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My Diploma Thesis "Process of the implementation of a formative assessment at the primary school EDUCAnet" deals with the possibilities of the school assessment and offers examples of the gradual change from the classical system to the formative evaluation. The theoretical part is aimed at the explanation of the basic terms connected with the assessment. It demonstrates different assessment methods and gradually specifies possibilities of the formative assessment. Practical part introduces assessment methods used at the primary school EDUCAnet. Final research summarizes EDUCAnet's students attitude to the assessment. To collect the data I used a questionnaire method, which is afterwards evaluated in graphs as well as in comments. The goal of my research is a detection of the formative assessment method, which is preferred by the students. In this context I am also interested in the motivation of the students and their understanding of the role of mistake in their education.

O objetivo geral desta dissertação foi investigar o efeito de fatores da família e da escola sobre as habilidades sociais e os comportamentos agressivos entre pares na infância. Foram realizados um estudo teórico e três estudos empíricos. O estudo teórico consistiu numa revisão não sistemática da literatura que demonstrou o papel da qualidade dos relacionamentos pais-criança e professor-aluno e do clima escolar sobre o desenvolvimento socioemocional na infância. O segundo estudo apresentou os procedimentos de adaptação e validação da Escala de Relacionamento Professor-Aluno (ERPA) para o contexto brasileiro. Os resultados da Exploratory Structural Equation Modeling (ESEM) confirmaram a estrutura bifatorial do instrumento original. Análises de validade convergente apresentaram resultados satisfatórios. O terceiro estudo apresentou os procedimentos de adaptação e validação do Questionário de Clima Escolar – Revisado, Versão para Ensino Fundamental – para o contexto brasileiro. Os resultados da ESEM apresentaram índices de ajuste satisfatórios para o modelo de seis fatores. Porém, foram sugeridas modificações na composição de quatro fatores (justiça, ordem e disciplina, envolvimento dos pais, relacionamento entre os estudantes). O QCE-EF apresentou também evidências de validade externa. As versões adaptadas da ERPA e do QCE-EF demonstraram ser medidas úteis para a avaliação de fatores da escola no contexto brasileiro. Por fim, o quarto estudo testou modelos de equações estruturais acerca do efeito independente e interativo da qualidade do relacionamento pais-criança e de fatores da escola sobre as habilidades sociais e os comportamentos agressivos entre pares. A percepção dos estudantes acerca da qualidade do clima escolar teve maior efeito sobre os seus comportamentos na escola, superando o efeito da qualidade dos relacionamentos adultocriança, mensurados pela percepção de pais e professoras. Os resultados enfatizaram a importância do contexto escolar para o desenvolvimento socioemocional na infância, destacando a necessidade de investigações que utilizem as crianças como fontes de informação. / The main objective of this thesis was to investigate the effect of family and school factors on the social skills and peer aggressive behavior in childhood. Theoretical and empirical studies were conducted. The theoretical study was a non-systematic review of the literature. It showed the role of parent-child and student-teacher relationships and school climate on socioemotional development in childhood. The second study showed the procedures for adaptation and validation of the Student-Teacher Relationship Scale (STRS) for the Brazilian context. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument. Analysis of convergent validity showed satisfactory results. The third study showed the procedures for adaptation and validation of the School Climate Survey – Revised, Elementary and Middle School Version (SCS-MS) – for the Brazilian context. ESEM provided satisfactory indices of fit for the model of six factors. However, the factors justice, order and discipline, parental involvement and relationships between students were modified. SCS-MS demonstrated evidence of external validity. Adapted version of the STRS and SCS-MS proved to be useful measures for assessing school factors in the Brazilian context. Finally, fourth study tested structural equation models on the independent and interactive effects of the quality of parent-child relationships and school factors on social skills and peer aggressive behavior. The students' perceptions about the quality of school climate had a greater effect on their behavior in school, overcoming the effect of the quality of adult-child relationships, measured by parents and teachers perception. The results emphasized the importance of school context for socioemotional development in childhood, highlighting the need for studies that use children as sources of information.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-06-12T14:37:35Z No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-06-12T14:37:43Z (GMT) No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-06-12T14:37:49Z (GMT) No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) / Made available in DSpace on 2017-06-12T14:37:56Z (GMT). No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) Previous issue date: 2017-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The main objective of this work was the elaboration and application of a board game involving physical concepts related to the daily life of the students. The research here points out the importance of using ludic activities to improve students' learning and the exploration of the ability of argumentation, which would not usually be attempt in a traditional classroom. The elaborated product was applied in two classes of the 3rd year of the Secondary School of a private school in the city of Sorocaba. The proposed activity promoted the discussion of physical concepts, associated with group work. It was observed that the interaction between the students and the dialogue were frequent in the classroom when using this methodology, which provided an increase in the interest of the students to learning Physics. Besides that, the more frequent dialogue improved the student-student and student-teacher relations. It is important to emphasize the importance of the interaction between the students in the discussions of the physical concepts and in the construction of the relations between these concepts and their daily activities. In addition to the greater interest of the students in the discipline of Physics, it was possible to observe the development of a critical posture, which has favored the learning in the classroom. / Este trabalho teve como principal objetivo a elaboração e aplicação de um jogo de tabuleiro envolvendo conceitos físicos relacionados ao cotidiano dos estudantes. A pesquisa aqui retrata a importância do emprego do lúdico para melhorar a aprendizagem dos alunos e da exploração da habilidade de argumentação, que não seria normalmente contemplada em uma aula tradicional. O produto elaborado foi aplicado em duas turmas do 3º ano do Ensino Médio de uma escola particular da cidade de Sorocaba. A atividade proposta promoveu a discussão de conceitos físicos, associada ao trabalho em grupo. Observou-se que a interação entre os alunos e o diálogo foi frequente em sala de aula na utilização desta metodologia, a qual proporcionou um aumento no interesse dos estudantes em aprender Física e melhora nas relações aluno-aluno e aluno-professor. Cabe destacar a importância da interação entre os alunos nas discussões dos conceitos físicos e na construção das relações entre esses conceitos e suas atividades diárias. Além do maior interesse dos estudantes na disciplina de Física, foi possível observar o desenvolvimento de uma postura crítica, vivenciada pelos diálogos, o que tem favorecido a aprendizagem em sala de aula.

Made available in DSpace on 2016-06-02T19:39:40Z (GMT). No. of bitstreams: 1 5670.pdf: 1991621 bytes, checksum: 527942e0f881d5bfd88d06e0feb8e503 (MD5) Previous issue date: 2013-12-05 / Universidade Federal de Minas Gerais / The presence of digital technologies in everyday life of a significant part of human beings occurs increasingly intense way. At the same time, in the classroom space, the repression of feelings consolidates intensely. In this context, Youtube seems to be the scene of regressive catharsis by students. Aiming to understand how to (re)configure the relationships between teachers and students on new spaces of expression, this research investigates eight videos, posted on YouTube by students, showing the tension between the actors of the educational process, based on Critical Theory and Psychoanalysis. Thus, it presents one of the greatest challenges of education today: a new relationship between students and teachers as from the dialogue about and through digital technologies. / A presença das tecnologias digitais no dia a dia de significativa parte dos seres humanos se dá de modo cada vez mais intenso. Paralelamente, no espaço da sala de aula, a repressão dos sentimentos vai se consolidando de forma pungente. Nesse enredo, entra em cena o YouTube como palco de uma catarse regressiva por parte dos estudantes. Objetivando compreender como se (re)configuram as relações entre professores e alunos diante de novos espaços de expressão, esta pesquisa investiga oito vídeos, postados no YouTube por alunos, que mostram a tensão entre os atores do processo educativo, à luz da Teoria Crítica e da Psicanálise. Delineia-se, assim, um dos maiores desafios da Educação na atualidade: estabelecer uma nova relação entre alunos e professores a partir do diálogo sobre e por meio das tecnologias digitais.

O objetivo geral desta dissertação foi investigar o efeito de fatores da família e da escola sobre as habilidades sociais e os comportamentos agressivos entre pares na infância. Foram realizados um estudo teórico e três estudos empíricos. O estudo teórico consistiu numa revisão não sistemática da literatura que demonstrou o papel da qualidade dos relacionamentos pais-criança e professor-aluno e do clima escolar sobre o desenvolvimento socioemocional na infância. O segundo estudo apresentou os procedimentos de adaptação e validação da Escala de Relacionamento Professor-Aluno (ERPA) para o contexto brasileiro. Os resultados da Exploratory Structural Equation Modeling (ESEM) confirmaram a estrutura bifatorial do instrumento original. Análises de validade convergente apresentaram resultados satisfatórios. O terceiro estudo apresentou os procedimentos de adaptação e validação do Questionário de Clima Escolar – Revisado, Versão para Ensino Fundamental – para o contexto brasileiro. Os resultados da ESEM apresentaram índices de ajuste satisfatórios para o modelo de seis fatores. Porém, foram sugeridas modificações na composição de quatro fatores (justiça, ordem e disciplina, envolvimento dos pais, relacionamento entre os estudantes). O QCE-EF apresentou também evidências de validade externa. As versões adaptadas da ERPA e do QCE-EF demonstraram ser medidas úteis para a avaliação de fatores da escola no contexto brasileiro. Por fim, o quarto estudo testou modelos de equações estruturais acerca do efeito independente e interativo da qualidade do relacionamento pais-criança e de fatores da escola sobre as habilidades sociais e os comportamentos agressivos entre pares. A percepção dos estudantes acerca da qualidade do clima escolar teve maior efeito sobre os seus comportamentos na escola, superando o efeito da qualidade dos relacionamentos adultocriança, mensurados pela percepção de pais e professoras. Os resultados enfatizaram a importância do contexto escolar para o desenvolvimento socioemocional na infância, destacando a necessidade de investigações que utilizem as crianças como fontes de informação. / The main objective of this thesis was to investigate the effect of family and school factors on the social skills and peer aggressive behavior in childhood. Theoretical and empirical studies were conducted. The theoretical study was a non-systematic review of the literature. It showed the role of parent-child and student-teacher relationships and school climate on socioemotional development in childhood. The second study showed the procedures for adaptation and validation of the Student-Teacher Relationship Scale (STRS) for the Brazilian context. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument. Analysis of convergent validity showed satisfactory results. The third study showed the procedures for adaptation and validation of the School Climate Survey – Revised, Elementary and Middle School Version (SCS-MS) – for the Brazilian context. ESEM provided satisfactory indices of fit for the model of six factors. However, the factors justice, order and discipline, parental involvement and relationships between students were modified. SCS-MS demonstrated evidence of external validity. Adapted version of the STRS and SCS-MS proved to be useful measures for assessing school factors in the Brazilian context. Finally, fourth study tested structural equation models on the independent and interactive effects of the quality of parent-child relationships and school factors on social skills and peer aggressive behavior. The students' perceptions about the quality of school climate had a greater effect on their behavior in school, overcoming the effect of the quality of adult-child relationships, measured by parents and teachers perception. The results emphasized the importance of school context for socioemotional development in childhood, highlighting the need for studies that use children as sources of information.

O objetivo geral desta dissertação foi investigar o efeito de fatores da família e da escola sobre as habilidades sociais e os comportamentos agressivos entre pares na infância. Foram realizados um estudo teórico e três estudos empíricos. O estudo teórico consistiu numa revisão não sistemática da literatura que demonstrou o papel da qualidade dos relacionamentos pais-criança e professor-aluno e do clima escolar sobre o desenvolvimento socioemocional na infância. O segundo estudo apresentou os procedimentos de adaptação e validação da Escala de Relacionamento Professor-Aluno (ERPA) para o contexto brasileiro. Os resultados da Exploratory Structural Equation Modeling (ESEM) confirmaram a estrutura bifatorial do instrumento original. Análises de validade convergente apresentaram resultados satisfatórios. O terceiro estudo apresentou os procedimentos de adaptação e validação do Questionário de Clima Escolar – Revisado, Versão para Ensino Fundamental – para o contexto brasileiro. Os resultados da ESEM apresentaram índices de ajuste satisfatórios para o modelo de seis fatores. Porém, foram sugeridas modificações na composição de quatro fatores (justiça, ordem e disciplina, envolvimento dos pais, relacionamento entre os estudantes). O QCE-EF apresentou também evidências de validade externa. As versões adaptadas da ERPA e do QCE-EF demonstraram ser medidas úteis para a avaliação de fatores da escola no contexto brasileiro. Por fim, o quarto estudo testou modelos de equações estruturais acerca do efeito independente e interativo da qualidade do relacionamento pais-criança e de fatores da escola sobre as habilidades sociais e os comportamentos agressivos entre pares. A percepção dos estudantes acerca da qualidade do clima escolar teve maior efeito sobre os seus comportamentos na escola, superando o efeito da qualidade dos relacionamentos adultocriança, mensurados pela percepção de pais e professoras. Os resultados enfatizaram a importância do contexto escolar para o desenvolvimento socioemocional na infância, destacando a necessidade de investigações que utilizem as crianças como fontes de informação. / The main objective of this thesis was to investigate the effect of family and school factors on the social skills and peer aggressive behavior in childhood. Theoretical and empirical studies were conducted. The theoretical study was a non-systematic review of the literature. It showed the role of parent-child and student-teacher relationships and school climate on socioemotional development in childhood. The second study showed the procedures for adaptation and validation of the Student-Teacher Relationship Scale (STRS) for the Brazilian context. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument. Analysis of convergent validity showed satisfactory results. The third study showed the procedures for adaptation and validation of the School Climate Survey – Revised, Elementary and Middle School Version (SCS-MS) – for the Brazilian context. ESEM provided satisfactory indices of fit for the model of six factors. However, the factors justice, order and discipline, parental involvement and relationships between students were modified. SCS-MS demonstrated evidence of external validity. Adapted version of the STRS and SCS-MS proved to be useful measures for assessing school factors in the Brazilian context. Finally, fourth study tested structural equation models on the independent and interactive effects of the quality of parent-child relationships and school factors on social skills and peer aggressive behavior. The students' perceptions about the quality of school climate had a greater effect on their behavior in school, overcoming the effect of the quality of adult-child relationships, measured by parents and teachers perception. The results emphasized the importance of school context for socioemotional development in childhood, highlighting the need for studies that use children as sources of information.

The thesis is focused on student teachers learning group activities. The aim of this thesis is to find out the role of group learning activities in the context of the training of future teachers. General framework for reaseach is prehension of group learning activities as an instructional strategies which can be used at university courses and especially in the training of future teachers. Great emphasis is placed on description and analysis of forms of teaching used in the training of future teachers and its potential for using group learning activities. The attention is paid to group work at university and description of different conceptions using work in groups. There is also a brief description of technology of group work which is basis for research. The practical part contains a case study of conception of training for the future teachers at Faculty of Arts at Charles University in Prague. This case study includes lesson observation of specific courses and interview with student teachers and teachers of these courses.

The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.

The purpose with this study was to examine from a relational perspective what qualities and abilities students reason about as important in teachers and what students reason about the student-teacher relationship in school and what significance it can have for students learning and personal development. How students reason about their experiences constitutes the empirical material of the study. Which was done with the research method focus group discussions, where the purpose was to see the students collective and common experiences. The theoretical starting point in the study was based on relational pedagogy, which is partly about how it is used in practice and how the teaching rests on a relationship foundation with human encounters between students and teachers, where communication and presence in these relationships enables a process and development of skills and abilities.  A comprehensive result for the study was that knowledge and relationships cannot be excluded from each other, both parts interact and nourish each other. Students absorb, develop knowledge and at the same time grows as humans through and in meaningful pedagogical relationships together with classmates and teachers. The results also showed that humor was a quality that students emphasized as important in teaching. Humor contributed to a more relaxed classroom climate and a relaxed relationship between student-teacher. Teachers' approach to using humor in teaching made students more comfortable in themselves but also more comfortable in the student-teacher relationship.