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In 2005, the Ministry of Education in New Zealand released 'The Schooling Strategy, Making a Bigger Difference for all Students' (Ministry of Education, 2005). This is intended as a framework for ongoing effort and improvement in education for the five years from 2005 to 2010. One of the strategic priorities in this document, is to promote evidence-based practice. With evidence-based practice, teachers combine evidence from a number of sources to inform their professional judgements and practice. This includes research evidence about effective pedagogy. Teachers, it states, need to be supported to 'base their practice on principles of what works from research evidence and adapting it to their classroom context' (p.39). In looking at the practices of schools in catering for gifted and talented students, therefore, it is appropriate, to look at the findings of research. This research is useful in underpinning 'best practice'. This study reviews the literature concerning the education of gifted and talented children from both national and international perspectives. It then looks at current New Zealand practice, based on four case-study primary schools. There are very encouraging signs that these schools are well into the journey of catering for their gifted and talented students. Each school in this study has responded to the challenge of provision as best it can, within constraints of individual school situations. Each school also sees the development of this provision as an ongoing process. From Term 1, 2005, all state and state integrated schools must be able to show how they are meeting the needs of their gifted and talented learners. The main findings of this study suggest that even before the amendment to this National Administration Guideline (NAG) 1(iii)c, there were some promising and effective provisions for gifted and talented children within schools. These included school-wide and withdrawal provisions. However, since the change to the NAG and the involvement of schools in gifted and talented professional development courses, there has been increased awareness of the need for classroom teachers to differentiate their programmes in order to more effectively cater for this group of learners. New Zealand primary school classrooms with a learner centred philosophy appear to be well suited to programme differentiation. There is increasingly an emphasis within general teaching practice on individualizing programmes based on assessment data which clearly shows where the child is at, and what the next learning step will be. Current professional development contracts promoting practices such as inquiry learning, curriculum integration and thinking skills seem to have particular promise for this group of learners. It is very evident, however, that a lack of time and energy is a significant barrier for classroom teachers wishing to provide for the specific needs of gifted and talented learners. It is also suggested that some schools, in particular low decile and small rural schools, may be unfairly disadvantaged in their ability to provide for gifted and talented learners. The challenge for schools now, it is suggested, is to continue the journey towards a school-wide commitment to best practice in providing for this group of learners. Special consideration for this group of learners should be integrated into the context of all pre-service training and in-service professional development, as part of a differentiated programme for all learners. A vital component of this is ongoing practical support for teachers based on their expressed need, to enable them to effectively translate theory into practice, and thus implement and embed any appropriate approach, based on research findings, effectively.

<p>This study follows student teachers from initial teacher education into their first teaching jobs, with the aim of gaining insights how student teachers become teachers of mathematics and science. The study has in two stages. In the first part focus, the focus is on the beliefs and conceptions – termed here as ’personal didactics’- that student teachers have about teaching and learning mathematics and science. These are captured by open-ended interviews on completion of initial teacher education. Stage 1 is thus subject specific. Findings indicate that student teachers have an applied approach to mathematics and science. Findings of the study challenge teacher education to develop mathematics and science as a more democratic, moral and cultural enterprise. It is suggested that closer connections are needed between different parts of initial teacher with a continued discussion about how and in what areas subject teaching can develop in teacher education. The second stage of research - two years later – involved data collection through observation, field notes and post-observation interviews. This stage is a follow-up study building on the stage 1 and has a more sociological emphasis inspired by Bernstein’s concept of educational codes. The research shows how the structure of schools influences teachers and their possibilities to enact teaching that is consistent with their understanding of mathematics and science as school subjects. Schools have different codes and teachers’ practices were constrained by the opportunities that each school offered as well as each teacher’s personal didactics. Most of the teachers in the study worked in schools organised in such a way that new teachers have considerable autonomy over their own teaching. After two years of practise teachers generally felt freer to organise science teaching and put more planning and preparation of science lessons as compared to mathematics. The overall study illuminates the relationship between initial teacher education and school practice, and suggests an enhancement of initial teacher education and professional development as a unity.</p>

This study follows student teachers from initial teacher education into their first teaching jobs, with the aim of gaining insights how student teachers become teachers of mathematics and science. The study has in two stages. In the first part focus, the focus is on the beliefs and conceptions – termed here as ’personal didactics’- that student teachers have about teaching and learning mathematics and science. These are captured by open-ended interviews on completion of initial teacher education. Stage 1 is thus subject specific. Findings indicate that student teachers have an applied approach to mathematics and science. Findings of the study challenge teacher education to develop mathematics and science as a more democratic, moral and cultural enterprise. It is suggested that closer connections are needed between different parts of initial teacher with a continued discussion about how and in what areas subject teaching can develop in teacher education. The second stage of research - two years later – involved data collection through observation, field notes and post-observation interviews. This stage is a follow-up study building on the stage 1 and has a more sociological emphasis inspired by Bernstein’s concept of educational codes. The research shows how the structure of schools influences teachers and their possibilities to enact teaching that is consistent with their understanding of mathematics and science as school subjects. Schools have different codes and teachers’ practices were constrained by the opportunities that each school offered as well as each teacher’s personal didactics. Most of the teachers in the study worked in schools organised in such a way that new teachers have considerable autonomy over their own teaching. After two years of practise teachers generally felt freer to organise science teaching and put more planning and preparation of science lessons as compared to mathematics. The overall study illuminates the relationship between initial teacher education and school practice, and suggests an enhancement of initial teacher education and professional development as a unity.

In predominantly White schools, a common belief exists that anti-racist education is unnecessary, despite a rise in the number of people who admit to being racially prejudiced. A colour-blind approach, which silences issues of race, tends to dominate in schools, while, fear of ‘getting it wrong’ prevents meaningful dialogue. My thesis addresses the question, in what ways do arts programmes support anti-racist education in predominantly White areas? This includes two threads. Firstly, I take a critical race theory approach, drawing on Whiteness studies, to explore White teachers' and school students’ assumptions about racism and education. Secondly, using a critical pedagogy framework, I investigate learning through anti-racist arts projects. The fieldwork is ethnographically inspired, including interviews, focus groups and observations of participants’ engagement with arts programmes that visit primary and secondary schools in Devon. I found a gap between theoretical and common understandings of racism. Participants’ conceptualisations of racism shaped their beliefs about anti-racist education and their methods of engagement, which, in the contexts studied, tended towards promoting niceness rather than tackling deep-rooted racism. Furthermore, racism was found to have embodied and aesthetic components, which lead to racist thoughts, feelings and behaviours, either willingly or unwittingly. Teachers’ tendencies to force respect through classroom control appeared ineffective, by masking rather than addressing embodied racism. My research contributes to the literature on critical race theory and Whiteness studies by offering insight into the ways that White teachers and students construct anti-racist practice. My findings add to critical pedagogy by suggesting that when dialogue has been silenced, and fears surround the subject matter, critical art pedagogies that work at the emotional and cognitive levels can offer additional methods of engagement. However, working to uncover embedded racism can challenge the notion of safe classrooms and requires teachers and students to take risks by engaging with the embodied and sensual aspects of racism, which can be both disturbing and exciting. My research offers hope through presenting new ways of thinking about and engaging with, anti-racist school practice in predominantly White areas.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study which is inserted in the line of research in the course of Special Education Master's in Education, Federal University of Santa Maria, had the objective to seek understanding how the theories of the education evaluation assessment were historically constructed, starting from the bibliographic references from the area in a study of character bibliographic covering the period of 1930 until 2008. It is assumed that to treat the issue of educational evaluation must enter first of all, in a historical study that makes possible to understand how education assessment theories were constructed, because this is still a theme that there is a lot to be discussed and it had few changes in their characteristics related to structure. Therefore, the study about the education assessment is considered relevant concerning the paradigm of the inclusion points out the acceptance of the differences, emphasizing the students' permanence with special education needs, preferentially, in the regular teaching. Once such an issue influences directly in the inclusion process, would become, besides, the largest barriers of the inclusion. The research done in this research enabled noted that the evaluation is itself a reflection of society, economics and politics and, therefore, needs to be examined historically. It was observed that this practice has undergone many changes since its introduction in schools, even with so many speeches that emphasized the enhancement of reflection, of criticism, dialogue, assuming continues to be a procedure traditional, authoritarian and selective. / Este estudo que está inserido na linha de pesquisa em Educação Especial do curso de Mestrado em Educação, da Universidade Federal de Santa Maria, teve o objetivo de buscar entender como se construíram historicamente as teorias da avaliação educacional, a partir dos referenciais bibliográficos da área num estudo de caráter bibliográfico que abarca o período de 1930 até 2008. Pressupõe-se que, para tratamos da questão da avaliação educacional devemos adentrar, primeiramente, em um estudo histórico que possibilite compreender como se construíram as teorias da avaliação educacional, visto que este ainda é um tema muito debatido e que pouco tem mudado nas suas características estruturantes. Assim, tendo em vista que o paradigma da inclusão salienta a aceitação das diferenças, enfatizando a permanência dos alunos com necessidades educacionais especiais, preferencialmente, no ensino regular, considera-se relevante o estudo sobre a avaliação educacional, uma vez que esta influencia diretamente no processo de inclusão, podendo vir a se constituir, inclusive, numa das maiores barreiras da inclusão. A investigação realizada nesta pesquisa possibilitou constatar que a avaliação constitui-se num reflexo da sociedade, da economia e da política e, por isso mesmo, precisa ser analisada historicamente. Observou-se que esta prática não sofreu muitas alterações desde sua introdução nas escolas, mesmo com tantos discursos que enfatizaram a valorização da reflexão, da crítica, do diálogo, continua assumindo-se como um procedimento tradicional, autoritário e seletivo.

This dissertation presents an action research project carried out in a primary school to address the issue of ‘pupil voice’. Consulting with stakeholders has risen in prominence in the political context of schools. A number of government directives to encourage schools to engage have been put forward, including the expectation of the establishment of a School Council. The formation of the School Council is the first cycle of action presented in this dissertation, which then continues to develop through three further action cycles: listening to the voices of teachers, ‘children as philosophers’ and action research partnerships in the classrooms. Preliminary work prior to the introduction of School Council sets the context. The conceptual framework has been developed through consideration of the work of Shier (2001), Fielding (2001) and Hart(1994) which has contributed to the establishment of a taxonomy of ‘pupil voice’ development. The methodological approach emerged from the works of Elliott (1991), Zuber Skerritt and Perry (2002) and Whitehead and McNiff (2006) through the development of ‘circles of influence’ which rose and diminished in importance throughout the action cycles. Three circles of influence are identified as ‘self’ including reflexivity, ‘methods’ including ways of engaging and analysing the data, and ‘literature’ pertinent to the area of action as well as the methodology itself. The contribution the subsequent thesis offers to practice is threefold. Firstly, there is the ‘methodological messiness’ (Dadds & Hart 2005) which occurs when conducting action research which necessitates listening to the voices of the participants in order to determine the next cycle. Secondly, there is the development of the ‘pupil voice’ taxonomy which embeds the pupils within the process and is groundbreaking in ‘pupil voice’ research in primary schools. Finally, there are the action cycles themselves which offer the lived experience of engaging in ‘pupil voice’ action research partnerships.

Made available in DSpace on 2016-06-02T19:35:34Z (GMT). No. of bitstreams: 1 2267.pdf: 2374553 bytes, checksum: fdc613a73cca2ab26d5dfbeb0b37b0f8 (MD5) Previous issue date: 2009-02-05 / Financiadora de Estudos e Projetos / The research question proposed by this study was: how can songs contribute to the appreciation of the cultural singularity in the school? What educative processes are generated from the contact of a teacher, her pupils and researchers? The objectives of the study were to observe, to describe and analyze the educative processes originated from the contact with the group, as well as to analyze how music contributed in this process. The research, of qualitative methodological ground, was developed in a public community school. With weekly meetings, the communication was done through music with songs, movements and body expression. The results show that music contributed to favor the dialogue between the different cultural and musical references in the group, in a perspective of appreciation and respect for the diversity and singularity. / A questão de pesquisa proposta por este estudo foi: de que maneira a escuta de canções pode contribuir para a valorização da singularidade de crianças no cotidiano da prática escolar humanizadora? Que processos educativos são gerados a partir da convivência de uma professora de ensino fundamental, seus alunos e pesquisadoras numa roda de conversa em que a música atue como elemento propulsor do diálogo? Os objetivos do estudo foram observar, descrever e analisar os processos educativos decorrentes da convivência com o grupo, bem como analisar de que maneira a música contribuiu neste processo. A pesquisa, de inspiração qualitativa foi desenvolvida em uma escola da rede municipal de ensino, em um bairro da periferia de São Carlos, interior de São Paulo. Com encontros semanais, a comunicação se dava a partir de canções, conversas em roda, atividades relacionadas com a voz, movimento e expressão corporal. Os resultados mostram que a música, através do recorte das canções, contribuiu no sentido de favorecer o diálogo entre as diferentes referências culturais e musicais presentes no grupo, numa perspectiva de valorização e respeito à diversidade e singularidade.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-23T22:08:09Z No. of bitstreams: 1 DISS_2014_Jonathan Stroher.pdf: 996380 bytes, checksum: 4105f695fa84421050fa667a36b09c1f (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-24T16:19:39Z (GMT) No. of bitstreams: 1 DISS_2014_Jonathan Stroher.pdf: 996380 bytes, checksum: 4105f695fa84421050fa667a36b09c1f (MD5) / Made available in DSpace on 2017-05-24T16:19:39Z (GMT). No. of bitstreams: 1 DISS_2014_Jonathan Stroher.pdf: 996380 bytes, checksum: 4105f695fa84421050fa667a36b09c1f (MD5) Previous issue date: 2014-05-16 / CAPES / A formação em licenciatura em Educação Física, como prática educativa inserida no espaço escolar, visa a realização dos saberes oriundos do processo de formação acadêmica nos corpos/alunos. Neste sentido, a presente pesquisa objetiva encontrar e analisar as representações sociais que os discentes do curso de Licenciatura em Educação Física da Universidade do Estado de Mato Grosso - UNEMAT campus Jane Vanini – Cáceres/MT possuem acerca do trabalho com o corpo na escola. Nossa fundamentação se dá a partir dos autores que teorizam acerca das representações sociais, como Moscovici (2003), Jodelet (2001), Nóbrega (2001); e, também, com os autores da Educação Física que discutem as práticas que se efetivam no corpo no espaço escolar Daolio (1995), Coletivo de Autores (1992), Soares (2001). Para tal intento, realizamos uma pesquisa quali-quantitativa baseada em questionários de evocações livres a partir do estímulo indutor: “para você como o corpo é trabalhado na escola?”. Os sujeitos da pesquisa compreendem os acadêmicos do sexto, sétimo e oitavo semestres do referido curso, totalizando 44 sujeitos. A escolha desse grupo se deu por compreender que estes alunos, já em fase de conclusão da graduação, permeiam os espaços escolares por meio de suas práticas no período em que realizam o estágio supervisionado, trazendo consigo os saberes inerentes ao processo de formação acadêmica. Posterior à aplicação dos questionários, sistematizamos as palavras evocadas e, fazendo aproximações semânticas e de sentido, chegamos a seis categorias para a discussão e análise dos dados: Conteúdos da Educação Física; Expressão Corporal; Aprendizagem e Desenvolvimento; Dicotomia Corpo/Mente; Cultura e Atividade Física e Saúde. Nestas evidenciamos os sentidos dados a partir das palavras evocadas, analisando o discurso sobre como o corpo/aluno é trabalhado na escola, bem como a ordem média de evocação e ordem média de importância atribuída às palavras. Com isso, a categoria “Conteúdos da Educação Física”, expressa por 30,5% das evocações realizadas, representa os saberes a serem seguidas pelos professores de Educação Física na escola. Porém, partindo da ordem média de evocação, temos a categoria “Expressão Corporal” – 18,2% – como sendo aquela em que as palavras, ao serem hierarquizadas, são as primeiras a serem pensadas. Esta informação contrasta com a categoria “Atividade Física e Saúde” – 7,3% –, pois está é, na visão dos acadêmicos, aquela que possui importância maior no trabalho com o corpo/aluno na escola. Com a pesquisa evidenciamos que os Conteúdos da Educação Física são aqueles que direcionam os trabalhos com os corpos/alunos na escola, pensado num sentido de valorização da Expressão Corporal que o corpo/aluno produz durante a efetivação dos elementos que tratam os Conteúdos da Educação Física, mas sem esquecer que a Atividade Física e a Saúde ainda são os principais objetivos do trabalho com o corpo/aluno nas aulas de Educação Física na escola, sob a óptica dos discentes. / The training in physical education licensure as educational practice within the school space, search find the realization of knowledge from academic formation process on the bodies/students. In this sense, the present research aims to find and analyze the social representations that the students of the course of degree in physical education from the State University of Mato Grosso/UNEMAT campus Jane Vanini-Cáceres/MT have about working with the body at school. Our rationale is based on the authors to theorize about the social representations Moscovici (2003), Jodelet (2001), Nóbrega (2001); and, also, with the authors of physical education who argue the practices that cause effect on the body in the school space Daolio (1995), collective of authors (1992), Soares (2001). For such purpose, we performed a quantitative-quality research based on questionnaires of evocations free from the inductor stimulus "for you as the body is worked in school?". The subjects of research comprise academics from the sixth, seventh and eighth semester of that course, totaling 44 subject. The choice of this group occurred, by we understanding these, already nearing completion of graduation, permeate the school spaces through its practices in the period in which they perform the supervised internship, bringing with it the inherent knowledge of the process of academic training. After the application of questionnaires, we articulate the words evoked and approximation semantic, we arrived at six categories for discussion and analysis of the data: contents of physical education; Body language, learning and development, Body/mind Dichotomy, culture and physical activity and health. These showed the directions given from the words evoked by analyzing the speech about how the body/student is worked in school, as well as the average order of evocation and order of importance attached to the words. With that, the category "Contents of physical education", expressed by 30.5% of evocations, represents knowledge being followed by teachers of physical education in school. However, with the average order of evocation, we have the category "body language" – 18.2% – as being one in which the words are prioritised, are the first to be thought. This information contrasts with the category "physical activity and health" – 7.3% – because this is, in the view of the academics, one that has a greater importance in working with the body/student at school. The research showed that the contents of physical education are those who direct work with the bodies/students at school, thought a sense of appreciation of Corporal expression body/students produces during the execution of the elements dealing with the contents of physical education, but without forgetting that physical activity and health are still the main objectives of working with the body/student in physical education classes in school under the optics of the students.

This dissertation investigates the importance given to the Portuguese language in the life of students and a teacher in the last year of High School in the modality of Education of Youth and Adults in a public school in the city of Santa Maria-RS. In view of this analysis, the general objective is defined: to recognize how the practices of this Portuguese Language state school teacher may contribute to the civic education of these students. The specific objectives are to rescue the history of Education of Youth and Adults in Brazil; analyze the practices for teaching Portuguese used by this teacher and learning by the youth and adult students of a state school in Santa Maria; identify whether there is a possible relationship between the Portuguese language and life quality of these students, in a perspective of social engagement. To meet the proposed objectives, it was chosen a qualitative approach with a case study, using as an instrument for collecting data a semi-structured interview with the students and the teacher. For the analysis of the data collected and the categories of research and its ramifications, it was adopted the content analysis, which allowed to understand how important the Portuguese language is in the lives of the students and its contribution to social engagement. First, it was examined how the students perceive this modality, noting that there are still many uncertainties about what this modality is and what are its purposes. From the point of view of the students, several different opinions were noticed, for example, some of them feel that teaching is good and improving, while others believe that education is superficial, as a supplement. In general, it was noticed a considerable satisfaction about teaching in this modality. For the teacher of Portuguese language, the governmental publics policies for the teaching of Youth and Adults in the last six years, approximately, are coming in the opposite of what the modality is proposed to, i.e., an education with quality and equity to teaching for citizenship. Despite the difficulties reported by the teacher in her practice, she gives priority to education and believes in it, working with enthusiasm. Concerning the importance of the Portuguese language in education, most students realize that the study of language and its structure are fundamental to their education and social interaction in everyday life. The professor reports that it is vital for social interaction a good learning of the discipline, the functioning of language structures. The proper use of language is understood by the students as a condition for the construction of citizenship, being indispensable for a better life and a possibility for social mobility. It is through discussions and knowledge of the mechanisms of language in the classroom, according to the teacher, that her students construct their citizenship. It is concluded that the quality of teaching and learning of Portuguese can contribute decisively; the study of language structures and their proper use are essential to a larger world view, understanding of reality and, hence, a better citizenship development. / Esta dissertação investiga a importância atribuída à Língua Portuguesa na vida de estudantes e do professor da última etapa do Ensino Médio, na modalidade Educação de Jovens e Adultos, em uma escola pública estadual, no município de Santa Maria-RS. Na perspectiva desta análise, definiu-se como objetivo geral: reconhecer como as práticas escolares do professor de Língua Portuguesa da última etapa do ensino médio na referida modalidade, de uma escola pública estadual, podem contribuir para a formação destes alunos. Como objetivos específicos, pretende-se: resgatar o histórico da Educação de Jovens e Adultos no Brasil; analisar as práticas de ensino de Língua Portuguesa do professor atuante e estudantes jovens e adultos, de uma escola estadual no município de Santa Maria; identificar se existe uma possível relação entre a Língua Portuguesa e a qualidade de vida dos alunos, numa perspectiva de atuação social. Para se atender os objetivos propostos, optou-se pela abordagem qualitativa, do tipo estudo de caso, utilizando-se como instrumento de coleta de dados uma entrevista semiestruturada com os alunos e o professor. Para a análise dos dados coletados e das categorias de investigação e suas ramificações, foi adotada a análise de conteúdo, que possibilitou compreender qual a importância da Língua Portuguesa na vida dos estudantes e sua contribuição para a atuação social. Primeiramente, foi analisado como os alunos percebem essa modalidade, notando-se que, ainda há muitas incertezas sobre o que é a modalidade e quais as suas finalidades. Sob o ponto de vista dos alunos, verificou-se diversas opiniões relacionadas à modalidade, como por exemplo, alguns consideram que o ensino está bom, que está melhorando, e outros acreditam que o ensino é superficial, uma suplência. De modo geral, inferiu-se uma satisfação considerável quanto ao ensino nessa modalidade. Para a professora de Língua Portuguesa, as políticas públicas governamentais para os Jovens a Adultos nos últimos seis anos, aproximadamente, vêm na contramão daquilo que a modalidade se propõe, ou seja, um ensino de qualidade e equidade ao ensino para o exercício da cidadania. Apesar das dificuldades relatadas pela professora para o exercício da docência, a mesma prioriza o ensino e acredita na educação, atuando com entusiasmo. Quanto à importância da Língua Portuguesa para a formação dos alunos, a maioria percebe que o estudo da Língua e a sua estrutura são fundamentais para o processo educativo de cada educando e o convívio social no cotidiano. A professora relata que é vital para a interação social uma boa aprendizagem da disciplina, do funcionamento das suas estruturas, o bom uso da linguagem é entendida, pelos alunos, como condição para a construção da cidadania, sendo indispensável para uma vida melhor e como possibilidade de ascensão social. É por meio das discussões e o conhecimento dos mecanismos da linguagem em sala de aula, segundo a professora, que seus educandos constroem a cidadania. Conclui-se que o ensino e a aprendizagem de qualidade de Língua Portuguesa contribuem, decisivamente, através dos estudos das estruturas da língua e do bom uso da linguagem, e são essenciais para uma maior visão de mundo, compreensão da realidade e, por conseguinte, ao melhor exercício da cidadania.