Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-23T13:44:45Z No. of bitstreams: 1 frederikadeassisburnierlopesdealbuquerqueabrantes.pdf: 827795 bytes, checksum: 19a8535649c75e05fdfad88f7aa1144f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:01:07Z (GMT) No. of bitstreams: 1 frederikadeassisburnierlopesdealbuquerqueabrantes.pdf: 827795 bytes, checksum: 19a8535649c75e05fdfad88f7aa1144f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:01:20Z (GMT) No. of bitstreams: 1 frederikadeassisburnierlopesdealbuquerqueabrantes.pdf: 827795 bytes, checksum: 19a8535649c75e05fdfad88f7aa1144f (MD5) / Made available in DSpace on 2017-03-24T12:01:20Z (GMT). No. of bitstreams: 1 frederikadeassisburnierlopesdealbuquerqueabrantes.pdf: 827795 bytes, checksum: 19a8535649c75e05fdfad88f7aa1144f (MD5) Previous issue date: 2009-03-30 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Nessa dissertação busca-se traçar um estudo sobre um “atendimento especializado para alunos em situação de fracasso escolar”: como funciona, quem são esses alunos atendidos e como esse atendimento os afeta. Narra-se uma história de Ariadnes; Ariadnes que não representam sujeitos pessoais, são forças engendradas em um campo de pesquisa. No próprio caminhar da investigação é desenvolvida uma metodologia labiríntica: uma metodologia qualitativa híbrida e multifacetada, que propõe uma vizinhança entre uma pluralidade imetódica, cartografia e etnografia. Uma metodologia labiríntica que exige uma escrita labiríntica para tecer os fios produzidos em encontros com Ariadnes: fios-questões, fio de nome, fio-conteúdo, fio-experiência, fio de subjetivações contemporâneas, fio-dispositivo e fios-metodologias. É no tecer desses fios que são problematizadas questões como: construção de ideais, formação como formatação, dicotomia normal X anormal, enquadramento da diferença, estabelecimento de uma mesmidade, conteudismo educacional, educação como fabricação de futuro, movimentos de resistência, existência em devir, relação com desconhecido, processos de invenção, uma pedagogia rizomática, quebra de continuidades, desterritorializações, exploração de outros modos de existir, inauguração de territórios existenciais / This dissertation seeks to trace a study about a “specialized assistance for students with school failure status”: how it functions, who are these students and how does this assistance affects them. A story of Ariadnes is narrated; Ariadnes who do not represent personal subjects, they are forces engendered in a research field. As the investigation advances a labyrinthian methodology is developed: a qualitative methodology which is hybrid and multifaceted and proposes neighborhood between a methodless plurality, cartography and ethnography. A labyrinthian methodology which requires a labyrinthian writing in order to weave the twines produced when meeting Ariadnes: questions-twines, twine of names, content-twine, experience-twine, twine of contemporary subjectivations, device-twine and methodologies-twines. It is in the weaving of these twines that some questions are problematized such as: construction of ideals, formation as formatting, dichotomy of normal X abnormal, adjustment of the difference, establishment of sameness, educational contentism, education as means to making the future, movements of resistance, existence in becoming, relationship with the unknown, invention processes, a rhizomic pedagogy, breaking of continuities, deterritorialiations, exploring other ways of existing, inauguration of existential territories.

Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T09:10:07Z (GMT). No. of bitstreams: 1 Kaulfuss_MarcoAurelio_M.pdf: 1947979 bytes, checksum: 404b9c8539bdcdb9ad9b9e6ff0f3eca4 (MD5) Previous issue date: 2014 / Resumo: Kaulfuss, Marco Aurélio. (2014). Atribuição causal para o sucesso e fracasso em ensinar e crença de eficácia coletiva de professores. Dissertação de Mestrado, Faculdade de Educação, Universidade Estadual de Campinas, Campinas. A importância da atribuição causal em contextos de desempenho relacionados ou não à Educação está bastante consolidada na literatura e encontra forte amparo teórico no que se refere à sua influência na atuação docente. O construto da eficácia coletiva já se delineou como um importante determinante das práticas e percepções de professores. Neste sentido, a presente pesquisa teve como objetivo investigar essas duas variáveis e suas possíveis correlações junto a um grupo de 153 professores, de ambos os gêneros, atuantes em dois municípios do interior de São Paulo. Para a coleta de dados, foram utilizados dois instrumentos em formato de escala do tipo Likert, sendo um para o levantamento das atribuições causais dos docentes em relação ao seu sucesso ou fracasso em ensinar e outro para identificação do seu nível de eficácia coletiva. Os dados foram analisados de acordo com os procedimentos da estatística descritiva e inferencial. Os professores que atuam no município A tendem a atribuir maior internalidade e estabilidade para o próprio fracasso, quando comparados aos do B. Professores com mais idade atribuem causas incontroláveis para o sucesso e os com maior tempo de atuação atribuem causas internas e instáveis para o sucesso. Os docentes que atuam no nível fundamental I tendem a perceber as causas do seu sucesso como menos controláveis e estáveis e mais internas, em comparação aos professores de nível fundamental II e estes atribuem seu fracasso mais a causas incontroláveis, externas e instáveis. Verifica-se correlação significativa positiva entre eficácia coletiva e escores de atribuições causais para sucesso em termos das dimensões da causa como: controlabilidade, incontrolabilidade, internalidade, externalidade e instabilidade. Também houve correlação significativa e negativa entre os escores na escala de eficácia coletiva e na de atribuições causais para fracasso nas dimensões de controlabilidade, incontrolabilidade, internalidade, externalidade e instabilidade. Os resultados obtidos na presente pesquisa merecem atenção e sinalizam a necessidade de outras perspectivas de investigações em amostras maiores e mais representativas que busquem identificar não só as correlações da eficácia coletiva com a atribuição causal, mas também que possam esclarecer como o feedback obtido pelos professores como grupo pode influenciar a sua autoeficácia e eficácia coletiva. Assim, recomenda-se que futuras pesquisas atentem para os índices obtidos, nas escolas, pelas avaliações formais, tais como o IDEB, a identificação dos processos de comunicação nas organizações escolares, o modelo de gestão assumido, o desenvolvimento de indicadores institucionais, os sistemas de reconhecimento e valorização adotados, entre outras possibilidades / Abstract: Kaulfuss, Marco Aurélio. (2014). Causal attribution for success and failure in teaching and the belief of collective efficacy of teachers. Master¿s qualification report, Faculty of Education, State University of Campinas, Campinas. The importance of causal attribution in contexts of performance, whether related to Education or not, is very well established in the literature and finds strong theoretical support regarding its influence on teaching practice. The construct of collective efficacy has already been outlined as an important determinant of the practices and perceptions of teachers. In this sense, the present study aimed to investigate these two variables and their possible correlations among a group of 153 teachers, of both sexes, working in two counties of a city in the state of São Paulo. For the data collection, two instruments were used in Likert type scale format, one for the evaluation of the causal attributions of the teachers in relation to their success or failure in teaching and another for the identification of their belief of collective efficacy. The data were analyzed according to inferential and descriptive statistical procedures. The teachers who worked in the municipality A tended to attribute greater internality and stability to their own failure, when compared to B. Older teachers attributed uncontrollable causes to their success and those who had practiced longer attributed internal and unstable causes to their success. The teachers who worked at elementary level I tended to perceive the causes of their success as less controllable and stable, and more internal, compared to the teachers of elementary level II, who attributed their failure more to uncontrollable, external and unstable causes. A significant positive correlation emerged between collective efficacy and scores of causal attributions for success in terms of the dimensions of the cause, such as: controllability, uncontrollability, internality, externality, and instability. There was also a significant negative correlation between the collective efficacy scale scores and the causal attributions for failure in the dimensions of controllability, uncontrollability, internality, externality, and instability. The results obtained in this study deserve attention and indicate the need for studies from other perspectives with larger, more representative samples, which not only seek to identify the correlations of collective efficacy with causal attribution, but also to clarify how the feedback obtained by the teachers as a group can influence their self-efficacy and collective efficacy. Thus, it is recommended that future studies investigate the indices obtained in the schools through formal evaluations, such as the IDEB, the identification of the communication processes in the school organizations, the management model assumed, the development of institutional indicators, and the recognition and valuation systems adopted, among other possibilities / Mestrado / Psicologia Educacional / Mestre em Educação

Orientador: José Roberto Rus Perez / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T23:49:16Z (GMT). No. of bitstreams: 1 Passone_EricFerdinandoKanai_D.pdf: 2703689 bytes, checksum: deda9ba6af7b5498f6afa4b2c856c00f (MD5) Previous issue date: 2012 / Resumo: Em conformidade com a tendência dos estudos de análises de políticas educacionais em ampliar a compreensão sobre a dimensão micropolítica (implementação) com relação à dimensão macropolítica (elaboração), esta tese insere-se no campo de análises de políticas públicas ao dedicar-se ao estudo da linguagem e dos discursos, como terrenos próprios da propagação das políticas, refletindo a importância de se compreender cada vez mais a relação da subjetividade com a linguagem. A complexidade de estudar o papel da linguagem no processo de implementação de políticas educacionais reforçou a aposta transdisciplinar deste trabalho, que ultrapassa os limites impostos às próprias disciplinas. A escolha do ferramental psicanalítico se justificou na medida em que este nos possibilitou interrogar os efeitos da linguagem na constituição subjetiva. Para tanto, buscamos interrogar o discurso sobre o "fracasso da política educacional" como um sintoma associado aos discursos do mestre, do capitalismo e da universidade, implicando a presença real do inconsciente nos laços sociais instituídos por meio do campo das políticas educacionais na contemporaneidade. Ao tratar o fracasso educacional como sintoma implicou um deslocamento da pergunta habitual "porque as políticas educacionais fracassam?", para sustentar a hipótese que o fracasso retrata o acontecimento do sujeito na estrutura discursiva. A análise mostrou a importância de incluir o sujeito do desejo no campo de análise das políticas educacionais. / Abstract: Modern studies on the analysis of educational policies tend to expand the understanding of microscale policy (implementation), instead of the macroscale one (policy maker). In accordance to this tendency, this thesis is situated in the field of analysis of public policies and aims to explore both the role of language and discourse as appropriate domains for spreading policies, as the importance of understanding the relation between subjectivity and language. Studies on the role language plays in the implementation of public policies are complex, thus demanding interdisciplinary approaches that exceed the limits imposed by each discipline. In virtue of this, a choice was made on psychoanalitic tools that allow us to examine the effects of language in the subjective constitution. In order to accomplish this task, we examined the discourse about the "failure of educational policies" as a symptom, associated with the several types of discourse: the master's, the capitalism's, and the university's. All of them imply the actual presence of the unconscious in the social links established by educational policies nowadays. In addressing the educational failure as a symptom, we shift from the usual question: "why do educational policies fail?" to argue in favour of the hypothesis that failure itself mirrors the subject event in the discoursive structure. Our analysis showed the importance of including the subject of desire in the field of educational policies analysis. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutor em Educação

D.Ed. / South African Education has been in a crisis, especially in the secondary schools where the majority of learners are blacks and where the academic performance of the grade 12 learners is poor. It is a challenge for all educational stakeholders to determine what contributed to the high failure rate in secondary schools where the majority of learners are blacks especially in grade 12. When learners fail grade 12 they experience many problems such as they may become negative about life and experience feelings of hopelessness, demotivation and guilt. It often seems as if nobody cares about these learners. However, educators, parents, learners, educational officials as well as the South African Government all blame each other for factors which contributed to the high failure rate of learners in grade 12. The main aim of this research was to develop, implement and evaluate a psycho-educational programme to assist the parents and educators of the learners who failed grade 12. This was done so that parents and educators would be able to assist those learners who failed in order to accomplish the goal of becoming educationally well trained persons. A qualitative, exploratory, descriptive, evaluative contextual study was done to develop a programme. Four steps were utilised to develop, implement and evaluate a psycho-educational programme to assist parents and educators of the learners who failed grade 12. The first step dealt with situation analysis. Phenomenological individual interviews were conducted with the learners who failed grade 12 and their parents and educators. The interviews were conducted in order to explore and describe the phenomenon. A literature control was utilised in order to support the findings that were obtained from the interviews. The second step involved the development of the psycho-educational programme. The results from the interviews and the survey list of Dickoff, James and Wiedenbach (1968:423) were utilised in order to develop a conceptual framework of the psycho-educational programme to assist parents and educators of the learners who failed grade 12. The third step involved the implementation of the psycho-educational programme to assist parents and educators. The fourth step involved a single case study to evaluate the psycho-educational programme to assist parents and educators of the learners who failed grade 12. Through this programme parents and educators are empowered with the necessary knowledge, which will assist them to help learners who failed grade 12 change their behaviour, and to assist them to be positive about life and to accomplish their goal.

M.Ed. (Psycho-Educational Programme Development) / Please refer to full text to view abstract

Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)

Mathematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.athematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.

This study was concerned with the extent of student failures as Modesto High School during the four year period from 1954 to 1958. The administrative staff has always been aware of this problem and the continual waste of student potential. As a result of the marked increase in the number of failing marks received by students in the fall semesters of 1956 and 1957 this situation was brought into sharper focus, and the administrations felt a need for an appropriate study. As a result of the evident increase in the number of failing marks received by students at Modesto High School, this study was initiated for the following purposes: (1) To determine to frequency and the distribution of failing marks for the eight-semester period, from the fall semester for 1954 through the spring semester of 1958.; (2) To compare the frequency and distribution of scholastic failures among the four grades, the four ability groups, and the fifteen departments of the high school; (3) To determine the percentage of students who graduated from Modesto High School after receiving one or more failing marks at any time during the period of this study.; (4) To provide a basis for further study of scholastic failures at Modesto High School.

The aim of the thesis is to describe reference of an elementary school to private tutoring in form of one - case study, concerning second grade of a factual elementary school taken as example, from the viewpoint of all the participants of the educational process. In the course of this work the school became participant of a programme of Ministry of education, youth and sports (MŠMT) - Patterns; that's why the work is enlargened by research of the way this programme has influenced the operation of school. Basic terms are defined, like private and school tutoring, types of its organisational forms, participants of tutoring; also methodology of the research is described. The research plan was set as one-phase research with mixed- method research design. Different forms of data collection were used: the quantitative questionnaires for pupils (n=247) and qualitative interviews with the school leadership, teachers and parents (n=13). There are both types of tutoring in function at the given elementary school, private and school ones, but not in a big scale. The school tolerates private tutoring but doesn't encourage it. Nevertheless the school offers school tutoring within the framework of the project Patterns, which provides adequate help to weak pupils, but its form doesn't satisfy school or children....

A Quasi-experimental Pretest - Posttest design was used to determine whether interdisciplinary teaming, positive parent contacts, negative parent contacts, and gender had an effect on the academic achievement, motivation, attendance, and suspension rate of students identified to be at-risk of repeating the ninth grade. Participants in this study were 100 students identified to be at-risk of repeating the ninth grade, on the basis of poor academic performance during the eighth grade year. Fifty of these students participated, through an application process, in the treatment group. Students were selected for the program because they had poor grades and had been referred by counselors, teachers, or parents. This treatment group received interdisciplinary teaming of the four core subject areas (math, science, English, and social studies) and frequent parent contacts during the ninth grade year. An additional fifty students, composing the control group, were selected by a matching process on the IOWA Tests of Basic Skills composite score, composite grade point average from the eighth grade, subject area grade point average in the core subjects (math, science, and English), and gender. Students in the control group followed a traditional departmentalized schedule during the ninth grade year. Statistical analysis included descriptive statistics, analysis of covariance, and multiple regression analysis techniques. Positive parent contacts emerged as having a statistically significant role in accounting for the variance in academic achievement and attendance. Additionally, negative parent contacts were found to have a significant effect on suspension rate. Through the implementation of interdisciplinary teaming, the traditionally departmentalized high school may be reorganized so as to provide the frequent contact with parents that is necessary to produce an effect on academic achievement and attendance. Although teaming itself was found only to have a significant effect on attendance, there are other advantages to teaming that go beyond the scope of this study that would certainly be worth investigating. / Ed. D.