Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-08T11:19:54Z No. of bitstreams: 1 Sheila Ferreira Costa Coelho.pdf: 14699818 bytes, checksum: 727616724dcb9c261298a785f4a4391b (MD5) / Made available in DSpace on 2018-02-08T11:19:54Z (GMT). No. of bitstreams: 1 Sheila Ferreira Costa Coelho.pdf: 14699818 bytes, checksum: 727616724dcb9c261298a785f4a4391b (MD5) Previous issue date: 2018-01-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this study is to investigate the appropriations that the Reading Room Advisors of the Regional Directory of Education - Pirituba / Jaraguá of the Municipal Education Network of the city of São Paulo carried out in-service teacher education, based on education for ethnicracial relations, between 2013 and 2016, in order to subsidize the implementation of Laws 10.639 / 03 and 11.645 / 08, and how these appropriations are present in their daily practice of the Reading Room. To infer the effectiveness of affirmative policies actions, two complementary stages were developed: survey and bibliographic analysis, and interviews, considering Oral Thematic History as an appropriate methodology to answer the following question: Which relations can be established between the fundamentals of the ethnic-racial relations educational action developed during the education of Reading Room guidance teachers and the memories of the interviewed teachers? The selection criteria of the four teachers interviewed were: to be teachers of the reading room of the Directory of Education - Pirituba / Jaraguá and to work in this position prior to 2013, and to have participated in inservice teacher education meetings between2013 and 2016. The authors who supported the research are: Ivor F. Goodson on curriculum; Kabengele Munanga and Nilma Lino on education for ethnic-racial relations; Dominique Juliá on school culture; Verena Alberti on oral history; Le Goff on memory and Mauricio Tardif on teaching knowledge / Esta pesquisa tem como objeto de estudo investigar as apropriações que os Professores Orientadores de Sala de Leitura da Diretoria Regional de Educação Pirituba/Jaraguá da Rede Municipal de Ensino da cidade de São Paulo, realizaram da formação continuada, pautada na educação para as relações étnico-raciais, realizadas no período de 2013 a 2016, com objetivo de subsidiar a implementação das leis 10.639/03 e 11.645/08, e como essas apropriações estão presentes nas suas práticas cotidianas de Sala de Leitura. Para inferir a efetivação das ações da política de formação afirmativa, foram desenvolvidas duas etapas complementares: levantamento e análise bibliográfica, e, realização de entrevistas considerando a História Oral Temática como metodologia apropriada para responder a seguinte questão: Quais relações podem ser estabelecidas entre os fundamentos da ação educativa das relações étnico-raciais trabalhados na formação de professores orientadores de Sala de Leitura e as memórias dos docentes entrevistados? Os critérios da seleção dos quatro docentes entrevistados foram: serem Professores Orientadores de Sala de Leitura da Diretoria de Educação Pirituba/Jaraguá e atuarem nessa função desde antes de 2013, tendo participado dos encontros de formação continuada nos anos de 2013 a 2016. Os autores que subsidiam a pesquisa são: Ivor F. Goodson sobre currículo; Kabengele Munanga e Nilma Lino sobre educação para as relações étnicoraciais; Dominique Juliá sobre cultura escolar; Verena Alberti sobre história oral; Le Goff sobre memória e Mauricio Tardif sobre os saberes docentes

The role and function of school counselors remains a consistent source of concern in the school counseling profession. Aligning school counseling activities with comprehensive school counseling practice is a way to standardize the profession. Creating a school board policy for counseling is a strategy to gain support for and institutionalize school counseling practices. The purpose of this dissertation study was to produce two manuscripts related to the role and function of school counselors and school board policies for counseling. The researcher investigated school board members' (N = 169) and school counselors' (N = 341) perceptions of school board knowledge of comprehensive school counseling program activities, school board prioritization of those activities, and school board adoption of policies and actions related to school counseling. The school board perception survey and school counselor perception survey were modified versions of the School Counselor Activity Rating Scale. This research suggested that school counselors were more likely to rate school board members' knowledge of and level of priority for school counseling activities lower than school board members rated themselves. This research also suggested that there was a direct relationship between school board members' knowledge of and level of priority they assign to school counseling activities. / Graduation date: 2013

University of Macau / Faculty of Education

University of Macau / Faculty of Education

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Field study. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology, and Special Education. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology, and Special Education. / Title from title screen. Includes bibliographical references.

D.Litt. et Phil. / A career guidance training workshop based on a taxi ride metaphor was developed to train teachers to offer an indigenous career guidance programme to students in disadvantaged communities. The innovation comprised a trainee's handbook as an adjunct to the workshop, structured workbooks for students in the classroom, and trainers' manuals for independent trainers. Principles of developmental research ensured that each phase was completed sequentially and successfully with the necessary material prerequisites and methodologies; this guided the process of workshop design and development through the problem analysis, design, developmental, and evaluation phases. Theories of career development and planning, and integrative life planning influenced the psychology behind the taxi ride model, whose objective was to help students gain a sense of mastery over the process of career decision-making and problem solving, thereby learning a life skill. The workbook was pilot-tested on two occasions, and four training workshops were pilot-tested with modifications made after each one. Group work principles ensured the workshops were experiential and educative. Workshop evaluation questionnaires further improved the innovation. Knowledge, Attitude and Self-efficacy scales, formulated in semantic differential form, were developed and refined to measure the success of the workshops by pre- and post-testing. Three more workshops were run with no revisions. Two hypotheses were formulated to measure the impact of the study; results revealed statistically significant changes in the knowledge and attitude scales, and positive changes in self-confidence levels in offering career guidance. There were no significant pre- and post-test differences between the groups for the biographical factors, except educational qualifications which did influence the findings. In addition, an observation schedule revealed that trainees had acquired great skill in applying the workbook. Limitations of the study included the absence of a control group, and an impact evaluation of the interactive dialogue between teacher and student. Future research in turn could focus on the impact the workbook has on the student. The contribution to psychology is that the indigenous South African practice model incorporates a rational and emotional process of career decision making, which can be applied by trained teachers and community leaders, rather than solely by professionals.

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The student ambassador program is designed as a solution for meeting the needs and demands of a changing population of incoming and current students.