The purpose of this study is to provide a measurement of selected parental attitudes and an evaluation of the effectiveness of Parent Groups as instruments for promoting attitude changes in a positive direction.

The problem of this study was to evaluate Denton State School's Developmental Evaluation Form as it is now being used in their operant conditioning techniques in certain basic self-help areas, and to suggest a more effective and informative method of scoring the Evaluation Form. The present method of scoring this evaluation form requires that -all items at each developmental level be passed in order to receive credit for that level. No partial credit is given at any level. This method of scoring yields a developmental level at which. the individual is functioning. It does not, however, point out the total overall development of the individual. The present type of basal developmental scoring is not as discriminating as far as picturing an individual's total development as the one which will be suggested.

A partir dos anos 60, após pesquisas internacionais terem apontado o peso da origem social nas trajetórias de escolarização, muitas dificuldades escolares passaram a ser atribuídas às famílias populares, que tidas como deficitárias do ponto de vista sócio-cultural, não podiam proporcionar estímulos suficientes ao desenvolvimento dos filhos. Essas famílias passaram a ser, então, chamadas à escola no intuito de serem normatizadas, sob o pretexto de uma educação compensatória. Com base na literatura, o que se observa, atualmente, é uma naturalização das práticas de envolvimento dos pais na vida escolar dos filhos, o que é comumente visto como fundamental para o sucesso da escolarização. No entanto, as reais possibilidades das famílias em executar as tarefas a elas atribuídas parecem ser ainda desconhecidas pelos agentes escolares. Daí a importância de se conhecer seu ponto de vista: como os pais, atores sociais concretos, estão vivendo a relação com a escola dos filhos. O objetivo do atual estudo é, então, investigar as representações e vivências de pais de alunos sobre a escola pública em que os filhos estudam. A abordagem teórico-metodológica adotada segue os referenciais teóricos do Psicodrama, da Análise Institucional e da Etnografia. Foram utilizados os seguintes métodos de coleta de dados: observação participante na escola, com vistas ao conhecimento do contexto mais amplo; entrevistas individuais com 22 pais de alunos de 3ª e 4ª séries em suas residências; duas entrevistas em grupo focal com os pais entrevistados individualmente; e análise documental. A análise dos dados ocorreu segundo os moldes da análise de conteúdo tradicional, e as sessões grupais passaram também por uma análise sociométrica. Os resultados apontaram que os pais parecem conceber sua atuação na vida escolar dos filhos da forma como a escola prescreve. No entanto, ao relatar vivências, eles revelaram idiossincrasias, críticas e dificuldades em cumprir o que deles é esperado. A postura da maioria na entrevista individual foi defensiva, havendo alguns que se colocaram de forma acrítica e uma minoria que se mostrou mais crítica. As sessões em grupo se mostraram importantes, uma vez que possibilitaram que o drama coletivo, do qual os entrevistados pareciam se defender na entrevista individual, fosse compartilhado. Foi revelado, então, um sentimento comum de impotência diante das exigências da escola, a qual parece exercer mecanismos sutis de exclusão. Assim, a relação família-escola se mostrou assimétrica, não parecendo atingir sua meta última de propiciar uma efetiva ajuda na vida escolar dos alunos. Pelo contrário, observou-se que a maneira como essa relação vem ocorrendo tende a aumentar ainda mais a distância entre o conhecimento formal propagado pela escola e a realidade das famílias populares, principalmente aquelas mais desfavorecidas social e economicamente. / In the 1960s, international research began to emphasise the importance of social background in the performance of schoolchildren. In consequence, many of the difficulties which children experienced at school came to be attributed to the socially and culturally deprived family environments in which they were growing up, since their parents were not able to provide them with the stimulation necessary for satisfactory development. Both parents and children were, therefore, summoned by the school to take part in sessions which were intended to remedy this deficiency in stimulation. On consulting the literature available on this subject, it is evident the naturalization of the involvement of parents in the scholarly life of their children, and this is considered essential for successful schooling. Nevertheless, school authorities still appear to be unaware of the real situation regarding the ability of parents to carry out the obligations which have been placed on them. For this reason, it is of paramount importance to hear their point of view. How do parents, in this essential social role, perceive their relationship with their children\'s school? The purpose of this research is, therefore, to investigate parents\' experiences vis-à-vis their relationship with the school where their children study. The theoretical-methodological approach adopted here is drawn from psychodrama, institutional analysis, and ethnography. The following methods were used for the collection of data: participative observation within the school environment, in order to be fully acquainted with as wide a context as possible; interviews held in their homes with 22 separate sets of parents of 3rd and 4th year students; two focus groups with the parents interviewed individually; and documental analysis. A traditional analytical approach was adopted to the data collected, whilst the group sessions were analysed sociometrically. The results of the analyses show that the parents seem to perceive their role in their children\'s schooling in line with the parameters outlined by the school. However, when they described their own personal experiences, they revealed idiosyncrasies, voiced criticisms, and talked about difficulties they faced in doing what the school expected of them. Most of them adopted a defensive stance during the individual interviews; some were acritical, and relatively few were critical. The group sessions were important because they allowed participants to share their collective drama, being less defensive than they were in the individual interviews. In these sessions, the participants revealed a sense of impotence in the face of demands imposed on them by the school, which seems to exercise subtle mechanisms of exclusion. As a result, the relationship between parents and school was asymmetrical, and the overriding aim of getting the parents to play a more significant role in the scholarly life of children was not achieved. On the contrary, it was observed that the relationship in its present form tends to increase the distance between the formal approach to learning favoured by the school, and the reality of underprivileged families, especially those who are most deprived socially and economically.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-09-11T19:17:31Z No. of bitstreams: 1 Dissert Evania de Loudes M de Paula.pdf: 1022663 bytes, checksum: 6fc8b4efe912e4b3e6c9c2eadd227550 (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-09-18T13:46:07Z (GMT) No. of bitstreams: 1 Dissert Evania de Loudes M de Paula.pdf: 1022663 bytes, checksum: 6fc8b4efe912e4b3e6c9c2eadd227550 (MD5) / Made available in DSpace on 2017-09-18T13:46:07Z (GMT). No. of bitstreams: 1 Dissert Evania de Loudes M de Paula.pdf: 1022663 bytes, checksum: 6fc8b4efe912e4b3e6c9c2eadd227550 (MD5) Previous issue date: 2013-12-13 / Este trabalho tem como objetivo avaliar a atuação e o impacto dos Projetos Sociais na educação, principalmente como édesenvolvido nas escolas Públicas de Juiz de Fora; como acontece a parceria entre as escolas e os referidos parceiros na aplicação dos projetos concomitante ao poder público e a iniciativa privada que nos chamamos pontualmente de terceiro setor. Assim resolvemos avaliar o nível de qualidade desses projetos e a qualidade desua atuação nas escolas. O estudo sobre a escola pública as política públicas ou privadas direcionadas pelo governo ou por empresas parceiras, tem sido alvo de grande interesse. Á medida em que essas políticas vêm se concretizando, temos podido observar a postura de governantes e gestores nas escolas estaduais da cidade de Juiz d e Fora. A importância da investigação contempla, tanto do poder público como do poder privado e como eles se apresentam no ambiente escolar. Chegando a um resultado como o impacto desses projetos acontece na escola estadual de Juiz de Fora, como sua atuação se manifesta no contexto da comunidade escolar, envolvendo os alunos, os professores, os supervisores, diretores e comunidade. / This work aims to evaluate the role and impact of social projects in education, especially as developed in the public schools of Juiz de Fora, as is the partnership between schools and those partners in the implementation of concurrent projects to government and private sector who call ourselves punctually third sector. So we decided to assess the level of quality of these projects and the quality of their work in schools. The study of public school public or private policy directed by government or partner companies has been the subject of great interest. To the extent that these policies come to fruition, we have been able to observe the attitude of rulers and administrators in state schools in the city of Juiz de Fora. The importance of research includes both public power and private power and how they present themselves in the school environment. Reaching a result the impact of these projects happens in public school in Juiz de Fora, as its performance is manifested in the context of the school community, involving students, teachers, supervisors, principals and community.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: William P. Anderson. Bibliography: leaves 74-77.

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed June 1, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Patricia Klass, William Rau. Includes bibliographical references (leaves 91-95) and abstract. Also available in print.

nÃo hà / A pesquisa considera, em seu desenvolvimento, a relaÃÃo trabalho-educaÃÃo presente nas atividades da disciplina de estÃgio obrigatÃrio ofertada no currÃculo das Escolas Estaduais de EducaÃÃo Profissional (EEEP) do Estado do CearÃ. Tem como objetivo geral analisar, à luz da crÃtica marxista, a formaÃÃo dos educandos nas EEEP do CearÃ, perscrutando, especialmente, sobre o lugar e o papel do estÃgio supervisionado no processo de preparaÃÃo/qualificaÃÃo profissional de jovens trabalhadores. De forma mais especÃfica busca, dentre outros fins: i) Problematizar a relaÃÃo trabalho-educaÃÃo posta nos estÃgios das escolas estaduais de educaÃÃo profissional no contexto de crise estrutural do capital; ii) Analisar a formaÃÃo de mÃo de obra dita qualificada e barata, por meio das diretrizes educacionais destinadas à educaÃÃo dos paÃses pobres alinhadas a disseminaÃÃo dos princÃpios teÃricos dos novos paradigmas educacionais, focando no discurso da formaÃÃo para o trabalho; iii) Estabelecer relaÃÃo entre as EEEP, detentoras da forÃa de expressÃo ideolÃgica que propala o discurso da empregabilidade, em divergÃncia ao crescente desemprego estrutural; iv) compreender a relaÃÃo entre o estÃgio das escolas profissionais e o atendimento das necessidades impostas pelo mercado de trabalho. Desse modo, o pressuposto à que o estÃgio curricular da educaÃÃo profissional, sob a vigÃncia do praticismo, esvazia a formaÃÃo do trabalhador, se centrando em aspectos meramente instrumentais, sob a justificativa de formar forÃa de trabalho supostamente qualificada como reflexo das imposiÃÃes da reproduÃÃo ampliada do capital. A pesquisa parte da concepÃÃo onto-histÃrico de Marx, considerando a centralidade do trabalho na autoconstruÃÃo do homem, explicitando, categorialmente, o trabalho como categoria fundante do mundo dos homens. Dessa forma, optamos por utilizar, como referencial teÃrico-metodolÃgico, a ontologia marxiana, posteriormente resgatada por LukÃcs, a fim de desvelar aquilo que a coisa à em sua essÃncia, buscando a origem, o desenvolvimento e a funÃÃo social do objeto, sem perder de vista a categoria da totalidade social. Constatou-se que as polÃticas educacionais voltadas para a educaÃÃo profissional, em larga medida, mostram-se como preparaÃÃo para o mercado de trabalho com a finalidade de atender as necessidades do capital em crise / The research considers, in its development, the labor-education relationship present in the activities of the compulsory traineeship offered in the curriculum of the State School of Professional Education (SSPE) of the State of CearÃ. Its general objective is to analyze, focused on the marxist criticism, the formation of the students in the SSPE of CearÃ, searching out especially the place and role of the supervised internship in the process of qualifying young workers. In a specific way, it seeks, besides other purposes: i) To problematize the work-education relationship put in the stages of the State School of Professional Education in the context of the structural crisis in the capital; ii) Analyze the training of skilled and cheap labor, through the educational guidelines aimed at the education of poor countries aligned with the dissemination of the theoretical principles of the new educational paradigms, focusing on the discourse of training for work; iii) Establish a relationship between the SSPE, which hold the ideological expression that promotes the employability discourse, in disagreement with the growing structural unemployment; iv) to understand the relation between the internship of professional schools and the fulfillment of the needs imposed by the labor market. Thus, the presumption is that the curricular stage of vocational education, under the influence of practice, empties the training of the worker, focusing on purely instrumental aspects, under the justification of forming a workforce supposedly qualified as a reflection of the impositions of expanded reproduction of capital. The research is based on the ontological conception of Marx, considering the centrality of work in the self-construction of man, explicitly categorizing work as a foundational category of the world of men. Thus, we chose to use the Marxian ontology, later rescued by LukÃcs, in order to unveil what the thing is in its essence, seeking the origin, development and social function of the object, without losing the category of social totality. It has been found that educational policies geared to professional education, generally, show themselves as preparation for the labor market in order to meet the needs of capital in crisis.

A partir dos anos 60, após pesquisas internacionais terem apontado o peso da origem social nas trajetórias de escolarização, muitas dificuldades escolares passaram a ser atribuídas às famílias populares, que tidas como deficitárias do ponto de vista sócio-cultural, não podiam proporcionar estímulos suficientes ao desenvolvimento dos filhos. Essas famílias passaram a ser, então, chamadas à escola no intuito de serem normatizadas, sob o pretexto de uma educação compensatória. Com base na literatura, o que se observa, atualmente, é uma naturalização das práticas de envolvimento dos pais na vida escolar dos filhos, o que é comumente visto como fundamental para o sucesso da escolarização. No entanto, as reais possibilidades das famílias em executar as tarefas a elas atribuídas parecem ser ainda desconhecidas pelos agentes escolares. Daí a importância de se conhecer seu ponto de vista: como os pais, atores sociais concretos, estão vivendo a relação com a escola dos filhos. O objetivo do atual estudo é, então, investigar as representações e vivências de pais de alunos sobre a escola pública em que os filhos estudam. A abordagem teórico-metodológica adotada segue os referenciais teóricos do Psicodrama, da Análise Institucional e da Etnografia. Foram utilizados os seguintes métodos de coleta de dados: observação participante na escola, com vistas ao conhecimento do contexto mais amplo; entrevistas individuais com 22 pais de alunos de 3ª e 4ª séries em suas residências; duas entrevistas em grupo focal com os pais entrevistados individualmente; e análise documental. A análise dos dados ocorreu segundo os moldes da análise de conteúdo tradicional, e as sessões grupais passaram também por uma análise sociométrica. Os resultados apontaram que os pais parecem conceber sua atuação na vida escolar dos filhos da forma como a escola prescreve. No entanto, ao relatar vivências, eles revelaram idiossincrasias, críticas e dificuldades em cumprir o que deles é esperado. A postura da maioria na entrevista individual foi defensiva, havendo alguns que se colocaram de forma acrítica e uma minoria que se mostrou mais crítica. As sessões em grupo se mostraram importantes, uma vez que possibilitaram que o drama coletivo, do qual os entrevistados pareciam se defender na entrevista individual, fosse compartilhado. Foi revelado, então, um sentimento comum de impotência diante das exigências da escola, a qual parece exercer mecanismos sutis de exclusão. Assim, a relação família-escola se mostrou assimétrica, não parecendo atingir sua meta última de propiciar uma efetiva ajuda na vida escolar dos alunos. Pelo contrário, observou-se que a maneira como essa relação vem ocorrendo tende a aumentar ainda mais a distância entre o conhecimento formal propagado pela escola e a realidade das famílias populares, principalmente aquelas mais desfavorecidas social e economicamente. / In the 1960s, international research began to emphasise the importance of social background in the performance of schoolchildren. In consequence, many of the difficulties which children experienced at school came to be attributed to the socially and culturally deprived family environments in which they were growing up, since their parents were not able to provide them with the stimulation necessary for satisfactory development. Both parents and children were, therefore, summoned by the school to take part in sessions which were intended to remedy this deficiency in stimulation. On consulting the literature available on this subject, it is evident the naturalization of the involvement of parents in the scholarly life of their children, and this is considered essential for successful schooling. Nevertheless, school authorities still appear to be unaware of the real situation regarding the ability of parents to carry out the obligations which have been placed on them. For this reason, it is of paramount importance to hear their point of view. How do parents, in this essential social role, perceive their relationship with their children\'s school? The purpose of this research is, therefore, to investigate parents\' experiences vis-à-vis their relationship with the school where their children study. The theoretical-methodological approach adopted here is drawn from psychodrama, institutional analysis, and ethnography. The following methods were used for the collection of data: participative observation within the school environment, in order to be fully acquainted with as wide a context as possible; interviews held in their homes with 22 separate sets of parents of 3rd and 4th year students; two focus groups with the parents interviewed individually; and documental analysis. A traditional analytical approach was adopted to the data collected, whilst the group sessions were analysed sociometrically. The results of the analyses show that the parents seem to perceive their role in their children\'s schooling in line with the parameters outlined by the school. However, when they described their own personal experiences, they revealed idiosyncrasies, voiced criticisms, and talked about difficulties they faced in doing what the school expected of them. Most of them adopted a defensive stance during the individual interviews; some were acritical, and relatively few were critical. The group sessions were important because they allowed participants to share their collective drama, being less defensive than they were in the individual interviews. In these sessions, the participants revealed a sense of impotence in the face of demands imposed on them by the school, which seems to exercise subtle mechanisms of exclusion. As a result, the relationship between parents and school was asymmetrical, and the overriding aim of getting the parents to play a more significant role in the scholarly life of children was not achieved. On the contrary, it was observed that the relationship in its present form tends to increase the distance between the formal approach to learning favoured by the school, and the reality of underprivileged families, especially those who are most deprived socially and economically.

An analysis of the effects of resocialization programming on juvenile offender resiliency levels was conducted with 220 juveniles committed to a maximum security facility. Data were examined on the subjects' age, race/ethnicity, length of time at the facility, level of resocialization, and resiliency score. The resocialization programming contains cognitive and social components that would be instrumental in augmenting juvenile offender resiliency levels. Analysis of the variables did not show a significant increase in juvenile offender resiliency levels. The results did display that students who were at the facility longer and who were in the older age groups had higher levels of resocialization.

Previous research suggests that careproviders' attitudes and perceptions significantly influence the type and quality of services received by institutionalized adults with developmental disabilities (IADD). This study explored attitudes careproviders hold concerning training needs of the IADD and their service model orientation. It traced the history of training people with developmental disabilities and provided a brief review of the medical, developmental, and normalization models of service delivery. The conceptual framework upon which this study was based proposed that staff perceptions and orientation concerning service delivery to the IADD can be conceptually related to five factors in a research model. They were identified as: (a) careprovider's characteristics; (b) working environment; (c) previous careprovider experience; (d) developmental disability history within the careprovider's family; and (e) self-reporting of a service delivery orientation. This study examined only a portion of this model (factors a, b, and e). The response sample included 370 professionals and paraprofessionals, aged 17 to 72 years, who were employed at a large residential facility serving individuals with developmental disabilities in Denton, Texas. The respondents were predominantly female (76.5%), Caucasian (72.2%) with slightly less than 75% having more than a high school diploma. The instrument, a self-administered questionnaire, consisted of three parts; Careprovider's Service Model Orientation; Careprovider's Perception of Training Needs; and, Demographic Information. Data were analyzed through the use of regression, chi square, and analysis of variance tests. Findings revealed several significant relationships between: professional status and perceptions of training needs of the IADD; professional status and service model orientation; professional status and reported service model orientation; professional status and attitude toward the medical model; and, professional status and attitude toward the developmental model. Significant relationships were not found for four additional hypotheses that were included the study.