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The problem with which this study was concerned was that of determining which of the "Goals for Public School Education in Texas" were perceived as appropriate by local educators and students in smaller school districts and to determine the degree to which each of these goals was being implemented. This study had a two-fold purpose. The first was to compare the differences between appropriateness and implementation as perceived by senior students, teachers, administrators, and the composite group. A comparison between the three groups regarding both appropriateness and implementation was also made. The second purpose of the study was to determine if sex, ethnic background, and geographic location were factors when comparing perceptions concerning the appropriateness and implementation of the "Goals for Public School Education in Texas." The comparison between students, teachers, and administrators revealed a significant difference between the groups on each, of the eighteen goals regarding appropriateness. With regard to implementation, there was a significant difference between groups on eight of the goals. Differences were generally between students and teachers and students and administrators. The comparison between male and female students revealed that the female students perceived the goals to be more appropriate than did the male students. There were no significant differences between their perceptions regarding implementation. There were significant differences between Anglos, Blacks, and Mexican Americans on ten of the eighteen goals with regard to appropriateness and on three of the eighteen goals regarding implementation. Generally the Anglos perceived the goals to be more appropriate than the other two groups. Geographically there were significant differences between the regions regarding both appropriateness and implementation. Differences varied regarding perceived appropriateness. Central Texas generally perceived implementation higher than the other regions and West Texas generally perceived implementation lower.

The IT Education Specialist for the USBE, Brandon Jacobson, stated:I feel there is a deficiency of and therefore a need to teach Cybersecurity.Cybersecurity is the “activity or process, ability or capability, or state whereby information and communications systems and the information contained therein are protected from and/or defended against damage, unauthorized use or modification, or exploitation” (NICE, 2018). Practicing cybersecurity can increase awareness of cybersecurity issues, such as theft of sensitive information. Current efforts, including but not limited to, cybersecurity camps, competitions, college courses, and conferences, have been created to better prepare cyber citizens nationwide for such cybersecurity occurrences. In 2017, a meeting was proposed to discuss cybersecurity training methods for Utah high school teachers. Meeting attendees included the researcher, Brigham Young University Cybersecurity Professor, Dale Rowe, the Alpine IT Career and Technology Engineering (CTE) Program Area Specialist, Karsten Walker, and the IT Education specialist for the Utah State Board of Education (USBE), Brandon Jacobson. However, due to limited budget, resources, and time, few results were achieved since the meeting, including a cybersecurity class certification and offering of advanced cybersecurity related courses on UEN’s WebEx Platform (Alpine District only).However, due to limited budget, resources, and time, few results were achieved since the meeting, including a cybersecurity class certification and offering of advanced cybersecurity related courses on UEN’s WebEx Platform (Alpine District only).The research shows that of the 9 school districts reviewed, only 2 of the public high schools taught cybersecurity-focused courses as outlined by the Utah State Board of Education. This is a scarcity that cannot be ignored. There are insufficient offerings of cybersecurity courses in Utah high schools. As a result, Utah is one of the many states unable to fill the shortage of cybersecurity professionals. Thus, this research was conducted to better understand what is inhibiting potential teachers from offering a cybersecurity-focused course. In the hopes of answering the mentioned query, the research involved surveying high school computer teachers about their experience, as well as their perspective on teaching cybersecurity.

Made available in DSpace on 2016-07-27T13:44:42Z (GMT). No. of bitstreams: 1 SEBASTIAO DONIZETE DE CARVALHO.pdf: 6600109 bytes, checksum: a8542b46e7aae1a6003d5bea44c69af0 (MD5) Previous issue date: 2012-03-30 / Qualitative, theoretical and bibliographic research, with historical and documentary analysis. The purpose is the election of directors of the public basic school and the general goal is understand the mediating role of the State Board of Education and its influence in the democratic management of state public schools of basic education in the period 2003 to 2010. Democracy, school management, democratic management of public schools and mediation directed the delineation of this problem. It consists to observe the mediation of the state board of education for the choice of school managers through direct election, contributes to the strengthening of management the democratic in the state school, seeking the guarantee the right to quality education socially relevant. The guiding axes of the theoretical studies are made by the studies of the concepts of democracy through an insert in the history and current context of western society and characteristics of democratic management in education at the basic school. Comparisons are made among conceptions of democracy, administration and democratic management in educational spaces. The knowledge of the State Board of Education as a normative body, guiding and supervising the state system of education is deepened. It discusses the election of school managers to state public schools for basic education in the period 2003 to 2010. It analyzes the mediation of the State Board of Education of Goiás (CEE/GO) in the electoral process. This analysis allows how come the mediation goes beyond the organization and execution of the procedure for the election of managers, being combined with the category of totality and the contradiction being possible to show the opposition between the process and the expansion of democracy in school mediated by social structure, by the history and culture. The mediation reveals the limits and possibilities of building democracy in Brazilian capitalist society with a focus on Brazilian public space at school in Goiás. It shows that the direct election of directors and the management group is a starting point in order to create possibilities to guarantee the right to education for all Brazilians as a constitutional principle, and is the one of the mechanisms for the development of democracy in school. The democratic management of public school, however, must go beyond the choice by election, because democracy in school assumes the involvement of teachers, administrative servers, students and families, including the School Board and the Students´ Union, that means, the entire school community. It understands that he democratic management of public schools should be in the classroom, curriculum development, in the process of learning, learning assessment, inclusion of parents in the school in its reality. Analysis showed that the participatory process of construction of the Law of Guidelines and Bases of the State of Goiás (Complementary Law nº 26/1998) and the plural composition and parity of the EEC/GO made possible, for more than a decade, the regularity of choice for the election of school administrators. It should be noted, however, that should be created and strengthened the collegiate bodies as school boards and student unions. It should be encouraged also democratic practices throughout the educational process. It is concluded that the election of managers for the state public school of Goias mediated by the State Board of Education as a process of expansion of community participation in school management is still limited but is legally guaranteed and it has regularity. It follows that the State Education System, how it structures, limits and reduces a school democratic management but is in the proper process to the election to managers that the structure and the limits are questioned, allowing better conditions to realize the democracy in school. / Pesquisa qualitativa, teórica e bibliográfica, com análise documental e histórica. Tem por objeto a eleição de diretores da escola básica pública e o objetivo geral de compreender o papel de mediação do Conselho Estadual de Educação e sua influência na gestão democrática das escolas públicas estaduais de educação básica no período de 2003 a 2010. As categorias democracia, gestão escolar, gestão democrática da escola pública e mediação orientaram a delimitação do problema. Este consiste em verificar se a mediação do Conselho Estadual de Educação para a escolha de gestores escolares, por meio de eleição direta, contribui para o fortalecimento da gestão democrática na escola estadual que busca a garantia do direito à educação de qualidade socialmente referenciada. Os eixos orientadores do referencial teórico são constituídos dos estudos dos conceitos de democracia por meio de uma inserção na história e no contexto atual da sociedade ocidental e da caracterização da gestão democrática no sistema educacional e na escola básica. São feitas comparações entre concepções de democracia, de gestão e de gestão democrática nos espaços educativos. O conhecimento do Conselho Estadual de Educação como órgão normatizador, orientador e fiscalizador do Sistema Estadual de Educação é aprofundado. Discute-se a eleição de gestores escolares para as escolas públicas estaduais de educação básica no período de 2003 a 2010. Analisa-se a mediação do Conselho Estadual de Educação de Goiás (CEE/GO) no processo eleitoral. Essa análise permite a compreensão de que a mediação vai além da organização e execução do processo para a eleição de gestores. Combinada com as categorias totalidade e contradição foi possível desvendar a oposição entre o processo e a ampliação da democracia na escola mediada pela estrutura social, pela história e pela cultura. A mediação revela os limites e as possibilidades da construção da democracia na sociedade capitalista brasileira com foco no espaço público educativo da escola de Goiás. Claro está que a eleição direta de diretores e do grupo gestor é um ponto de partida com vistas a criar possibilidades para garantia do direito à educação para todos os brasileiros como princípio constitucional e, constitui um dos mecanismos para o desenvolvimento da democracia na escola. A gestão democrática da escola pública, entretanto, deve ir além da escolha por eleição, porque a democracia pressupõe a participação de professores, servidores administrativos, alunos e famílias, do Conselho Escolar e do Grêmio Estudantil, ou seja, de toda a comunidade escolar. Entende-se que a gestão democrática da escola pública deve estar na sala de aula, no desenvolvimento do currículo, no processo de aprendizagem, na avaliação da aprendizagem, no acolhimento dos pais na inserção da escola em sua realidade. As análises permitiram constatar que o processo participativo de construção da Lei de Diretrizes e Bases do Estado de Goiás (Lei Complementar nº 26/1998) e a composição plural e paritária do CEE/GO possibilitaram, por mais de uma década, a regularidade da escolha por eleição dos gestores escolares. Salienta-se, contudo, que devem ser criados e fortalecidos os órgãos colegiados como conselhos escolares e grêmios estudantis. Devem ser estimuladas, também, práticas democráticas em todo o processo educativo. Conclui-se que a eleição de gestores para a escola pública estadual goiana mediada pelo Conselho Estadual de Educação, como processo de ampliação da participação da comunidade na gestão da escola, ainda é limitada, mas, é garantida legalmente e possui regularidade. Decorre que o Sistema Estadual de Educação, da forma em que se estrutura, limita e reduz uma gestão escolar democrática, mas é no próprio processo de eleição para gestores que a estrutura e os limites são questionados, o que possibilita melhores condições para a realização da democracia na escola.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-31T19:49:02Z No. of bitstreams: 1 Gilvonete Schimitz Do Prado.pdf: 1451148 bytes, checksum: 3bad5bbcf2fcf65698a4f8dea9525f4b (MD5) / Made available in DSpace on 2016-05-31T19:49:02Z (GMT). No. of bitstreams: 1 Gilvonete Schimitz Do Prado.pdf: 1451148 bytes, checksum: 3bad5bbcf2fcf65698a4f8dea9525f4b (MD5) Previous issue date: 2016-03-22 / The purpose of this study is to look at the path of the making of professional practice under the bias of the teaching intelligentsia of two teachers from the state public network that would allow us to build an understanding of teaching as an intellectual function, as advocated by Giroux (1997; 1999) the theoretical framework we adopted. In this perspective, the analysis of paths was based on two distinct schools of investigation: a) With respect to forming elements suggesting a disqualification of the teacher's work and freeing her from critical and purposeful features, namely those from the models training and acting markedly homogenizing and linked to the educational policies and interests committed to standards of international organizations and the state’s political party programs. b) On the other hand, other current research explores the intellectual concept and claims it is possible to make this reference also to teachers. As to research methodology, we chose to develop in light of studies by Lahire (2004; 2005), about the construction of sociological portraits with regard to the interest of explicit trajectories of life and work to learn the provisions built from many socialization contexts that teachers, the subjects of this study, have been submitted to in life and because of that to meet the research objectives listed, which include: learning which provisions have been built and as configured by teachers in different socialization processes during their professional careers, so that the grasping of these provisions would allow us to affirm or not the power of a teaching intelligence taking them the design of a teacher as an intellectual as defended by Giroux. In the example of socializing experience, we highlight the participation of teachers in Practice Seminar organized by SEE-SP in 2013, while formative experience in this way, it was also our intention to examine to what extent the experience of the teachers surveyed at the seminar in question allowed them to apply to themselves and the work they have done on occasion, traits that they attributed themselves qualifying teachers as intellectuals. From the results of the survey, we highlight the following: engagement and commitment; clarity of their political and social function as well as their theoretical beliefs, recognizing their potential as scholars and active and reflective professionals. These provisions, built on the job of teaching, are presented as a work of these teachers differential which enabled visibility in them. Thus, participation in the Good Practice Seminar reinforced what they believed about education, expanding the look of the universe of activity in which they were inserted and giving them a greater awareness of themselves and the work they performed that could be exposed and employed with this experience. / La investigación propone una mirada acerca de la trayectoria de la constituición de la actuación profesional bajo la perspectiva intelectual de dos profesoras de la red pública de enseñanza educacional del estado de São Paulo, lo que nos permitió construir y comprender la enseñanza como una función intelectual, así como se propone en Giroux (1997; 1999) como marco teórico adoptado . En esta perspectiva, el análisis de las direcciones que se basan en dos hincapiés distintos de investigación: a) Acerca de la formación de los elementos que sugieren una descalificación del trabajo del profesor y la disminución de puntos críticos como los modelos de formación de profesores uniformes vinculados a los intereses y políticas educacionales con reglas de entidades internacionales y programas de partidos políticos del estado. La otra línea de investigación examina el concepto intelectual y asegura la posibilidad en hacer referencia también al profesor. En cuanto a la metodología que se aplica en la investigación, se optó por desarrollar los estudios por Lahire (2004; 2005), en relación con la construcción de modelos sociológicos relacionados con el interés de las trayectorias explícitas de la vida y el trabajo con el fin de aprender las disposiciones construidas a partir de diversos contextos de socialización en que las profesoras, como sujetos de la investigación, se han sometido a cumplir con los objetivos de la pesquisa citados, que incluyen: aprender cuales disposiciones fueron construida y configuradas por ellas en distintos procesos de socialización durante su carrera profesional, las disposiciones nos permiten afirmar el poder de la intelectualidad docente, o no, acercándose a las concepciones de profesor como intelectual defendida por Giroux. Como ejemplo de experiencia de sociabilización, destacamos la participación de las profesoras en el Seminario de Buenas Prácticas organizado por SEE-SP en 2013, mientras experiencia formativa en el trayecto, hay también una intención en examinar en qué medida la experiencia de las profesoras investigadas con el Seminario en cuestión les permitió reflexionar sobre sí mismos y el trabajo que han hecho en alguna ocasión, los rasgos que atribuyeron a la calificación docente como intelectual. A partir de los resultados de la encuesta, podemos destacar las siguientes disposiciones: participación y el compromiso; claridad de su función política y social, además de sus creencias teóricas, reconociendo su potencial como académicas y profesionales activas y reflexivas. Las disposiciones construidas a lo largo del recorrido sobre la constitución acerca de la función del profesor, se presenta como un diferencial en el trabajo de las maestra lo que nos permitió también una la visibilidad a respecto de ellas. Así, la participación en el Seminario de Buenas Prácticas reforzó lo que se creían acerca de la educación, ampliando la observación del universo de la actuación en que la cual estaban inseridas, además de darles una mayor conciencia de sí mismos y del trabajo ejecutado, y que pudieron ser expuestos y explorado con experiencia. / Esta pesquisa propôs um olhar para o percurso de constituição da atuação profissional de duas professoras que atuam na educação básica I na rede estadual paulista, sob o viés da intelectualidade docente, que nos permitisse a construção de um entendimento do trabalho docente como uma função intelectual, conforme defendido por Giroux (1997; 1999) nosso referencial teórico adotado. Nesta perspectiva, a análise dos percursos se pautou em duas linhas de investigação distintas: a) Uma que diz respeito aos elementos de conformação que sugere uma desqualificação do trabalho do professor e seu alijamento de traços críticos e propositivos, a saber, aqueles provenientes de modelos de formação e atuação docentes marcadamente homogeneizadores e ligados aos interesses e políticas educacionais comprometidos com normas dos organismos internacionais e programas político-partidários de estado. b) Por outro lado, outra corrente de investigação que explora o conceito de intelectual e afirma ser possível fazer essa referência também ao professor. Quanto à metodologia de pesquisa, optamos por desenvolvê-la à luz dos estudos desenvolvidos por Lahire (2004; 2005), no que tange à construção de retratos sociológicos no que se refere ao interesse de explicitar trajetórias de vida e de trabalho de modo a apreender as disposições construídas a partir dos diversos contextos de socialização a que as professoras, sujeitos desta pesquisa, estiveram submetidas ao longo da vida que desse conta de atender aos objetivos de pesquisa elencados, os quais destacamos: apreender quais disposições foram construídas e como se configuraram pelas professoras nos diferentes processos de socialização, durante seu percurso profissional, de modo que a apreensão destas disposições nos permitissem afirmar a potência de uma intelectualidade docente, ou não, aproximando-as à concepção de professor como intelectual defendida por Giroux. À exemplo de experiência socializadora, destacamos a participação das professoras no Seminário de Boas Práticas organizado pela SEE-SP, em 2013, enquanto experiência formativa dentro deste percurso, deste modo, também foi nossa intenção analisar em que medida a experiência das professoras pesquisadas com o Seminário em questão permitiu que elas tecessem, sobre si mesmas e sobre o trabalho que desenvolveram na ocasião, traços que lhes atribuíssem qualificativos de professor como intelectual. Dos resultados obtidos da pesquisa, destacamos as seguintes disposições: engajamento e compromisso; clareza da sua função política e social bem como de suas convicções teóricas, reconhecimento de suas potencialidades enquanto estudiosas e profissionais ativas e reflexivas. Tais disposições, construídas ao longo do percurso de constituição da função docente, apresentavam-se como um diferencial do trabalho destas professoras o que possibilitou visibilidade sobre elas. Deste modo, a participação no Seminário de Boas Práticas reforçou aquilo em que acreditavam sobre educação, ampliando o olhar sobre o universo de atuação em que estavam inseridas e conferindo-lhes uma maior consciência sobre si mesmas e sobre o trabalho desempenhado que pôde ser exposto e explorado com tal experiência.

Indiana University-Purdue University Indianapolis (IUPUI) / When the United States entered World War I in April 1917, many Americans quickly rallied to support the nation. Among the numerous committees, organizations, and individuals that became active in the mobilization process were the forty-eight state councils of defense. Encouraged to form by President Wilson and his administration in the days and weeks following U.S entry in the war, the state councils grew as offshoots of the Council of National Defense and assisted in bringing every section of the country into a single scheme of work. Everyone was expected to do their part in WWI, whether they were fighting overseas or helping on the home front. The state councils, broken down into various sections and county, township, and high-school level councils, made sure that this was the case by reaching down into local communities and encouraging individuals to become involved in the war effort. Their work represented the embodiment of a “total war” philosophy and, yet, studies on these organizations are surprisingly scarce, giving readers an inadequate understanding of the American home front during the conflict. This thesis therefore places the focus directly on the state councils and examines the work they undertook to make the United States ready for, and most effective in wartime service. In particular, it explores the efforts of the Educational Section of the Indiana State Council of Defense. By concentrating on this one section, readers may gain a better understanding of the lengths that the state councils went to in order to put every person – teachers and students included – on a wartime footing.