This action research was an analysis of a group of eighth grade gifted students ‘classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton & Christenson, 2004), which is a self-report of students’ perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement subtypes. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.

[pt] A presente pesquisa tem como objetivo compreender as percepções das alunas e alunos sobre as relações de gênero na escola, com recorte para a gravidez na adolescência. A escolha desse objeto de investigação originou-se a partir da constatação da visibilidade das alunas grávidas e a invisibilidade dos alunos no debate sobre gravidez na adolescência nas escolas. Assim, ao longo da pesquisa procurou-se responder as questões: Quais são as percepções das alunas e dos alunos sobre gênero no que tange o tema da Gravidez na Adolescência? A escola permite reflexões sobre o tema segundo as percepções das alunas e dos alunos? Foi realizada uma pesquisa qualitativa ancorada em dois instrumentos metodológicos: questionários com perguntas abertas e oficinas pedagógicas com ênfase na pedagogia da imagem e no protagonismo juvenil. A pesquisa foi desenvolvida em uma escola pública na cidade de Cachoeiras de Macacu_ RJ junto as turmas de nono ano do ensino fundamental. No total, participaram do estudo vinte e cinco alunos (vinte e uma meninas e quatro meninos), entre catorze e dezessete anos de idade, respondentes dos questionários e, desses, catorze alunos (doze meninas e dois meninos) participaram das oficinas pedagógicas. O aporte teórico dessa pesquisa amparou-se nos estudos sobre Gravidez na Adolescência, Sexualidades e Gênero, principalmente, dos autores: Maria Heilborn, Michel Bozon e Guacira Louro. A partir da análise dos dados, constatou-se que alunos e alunas apontam a ausência familiar no debate sobre sexualidade e gravidez associada, ainda, a questão do pouco acesso às informações sobre os métodos contraceptivos. Os alunos, mais do que as alunas, apontam a internet como o principal canal de informações sobre Gravidez na Adolescência. A escola é reconhecida por meninos e meninas como um lugar para possíveis construções de reflexões sobre o tema. No entanto, constata-se que na escola os debates sobre gênero, sexualidade e gravidez na adolescência são voltados para discursos biológicos permeados pelo controle e prevenção. No que tange as relações de gênero na Gravidez da adolescência, as percepções dos alunos direcionam-se para existência de duas gravidezes distintas: a das meninas, considerada a Gravidez das Mudanças e a dos meninos, considerada a Gravidez mais fácil. / [en] The present research aims to understand the perceptions of students and students about gender relations in school, with a clipping for teenage pregnancy. The choice of this object of investigation originated from the verification of the visibility of the pregnant students and the invisibility of the students in the debate about pregnancy in the adolescence in the schools. Thus, during the research the following questions were answered: What are the perceptions of the students and the students about gender regarding the topic of teenage pregnancy? Does the school allow reflections on the theme according to the perceptions of the students and the students? A qualitative research was anchored in two methodological instruments: questionnaires with open questions and pedagogical workshops with an emphasis on image pedagogy and youth protagonism. The research was developed in a public school in the city of Cachoeiras de Macacu RJ together with the ninth grade classes of elementary school. Twenty-five students (twenty one girls and four boys), between the ages of fourteen and seventeen, participated in the study, of whom fourteen students ( twelve girls and two boy) participated in the pedagogical workshops. The theoretical contribution of this research was based on the studies on Pregnancy in Adolescence, Sexualities and Gender, mainly, of the authors: Maria Heilborn, Michel Bozon and Guacira Louro. From the analysis of the data, it was verified that the students indicate the family absence in the debate on sexuality and pregnancy associated with the issue of poor access to information about contraceptive methods. The students, more than the students, point to the internet as the main channel of information about Pregnancy in Adolescence. The school is recognized by boys and girls as a place for possible constructions of reflections on the theme. However, it is verified that in the school the debates on gender, sexuality and pregnancy in the adolescence are directed to biological discourses permeated by the control and prevention. Regarding gender relations in teenage pregnancy, the perceptions of the students are directed to the existence of two distinct pregnancies: that of the girls, considered the Pregnancy of Changes and that of the boys, considered the Easier Pregnancy.

Historically, African American male students have been disproportionately overrepresented in special education under the eligibility categories emotional disturbance, and behavior disorders. Additionally, African American male students with disabilities have consistently underperformed academically. If a student does not perceive that the teacher cares for him, it may be more difficult for a teacher to be successful in engaging the student in the learning experience. The literature indicates that care is a basic need that is grounded in relationships. In schools, those relationships are based on the interaction between the student and teacher. There is a lack of data that specifically addresses the care of African American male students with special needs in nonpublic-school settings. This qualitative study utilized interviewing as a methodology to better understand how the care of a teacher supported the educational experience of African American males for the purpose of informing teachers and leaders in how to work with this specific population of students by addressing the following research questions: (a) How do African American male secondary school students with special needs define care? (b) To what extent do African American male secondary school students with special needs’ perceptions of teacher care affect their educational experiences? (c) Based on African American male secondary school students' with special needs perceptions of teacher care, how are the components of the ethic of care demonstrated in the classroom by the teacher? (d) How are the three suppositions of culturally relevant pedagogy demonstrated by the classroom teacher, according to the perceptions of African American male secondary school students with special needs?

Yes / Universities are increasingly being seen as key sites for transformation around sustainability. However, much of the literature in this area uses the terms transformation and transformative learning rather uncritically. Moreover, there is little extant research which has investigated the links between transformative learning theories and Education for Sustainability (EfS). This paper reports on a research project which explored academic and student perceptions of the opportunities for transformation around sustainability in two UK universities. The findings suggest that, despite shared understanding about the nature of pedagogic approaches that promote deep learning, academics are wary about promoting transformation beyond the professional sphere and students are more likely to have transformative experiences outside the formal curriculum. There are indications that although universities have significant potential as sites for transformation around sustainability, at present, this is not being achieved.

The study involved BTec National (level 3) engineering students studying at a large Further Education College in the South West region. The disciplines of Electrical/Electronic, Mechanical, Operations and Maintenance, Manufacturing, Telecommunications and Fabrication where all included in the study. Several students were sent by their employers on day release programmes and apprenticeships, and these formed the majority of the part time students. There were also other employed students who attended full time for terms 1 and 3 as part of a block release programme. The remaining students were full time, and mainly 16-18 years old. The study focused upon the core mathematics module everyone studied, and mathematical resources which were available through a virtual learning environment. The resources used layering, enabling earlier work to be built on and applied. Two separate cohorts were studied after substantial changes had been made to the qualification standards. The main findings were that the mathematics resources were very useful support, had a significant positive impact on student success, and enhanced the student experience. They helped part time students, especially, to improve their confidence and their achievements. The unlimited availability of these resources were a major consideration in their usefulness. The use of layering within the mathematics unit enabled better recall and comprehension.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T16:59:02Z No. of bitstreams: 1 MonalisadeOliveiraMirandaRedmerskiDissertacao2018.pdf: 1194106 bytes, checksum: f9820f571903dfafb54d953857195d61 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T16:59:25Z (GMT) No. of bitstreams: 1 MonalisadeOliveiraMirandaRedmerskiDissertacao2018.pdf: 1194106 bytes, checksum: f9820f571903dfafb54d953857195d61 (MD5) / Made available in DSpace on 2018-06-19T16:59:25Z (GMT). No. of bitstreams: 1 MonalisadeOliveiraMirandaRedmerskiDissertacao2018.pdf: 1194106 bytes, checksum: f9820f571903dfafb54d953857195d61 (MD5) Previous issue date: 2018-02-23 / Since education is an important basis for individual and collective development, teaching becomes essential for all. Based on this assertion, the present work aims at analysing aspects of the educational process that contribute to the integral development of students with autism in elementary education. The theoretical discussion was based on legal norms and on authors such as Vygotsky (1991; 2000, 2003), Cunha (2011; 2013a), Mantoan (2015). The work adopts a qualitative approach, of an exploratory nature, based on multiple case studies, compatible with the richness and uniqueness of the investigated object. The collection and generation of data were performed through the following techniques: observations, interviews and documentary analysis. Data analysis was guided by the assumptions of content analysis, as proposed by Bardin (2012). Results showed that resources used by teachers to accompany the development of autistic students in the classroom were activities, observations, adapted assessments, oral expression and behaviour analysis. The choice of these resources by teachers is based on the characteristics and interests of their respective autistic students. In addition, it was also verified that the socio-affective aspects of teachers were perceived by these students as an important element in their decision to go to school. / Sendo a educação uma base importante para o desenvolvimento individual e coletivo, ensinar se torna algo imprescindível para todos. Com base nessa afirmação, o presente trabalho tem como objetivo analisar aspectos do processo educacional que contribuem para acompanhar o desenvolvimento integral de alunos com autismo do ensino fundamental. A discussão teórica fundamentou-se em normativos legais e em autores como Vygotsky (1991; 2000, 2003), Cunha (2011; 2013a) e Mantoan (2015). Adotou-se a abordagem qualitativa, de natureza exploratória, na modalidade de estudo de casos múltiplos, compatível com a riqueza e singularidade do objeto investigado. A coleta e geração de dados foi realizada mediante observações, entrevistas e análise documental. A análise dos dados orientou-se pelos pressupostos da análise de conteúdo, tal como propõe Bardin (2012). Os resultados evidenciaram que os meios utilizados pelos professores para acompanhar o desenvolvimento do aluno autista em sala de aula foram atividades, observações, avaliações adaptadas, expressão oral e análise do comportamento. A escolha desses meios pelos professores foi realizada com base nas caraterísticas e interesses de seus respectivos alunos autistas. Além disso, também foi constatado que os aspectos socioafetivos dos professores são percebidos por esses alunos como diferencial para irem à escola.

Abstract This comparative study examines the views of Finnish and Japanese student teachers on global perspectives (GP) in relation to their future profession. As global citizens, teachers should know, one, the cultural and historical backgrounds of pupils and their families, and two, how to teach interrelated themes and global issues. The research questions of this study are, "How do student teachers conceptualise global perspectives in relation to their future teaching, in Oulu and Hiroshima?"; "How do those students view the role and significance of GP in their future teaching?"; and, "How does teacher education support the development of GP?" My theoretical framework rests on Gaudelli’s heuristic model of global citizenship education (2009) and on Hanvey’s five aims of GP (1982), enriched by principles of critical pedagogy (Giroux 2004, Freire 1985). The main body of empirical data was acquired through interviews with and questionnaires completed by students in the two contexts. This study found differences and similarities in the Finnish and Japanese student teachers’ views of global perspectives. Those views, in many respects, reflect Hanvey’s model of five aims, "perspective consciousness" and "cross-cultural awareness" in particular. Views derived from critical pedagogy were less visible. Remarkable differences were evident in terms of Gaudelli’s "four orientations" model. The Japanese student teachers expressed nationalistic tendencies more often than their Finnish counterparts, who stressed humanistic principles. Neo-liberalist and transformational orientations were more difficult to detect in the Japanese data. In both cases, the student teachers saw GP as valuable for their future profession, referring to "cross-cultural awareness" within a humanistic orientation. However, the Japanese student teachers stressed "perspective consciousness" as part of a nationalistic orientation, while the Finns justified the teaching of GP in terms of "global dynamics" in a transformational orientation. Both groups saw teacher education programmes as significant to the development of GP, expressing similar views on the importance of curricula and of professors’ knowledge. Yet, while the Finnish student teachers saw peer support and varied assignments as helpful in developing GP, the Japanese considered those factors to be less relevant. / Tiivistelmä Tämä vertaileva tutkimus tarkastelee suomalaisten ja japanilaisten opettajaksi opiskelevien näkemyksiä globaaleista näkökulmista (global perspectives) suhteessa heidän tulevaan ammattiinsa. Maailmankansalaisina opettajien tulisi tuntea oppilaidensa ja heidän perheidensä kulttuurihistorialliset taustat sekä kuinka heidän tulisi huomioida globaalit kysymykset opetuksessa. Tutkimuskysymykset ovat: 1) Kuinka Oulussa ja Hiroshimassa opettajaksi opiskelevat käsitteellistävät globaalit näkökulmat suhteessa heidän tulevaan ammattiinsa? 2) Millaisena nämä opiskelijat näkevät globaalien näkökulmien merkityksen ja tehtävän tulevassa ammatissaan? 3) Kuinka opettajankoulutus opiskelijoiden mielestä tukee globaalien näkökulmien kehittymistä? Tutkimuksen teoreettinen viitekehys rakentuu seuraavista osa-alueista: 1) Gaudellin heuristinen maailmankansalaisuuden malli, 2) Hanveyn malli globaalin näkökulman viidestä tavoitteesta sekä 3) kriittisen pedagogiikan pääperiaatteet. Empiirinen aineisto koostuu pääasiallisesti kyselyistä ja opiskelijoiden haastatteluista näissä kahdessa kontekstissa. Tulokset osoittavat, että suomalaisten ja japanilaisten opettajaksi opiskelevien käsityksissä globaaleista näkökulmista on sekä yhtäläisyyksiä että eroavuuksia. Heidän käsityksensä heijastavat suurelta osin Hanveyn mallin viittä tavoitetta, joista vallitsevimpia olivat "näkökulmatietoisuus" ("perspective consciousness") ja kulttuurien välinen ymmärrys ("cross-cultural awareness"). Kriittiseen pedagogiikkaan pohjaavia näkemyksiä esiintyi aineistossa vähemmän. Gaudellin neljän orientaation malliin osalta tuloksissa oli havaittavissa huomattavia eroja. Japanilaiset opiskelijat ilmaisivat nationalistisia tendenssejä useammin kuin suomalaiset, jotka taas painottivat humanistisia periaatteita. Uusliberalistisia ja transformatiivisia orientaatioita oli vaikeampi havaita japanilaisten aineistossa. Sekä japanilaiset että suomalaiset opettajaksi opiskelevat pitivät globaaleja näkökulmia merkittävänä osana tulevaa ammattiaan ja viittasivat perusteluissaan kulttuurien väliseen ymmärrykseen. Japanilaiset opiskelijat kuitenkin painottivat näkökulmatietoisuutta osana nationalistista orientaatiota, kun taas suomalaiset perustelivat globaalien näkemysten opettamista "globaalilla dynamiikalla" osana transformatiivista orientaatiota. Mitä tulee opettajankoulutuksen rooliin, kumpikin ryhmä piti koulutusohjelmiaan merkittävinä globaalien näkökulmien kehittymiselle painottaen opetussuunnitelmien ja opettajankouluttajien tiedon tärkeyttä. Kuitenkin suomalaiset opiskelijat pitivät vertaistukea ja erilaisia tehtäviä oppimisprosessia edistävinä, mikä taas ei korostunut japanilaisten aineistossa.

Four adolescents identified as struggling writers in an English language arts classroom were interviewed about their perceptions of a writing task--how they judged their capability to succeed, how they ranked their passion, persistence, and confidence about writing, and how they responded to classroom activity. Student perceptions of self-efficacy and the related self-beliefs of motivation and interest as well as self-regulation were stated and implied as students described a planning worksheet, instructional scaffolding, peer interactions, and ownership of their writing. Wersch's view of mediated action and Engestrom's model of activity systems were the lens through which the students' descriptions were analyzed. Findings suggested surprisingly high self-efficacy despite low interest, contrasting attitudes between both school writing and their out-of-school writing, and the possibility that students labeled as struggling writers by their teachers may not see themselves as struggling.

The purpose of this study was to investigate the perceptions of students in an implementation of &ldquo / Learning by Design&rdquo / method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course / &ldquo / Foundations of Distance Education&rdquo / in 2009 Summer School and 2009-2010 Fall Semesters was evaluated. The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications. Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively. Both quantitative and qualitative data indicated that the students&rsquo / perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students&#039 / learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the &#039 / Discussion and Recommendations&#039 / section.

Nationally, nearly 40% of full-time community college students drop out before the second year, and drop-out rates for part-time students are even more astounding. In 2008, nearly 60% of part-time community college students dropped out before year two. As community colleges embrace President Obama’s call for a 50% increase in completion by 2020, it is imperative that community college leaders find ways to retain and graduate students. A number of community and technical colleges utilize the Survey of Entering Student Engagement (SENSE) to quantitatively measure early campus connections. Building on the institutional early connection benchmark score, this study qualitatively describes first-year, persisting, full- and part-time students’ perceptions of early campus experiences and the role that early connections play in their decision to persist. The study employs a qualitative research approach via a single case study. Twenty-four, first-year, second semester, consecutively enrolled, full- and part-time students, who mirrored the college’s population participated in semi-structured interviews and focus groups. Findings indicate that early connections, as defined by the SENSE were not instrumental in persistence; however, a number of other factors were impactful: academic support; social influences; family support; and academic success. This study may provide information that will enhance the understanding of community college student perceptions related to factors that encourage persistence, and it may provide community colleges that operate within similar conditions, resources, and constraints with useful information as they design early connection strategies. / text