade de relativização do tempo (Chronos) pelas professoras e o reconhecimento dos outros tempos para a realização de um trabalho pedagógico mais adequado e coerente com as especificidades da infância, garantindo assim uma comunicação mais efetiva entre os sujeitos no contexto educacional. Esperamos, por meio deste estudo, ampliar as bases teóricas sobre a reiteração, motivar outras investigações sobre o tempo que possam contribuir para uma melhor sintonia entre crianças e professoras, ao constatar que tempos diferentes regem o tempo da escola. Portanto, torna-se necessária uma maior empatia, reciprocidade e compreensão na relação com o outro. / This dissertation, developed by the Program of graduate studies in education at the Faculty of science and technology, UNESP-Campus of Presidente Prudente, is linked to the line of research called: formative processes, children and youth. We received funding of research by the Capes and FAPESP's later. The survey was conducted in a school of early childhood education, a municipality of the western part of the State of São Paulo and was attended by two teachers, about 49 children, divided into two classes. Its origin is based on the issue that children had a different perception of time, and answered at the end of the time for the play on the phrase "But I just started?!" Being that I already had a relative time in the same activity. When performing the in-depth survey, we noticed that there were few studies about the reiteration, the time axis of the cultures of infancy, therefore, the search took over as object of study the reiteration and the nuances of the time in the school context. The investigation establishes as its main objective to understand how children and teachers conceive children's time and how children deal with the positions derived from conceptions of educators. We use as ethnography and methodology as the methodological tools observation and interviews. Among the results was the production of knowledge about children's time, the conception of time which prevails among the teachers in the classroom is the clock time, with the demarcation of the routine, for example. The children, however, react to this positioning with the demystification of school time that is made through the games and that allows the creation and reinvention of other times, for example, the Kairos, Aión and or Kaión, challenging and playing with the Almighty and crucial time Chronos. We highlight the need for relativization of time (Chronos) by teachers and the recognition of other times for a pedagogical work more appropriate and consistent with the specificities of childhood, thus ensuring a more effective communication between the subjects in the educational context. We hope through this study, broaden the theoretical bases on the reiteration, motivate further investigation about the time that may contribute to better harmony between children and teachers, the fact that different times govern the school therefore becomes required a greater empathy, reciprocity and understanding in relation to the other. / 2016/08292-9

x, 137 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study explores the out-of-school time (OST) arts field through a critical race theory (CRT) lens. For the purpose of this research, OST arts programs include afterschool and summer learning programs focusing on visual arts, music, theater, dance, video production, and spoken word in Chicago, Illinois for youth ages 14-21. Four main tenets of CRT guide the main research question: How are OST arts programs time addressing racism, propagating social, historical, and liberal ideologies, promoting social justice, and giving voice to people of color? By conducting eight interviews with arts professionals as well as a comprehensive literature review and document analysis, themes of race, colorblindness, social justice, and identity development in OST youth arts programs are synthesized to reflect current practices in the field. This research suggests that current methods of critical pedagogy utilized in OST arts programs could promote successful education strategies for both in-school and out-of-school education for youth. / Committee in Charge: Dr. Lori Hager, Chair; Dr. John B. Fenn III; Dr. Jennifer Katz-Buonincontro

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No description available.

The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.

INTRODUÇÃO Este é um estudo sobre os horários escolares e sua relação com o cotidiano dos professores e os possíveis impactos que a homogeneização de horários e a realização das atividades podem exercer sobre seus ritmos biológicos. Os horários escolares podem afetar as rotinas diárias dos professores, induzindo a dessincronização dos ritmos biológicos e consequentes problemas de saúde. Entre esses problemas, as alterações no ciclo vigília/sono são as mais conhecidas. HIPÓTESE Esses conflitos podem levá-los a privações de sono e uma dessincronização de seus ritmos biológicos, obrigando-os a uma espécie de enquadramento dentro do sistema imposto, mas com riscos à sua saúde. OBJETIVO Avaliar a adaptação dos professores aos horários escolares, associando suas preferências de tolerância à maturidade ao grau de satisfação com suas condições de trabalho. MÉTODOS Foram estudados 25 professores (4 homens e 21 mulheres) com idades entre 28 e 49 anos, que trabalham em duas escolas públicas da região metropolitana de São Paulo. Foram aplicados os seguintes instrumentos: diário de atividades diárias (23 dias consecutivos), Escala de Sonolência de Karolinska (dois pontos, início da tarde e início da noite), preferências de matutinidade-vespertinidade com questionário de Horne e Östberg, Questionário Satisfação no Trabalho e entrevistas com grupos focais. RESULTADOS: A análise dos dados da Escala de Karolinska mostrou que nos finais de semana houve uma variação da sonolência ao longo do dia [F(3,66) = 5,1; p < 0,01]. As comparações mostraram que a sonolência média dos professores avaliada às 13:33 ± 1,4 horas (KSS=4,2 ±1,95) e às 17:40 ± 1,25 horas (KSS=4,6±1,32) foi menor em relação às 21:35 ± 1,14 horas (KSS=5,9 ± 2). Nos dias de semana não foi observada nenhuma diferença [F(3,66) - 2,01; p>0,05]. Com os resultados do Questionário OSI, podemos perceber que o índice de insatisfação foi mais acentuado nos quesitos remuneração, participação nas decisões e quantidade de tarefas; e o de satisfação, os mais significativos foram relacionamento e conteúdo. Ficaram evidenciados ainda, má qualidade do sono nos professores caracterizados como vespertinos, devido ao horário de trabalho em relação com os matutinos. Ficou relatada alimentação inadequada devido aos deslocamentos e horários irregulares de trabalho, além da dificuldade em ajustar os horários de trabalho com suas relações sociais. CONCLUSÃO Os horários escolares influenciam na organização temporal dos professores, afetando seu sono, saúde e qualidade de vida / INTRODUCTION This is a study about the school schedules and their relationship with teachers\' daily life and the possible impacts that the homogenization of schedules and the accomplishment of activities can influence their biological rhythms. School schedules may affect daily routines of teachers, inducing desynchronization of biological rhythms and consequent health problems. Among these problems, changes in the sleep/wake cycle are the best known. HYPOTHESIS These conflicts can lead to sleep deprivation and a desynchronization of their biological rhythms, forcing an adaptation to the work schedule in turn may compromise their heal condition. OBJECTIVE Evaluate adaptation of teachers to school schedules linking their morningness-eveningness preferences to degree of satisfaction with their work conditions. METHODS We studied 25 teachers (4 males and 21 females) aged 28-49 years old, working at two public school in the metropolitan area of São Paulo. The following instruments were applied : daily activities diary (23 consecutive days), Karolinska Sleepiness Scale (at two ponts, early afternoon and early evening), Morningness-eveningness preferences with the Horne and Östbergs questionnaire, Satisfaction at work questionnaire and focal group interviews. RESULTS Data analysis of the Karolinska Scale showed that at weekends there was a variation of sleepiness throughout the day [F (3.66) = 5.1; p <0.01]. The Comparisons showed that the mean teacher drowsiness assessed at 13:33 ± 1,4 hours (KSS = 4,2 ± 1,95) and at 17:40 ± 1.25 hours (KSS = 4,6 ± 1,32 ) was lower in relation to 21:35 ± 1,14 hours (KSS = 5,9 ± 2). On weekdays no difference was observed [F (3,66) = 2,01; p> 0,05]. The OSI Questionnaire showed that the dissatisfaction was more pronounced in terms of remuneration, participation in decisions and quantity of tasks; and satisfaction, the most significant were relationship, content, poor quality of sleep was still evident in the teachers characterized as evening because of the morning work schedule in relation to the morning ones. Evening oriented teachers show worse sleep quality than their morning-oriented colleagues. Inadequate feeding routines linked to irregular working schedules as well as compromised social relations have been found in our sample. CONCLUSION: School schedules influence temporal organization of teachers affecting their sleep, health and quality of life

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-02T23:12:23Z No. of bitstreams: 1 JorgeFonseca.pdf: 5802630 bytes, checksum: 637afcdecb424ab96f80534540023c80 (MD5) / Made available in DSpace on 2015-07-02T23:12:23Z (GMT). No. of bitstreams: 1 JorgeFonseca.pdf: 5802630 bytes, checksum: 637afcdecb424ab96f80534540023c80 (MD5) Previous issue date: 2014-08-21 / Nenhuma / Nesta pesquisa, analisou-se o Programa Mais Educação, bem como Jornada Estendia e Jornada Ampliada; o primeiro é desenvolvido no Brasil e os outros dois em Córdoba, na Argentina. O objetivo geral do estudo é analisar a contribuição do Programa Mais Educação para a qualidade da educação no Rio Grande do Sul, fazendo uma comparação com os Programas Jornada Estendida, que possui a finalidade de ampliar a jornada escolar em média uma hora por dia a fim de reforçar o ensino de linguagem, matemática e língua inglesa, e Jornada Ampliada, que possui o objetivo de ampliar o tempo escolar, em média três horas diárias, quatro vezes por semana, através de oficinas nas diferentes áreas do conhecimento, desenvolvidos na Província de Córdoba, na Argentina. Para tanto, propõe-se os seguintes objetivos específicos: discutir a temática da qualidade da educação sob diferentes perspectivas; analisar as contribuições da educação integral e em tempo integral como uma forma de melhorar a qualidade do ensino; identificar os envolvidos no Programa Mais Educação, na Jornada Estendida e na Jornada Ampliada; e por fim, discutir o papel de cada sujeito nos Programas abordados. Para dar sustentação a essa pesquisa foram realizados estudos nas legislações relacionadas à área da educação integral e educação em tempo integral, no Brasil e na Argentina, manuais que caracterizam e orientam desde a adesão até a efetivação na prática. Como esta pesquisa está vinculada ao campo das políticas educacionais, foram realizados estudos teóricos sobre o ciclo de políticas, proposto por Stephen Ball, para buscar o entendimento das políticas no contexto da prática. Pesquisou-se no SIMEC e no PDDE Interativo para fazer o levantamento de quantas escolas na rede estadual de educação do Rio Grande do Sul oferecem o Programa Mais Educação, e a evolução do Programa desde a sua implantação no Brasil, e, também, a situação de cada escola no momento da adesão. Ainda foram realizadas entrevistas semiestruturadas com os gestores, professores, oficineiros e estudantes, nos municípios de Córdoba, São Borja e Panambi. O estudo revelou que mesmo os programas, do Brasil e de Córdoba, apresentando algumas deficiências, principalmente, em relação aos espaços físicos e aos recursos humanos, são uma importante ferramenta para oferecer educação integral aos estudantes em situação de vulnerabilidade social, fazendo com que eles permaneçam mais tempo na escola, distantes de situações de risco. A escola além de ser um importante espaço de construção do conhecimento, torna-se um espaço de encontro entre os seus pares, ao oferecer atividades voltadas ao esporte, lazer, cultura, saúde, recreação, e, também importantes atividades voltadas ao conhecimento, como auxílio ao tema e letramento. O conceito sobre a qualidade em educação perpassa toda a pesquisa, pois melhorar a qualidade da educação através da ampliação do tempo escolar e a oferta de outras atividades é um dos objetivos principais dos três programas. / In this research, it was analyzed the Programa Mais Educação (More Education Program), besides Jornada Estendida (Stretched Day) and Jornada Ampliada (Extended Day); the first is developed in Brazil and the others in Córdoba, Argentina. The main objective of the study is to analyze the contribution of Programa Mais Educação for the education quality from Rio Grande do Sul, making a comparison with the Programa Jornana Estendida, which has the purpose of expanding the school day on average an hour a day strengthen the teaching of Language, Mathematics and English, as well as, Programa Jornada Ampliada, which has the goal of expanding school time, on average three hours a day, four times a week, through workshops in different areas of knowledge, developed in the Province of Córdoba, Argentina. For that, it was proposed the following specific objectives: to discuss the role of education quality from different perspectives; to analyze the contributions of integral-full-time education as a way to improve the teaching quality; to identify those involved in Programa Mais Educação, Jornada Estendida and Jornada Ampliada; and finally, to discuss the role of each subject approached in the programs. To give support to this research, studies were carried out in the legislation related to the area of integral education and full-time education in Brazil and Argentina, manuals which explain and guide since accession until the realization in practice. As this research is linked to the educational policy field, theoretical studies have been conducted about the policies cycle, proposed by Stephen Ball to seek the understanding of policies in the context of practice. It was searched in SIMEC and Interactive PDDE to take stock of how many schools in Rio Grande do Sul state network of education offer Programa Mais Educação, and the program evolution since its implementation in Brazil, also the situation of each school at the time of accession. Still, semi-structured interviews with managers, teachers, workshop instructors and students were performed in the following cities: Córdoba, São Borja and Panambi. The study revealed that, even with some deficiencies mainly related to physical spaces and human resources, the programs from Brazil and Córdoba are an important tool to provide integral education to students in a situation of social vulnerability, making them remain longer in school, away from risky situations. The school, in addition to being an important area of knowledge construction, becomes a meeting place among their peers by offering activities for sport, leisure, culture, health, recreation, besides important activities aimed at knowledge, such as, literacy and help to make the homework. The concept about quality in education permeates all this research, because to improve the education quality by extending school time and the provision of other activities is one of the three programs primarily objectives.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-02T11:47:51Z No. of bitstreams: 1 ednadejesussilva.pdf: 1321548 bytes, checksum: 3a1f61c34d7a1c41c655741fc6de9e40 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-02T15:38:55Z (GMT) No. of bitstreams: 1 ednadejesussilva.pdf: 1321548 bytes, checksum: 3a1f61c34d7a1c41c655741fc6de9e40 (MD5) / Made available in DSpace on 2016-06-02T15:38:55Z (GMT). No. of bitstreams: 1 ednadejesussilva.pdf: 1321548 bytes, checksum: 3a1f61c34d7a1c41c655741fc6de9e40 (MD5) Previous issue date: 2014-12-29 / O presente trabalho expõe os resultados da pesquisa desenvolvida no âmbito do mestrado junto ao Programa de Pós-Graduação Profissional em Gestão e Avaliação da Educação Pública da Universidade Federal de Juiz de Fora. Seu objetivo foi analisar a participação dos alunos do terceiro ciclo do ensino fundamental no Programa Escola Integrada. Para tanto foram feitas entrevistas e aplicados questionários para gestores e alunos de três escolas da rede municipal de Belo Horizonte. Os dados obtidos permitiram uma análise das ações da equipe gestora com relação ao referido programa, bem como a compreensão das demandas dos educandos. Dessa forma, foi possível perceber a necessidade de rever a implementação e a gestão de tal proposta na escola, no sentido de superar a falta de interesse dos discentes pelas atividades. Por fim, no Plano de Ação Educacional, foram elaboradas propostas a fim de atender à necessidade observada. / This paper presents the results of a research carried out under the Master Professional Graduate Program in Management and Public Education Evaluation of the Federal University of Juiz de Fora. The objective was to analyze the participation of students of the third cycle in Primary Education program. To achieve the present goal, we made interviews and questionnaires to managers and students from three public schools of Belo Horizonte. The data obtained allowed the analysis of the actions of the management team of Integrated School Program in the schools surveyed. In consequence, we noticed the necessity to modify the implementation and the management of the program in the researched schools to surpass the lack of interest of students by program activities. Finally, we present an Educational Action Plan that have been prepared in order to service to this perceived need.

The title of our essay is I wonder who I am at work. It is a qualitative study about the descriptions of leisure teachers and leisure educators of their dual mission and the dilemmas of the dual mission. The purpose of this study is to examine the dilemmas after-school teachers and after-school educators encounter in their professional role. We also look into the experiences of four after-school teachers and two after-school educators regarding the support they receive from their supervisor who is an assistant principal in after-school education. We also investigate how three deputy head teachers in leisure time centres describe the tasks of leisure time teachers and leisure time educators and the support they provide to them as a group of teachers and for the leisure time centre activities. In the study, we use concepts from the framework factor theory and the theory of KASAM. We also make use of some previous research in the field. After analyzing our interviews, we concluded that all after-school teachers and leisure time educators have common responsibilities in their mission and these are recess activities, leisure time supervisor and interaction during school hours. Unlike after-school teachers, recreation teachers had instruction during school hours while after-school teachers had interaction in the classroom. All interviewees felt that planning time was a major issue. It is difficult to plan for their assignments which are both during school, and after. Therefore, our interviewees chose to focus on the area that they felt was most important to them. The after-school teachers have chosen to focus on planning for school teaching while the after-school educators for after-school activities. Our study results showed that assistant principals in after-school programs were knowledgeable in their field because they have both training and experience in after-school programs. Both the after-school teachers and the after-school educators we interviewed emphasized the importance of having an assistant principal who has training in after-school education. The assistant principals in after-school care were very careful to have at least one FL or FP in each after-school department.