Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains x, 228 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 180-206).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M. Ed.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 62-67).

Thesis (M. Ed.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 62-67).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Orientador: Jair Lopes Junior / Banca: Fabiana Maris Versuti-Stoque / Banca: Maria José da Silva Fernandes / Resumo: Este estudo objetivou investigar, no contexto da implantação do Programa São Paulo Faz Escola (PSPFE), das Avaliações de Aprendizagem em Processo (AAP) e do Saresp, se as orientações e os materiais disponibilizados pela Secretaria da Educação do Estado de São Paulo (SEE/SP) e pela Diretoria de Ensino, constituíram-se em condição instrucional para fundamentar a atuação do Professor Coordenador (PC) na execução da mediação do contato dos professores com tais documentações voltadas para o ensino e a avaliação das habilidades preconizadas. Buscou-se elucidar os impactos dessas políticas públicas educacionais no trabalho do Professor Coordenador, levantando evidências nas suas ações cotidianas frente às demandas impostas nos documentos oficiais da SEE/SP, relacionados diretamente com essa função. Foram realizados dois estudos de caso, com dois Professores Coordenadores lotados em escolas estaduais distintas. A coleta de dados foi realizada por meio de observação in loco da mediação desses PC em situações de ATPC, observação de aulas e entrevistas com roteiros semiestruturados. Os dados obtidos em interações com os Professores Coordenadores, bem como aqueles derivados de estudos de documentos oficiais da SSE/SP e de bibliografia relacionada, convergiram em evidenciar que as orientações e as formações que esses profissionais recebem mostraram-se insuficientes para mediar a necessária transformação dos conhecimentos dispostos nos documentos oficiais em modos de atuação dos professore... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study aimed to investigate, in the context of implantation of Programa São Paulo Faz Escola (PSPFE), Avaliações de Aprendizagem em Processo (AAP) and Saresp, the orientations and materials availables by the Secretaria da Educação do Estado de São Paulo and by the Diretoria de Ensino were constituded in institutional condition to substantiate the performance of the Coordinator Teacher (CT) in execution of contact mediation of teachers with orientations directed toward teaching and abilities evaluation. It was wanted to elucidate the impacts of those educational public policies in the work of Coordinator Teacher, bringing evidences in his daily actions in front of the demands imposed in the official documents of the SEE/SP, directly related with this function. For this, two case studies were realized, with two crowded Coordinator Teachers in two state schools. The data collection was realized through on-site of the mediation of these PCs in situations of ATPC, class observation and interviews with semi-structured scripts. By means of the data collected, as the studies of the official documents of the SSE/SP and bibliography that discourse about the theme, was possible to evidence that the orientations and training that these professionals receive are not sufficient to develop formative repertoires, that can subsidize effective actions witch teachers, regarding the development of teaching process focused on the skidd recommended in the curriculum and large-scale evaluation ... (Complete abstract click electronic access below) / Mestre

M.Ed. / This study looked at the experiences of School Counsellors while using sand tray techniques to assist learners with emotional and behavioural problems. A phenomenological design with a social constructivist perspective was used to conduct this study. A qualitative approach was used and aimed to look at 12 school counsellors (the study participants) experiences when using sand tray techniques with 37 primary school learners between the ages of 6 and 14 years, who have emotional and behavioural problems in the northern suburbs of Johannesburg. The data was collected by means of individual interviews, a focus group interview and observations. The study was conducted in two phases. In the first phase the school counsellors experience was collected, recorded and analysed. In the second phase the data from phase one was used to design a manual for school counsellors using sand tray techniques to assist learners who have emotional and behavioural problems. Content analysis was used in order to collect data which was sorted into codes, categories and themes, which developed a description of the experience of school counsellors. The themes that emerged were the school counsellors' personal experience, the school counsellors' experience with the learners, the sand and sand trays, sand tray symbols, administrative aspects, and diversity of learners' problems, therapeutic approaches, symbols, cultural orientations, socio economic status, language barriers and the stages of the sand tray process. The finding indicated that future school counsellors would benefit from a manual to assist them when using sand tray techniques with learners who have emotional and behavioural problems. As such a manual was designed based on the findings of the study

M.Ed. (Educational Psychology) / Please refer to full text to view abstract