Made available in DSpace on 2016-03-15T19:43:50Z (GMT). No. of bitstreams: 1 Marcos Antonio Nascimento.pdf: 1158809 bytes, checksum: 9485639682d667ca11eac94aa7fe4674 (MD5) Previous issue date: 2010-02-10 / This research has the objective to understand, under the view of former students, the contribution of the Curso Normal Superior Fora de Sede [Early Childhood Education Graduate Program Outside the Campus] (CNSFS)named Programa Especial de Formação Pedagógica Superior [Special Childhood Education Graduate Program], by Hermínio Ometto University Center (Uniararas) which provides graduation for Early Childhood Educators (ECE) in the teaching network of the City of São Paulo from 2005 to 2007. The Program relies on the former teaching experience of non-graduate professionals in the public teaching network enabling them to achieve their graduation in the course of two years, with a setting of 2.800 hours which is equal to programs that offer graduation in the course of three years. 12 teachers, former students from this Program, collaborated with the research answering an application and being interviewed. The analysis of the data relied on a reference about distance education as long as the course is attended outside the campus and the graduation of educators. The data revealed that the course contributed to the personal lives of the students as long as to their Professional development, especially in the way they performed their work with children in their workplace. / Esta pesquisa tem como objetivo compreender, sob a perspectiva de ex-alunas, a contribuição do Curso Normal Superior Fora de Sede (CNSFS) denominado Programa Especial de Formação Pedagógica Superior , do Centro Universitário Hermínio Ometto (Uniararas) para a formação em nível superior das Atendentes de Desenvolvimento Infantil (ADI) da rede Municipal de Ensino de São Paulo no período de 2005 a 2007. O Programa aproveita a experiência docente e possibilita aos profissionais em exercício nas redes públicas de ensino, a realização do curso em nível superior em dois anos, com carga horária mínima de 2.800 horas - equivalente aos cursos de graduação com duração de três anos. Como colaboradoras a pesquisa contou com 12 professoras, ex-alunas do Programa, que responderam a um questionário e participaram de uma entrevista. A análise dos dados pautouse em referencial sobre educação a distância visto o curso ser fora de sede e formação de professores. Os dados revelam que houve contribuição do curso tanto para a vida pessoal como para o desenvolvimento profissional das participantes, especialmente no modo como passaram a conduzir o trabalho com as crianças nas instituições em que trabalham.

University officials have identified a problem among secondary preservice teachers (SPTs) who have expressed reluctance to teach in local urban schools. The purpose of this qualitative case study was to explore the perceptions of SPTs regarding their preparation for and experiences with teaching in urban school settings. Vygotsky's zone of proximal development and Bruner's concept of scaffolding served as the conceptual frameworks that guided this study. Data were collected from 11 SPTs who completed the requirements of their field service experiences in urban schools. Data collection consisted of individual interviews, one focus group interview, and field observations. Findings showed that SPTs desire to make a difference in urban schools, lack confidence in managing culturally diverse classrooms, and desire more faculty guidance in working with diverse populations. SPTs asserted that they need more research-based teaching strategies and urban field experiences. Implications for social change include more collaboration among university faculty, urban school principals, mentor teachers, and community organizations. Findings may be used to prepare SPTs to serve culturally diverse populations, which may improve students' academic achievement in urban classrooms.

Submitted by Maira Ricci null (maira.ricci@gmail.com) on 2016-04-27T02:39:32Z No. of bitstreams: 1 Versão Defesa Abril 2016.pdf: 912075 bytes, checksum: ba480013485ecf7b98bb56b1874453cf (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-28T16:48:40Z (GMT) No. of bitstreams: 1 ricci_m_me_arafcl.pdf: 912075 bytes, checksum: ba480013485ecf7b98bb56b1874453cf (MD5) / Made available in DSpace on 2016-04-28T16:48:40Z (GMT). No. of bitstreams: 1 ricci_m_me_arafcl.pdf: 912075 bytes, checksum: ba480013485ecf7b98bb56b1874453cf (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo foi elaborado a partir de dados obtidos pela vivência da autora como licenciando bolsista do Programa Institucional de Bolsa de Iniciação à Docência - PIBID no curso de Licenciatura em Pedagogia UNESP, que atuou no ensino fundamental I em uma escola da rede estadual do interior paulista nos anos de 2011 e 2012. Dentre os vários enfoques referentes ao estudo da formação de professores, trabalho docente e práticas pedagógicas, linha de pesquisa a que se vincula esse projeto, a reflexão dessa experiência conduziu ao estudo das relações entre bolsista de iniciação à docência PIBID e professora colaboradora visando identificar os elementos formadores para a atuação docente provenientes da gestão da matéria e gestão da classe, relações estas, que a proposta do programa PIBID oportuniza pela interação entre o aprendizado adquirido na universidade e na escola de educação básica com o propósito de melhorar a formação inicial e continuada dos docentes. O estudo teve por objetivo identificar, analisar e discutir quais são os elementos formadores para atuação docente provenientes da gestão da matéria e da gestão de classe no âmbito da sala de aula, presentes nas relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência e professora colaboradora no ensino fundamental: anos iniciais durante a participação no subprojeto PIBID Pedagogia. E verificar as influências decorrentes desse processo de socialização para a atuação e formação da bolsista de iniciação à docência e da professora colaboradora nessa troca de experiências, a partir do referencial teórico sobre as práticas pedagógicas e ações docentes discutidas por Gauthier et al., Gimeno Sacristán e Marcelo Garcia. O percurso metodológico baseou-se procedimentos alinhados à abordagem qualitativa de natureza empírica e revisão bibliográfica de estudos sobre o programa PIBID. Desse modo, o trabalho estruturou-se mediante leitura das fontes documentais que tratam do PIBID e do subprojeto investigado e, a coleta de dados por meio de entrevistas semiestruturadas individuais realizadas com uma bolsista e uma professora colaboradora. Os dados levantados foram organizados em categorias e subcategorias de análise provenientes dos processos que envolveram coleta, transcrição e a sistematização dos registros escritos das entrevistas, conforme as orientações de Laville e Dionne (1999). Com a análise dos dados foram apresentadas as principais concepções das participantes sobre as práticas pedagógicas, as tarefas didáticas específicas do ensino, a relação pedagógica socialmente compartilhada entre bolsista e professora colaboradora e as contribuições do PIBID para a iniciação à docência em Pedagogia no processo de socialização sob a perspectiva do conceito delineado de gestão da matéria e da gestão da classe. Os resultados obtidos demonstram que a hipótese inicial na qual o pressuposto de que a relação pedagógica socialmente compartilhada entre bolsista de iniciação à docência e professora colaboradora, dos anos iniciais do ensino fundamental, possibilita ao futuro professor conhecer e reconhecer os elementos formadores específicos do ensino para realizar as futuras ações docentes em sala de aula, entretanto, diante do contato com as práticas pedagógicas para a bolsista os conhecimentos são reconhecidos e aprendidos de forma parcial, fragmentada e superficial. / This study was drawn from data obtained by the experience of the author as licensing intern of the Institutional Initiation to Teaching Program - PIBID in the Bachelor's Degree in Education at UNESP, who served in the elementary school in the countryside of São Paulo state in 2011 and 2012. Among the various approaches referring to the study of teacher education, teaching work and teaching practices, research line which this project links to, the reflection of this experience led to the study of relations between initiation to teaching intern PIBID and collaborator teacher to identify the formative elements for teaching performance from the management of the subject and class management, relations that the proposed PIBID program provides an opportunity for interaction between the knowledge acquired at university and elementary school institutions with the purpose of improving the initial and continuing training of teachers. The study aimed to identify, analyze and discuss what the formative elements for teaching performance are from the management of matter and class management within the classroom, present in pedagogical relationships socially shared between fellow initiation to teaching and collaborating professor in elementary school: early years while participating in subproject PIBID education. Also check the influences resulting from this socialization process for the work and training of initiation to teaching intern and collaborating professor in this exchange of experiences, from the theoretical framework on educational practices and teaching actions discussed by Gauthier et al., Gimeno Sacristán and Marcelo Garcia. The methodological approach was based on procedures aligned to the qualitative approach and empirical literature review of studies on the PIBID program. Thus, the work was structured by reading the documentary sources that deal with PIBID and subproject investigated, and data collection through individual semi-structured interviews with an intern and a cooperating teacher. The data collected were organized into categories and subcategories of analysis from processes involving transcription and systematization of written records of interviews, according to the guidelines of Laville and Dionne (1999). With the data analysis were presented the main ideas of the participants about the pedagogical practices, the specific educational tasks of teaching, socially shared pedagogical relationship between scholar and collaborator teacher and PIBID contributions to the initiation to teaching in pedagogy in the socialization process from the perspective of the outlined concept of management matters and management class. The results show that the initial hypothesis in which the assumption that the socially shared pedagogical relationship between initiation to teaching intern and collaborating professor, the early years of elementary school, enables the teacher to future know and recognize the specific elements that form of teaching to realize future teaching practices in the classroom, however, before the contact with the pedagogical practices for interns knowledge are recognized and learned in a partial, fragmented and superficial way.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is the product of a project developed within the research line LP1 - Training, Knowledge and Professional Development of the Postgraduation Program on Education, of the Federal University of Santa Maria. The main objective was to investigate the training of teachers who teach mathematics in the early years of Elementary School in the context of the organization of fractions teaching for the fifth grade. To achieve it, we followed a teacher who teaches mathematics in the early years, participant of the PPOE / OBEDUC / CAPES project, in the movement of organization of fractions teaching, according to the Teaching Guiding Activity perspective - AOE (MOURA, 1996a, 1996b, 2001 2010).The specific objectives were deployed in formative and investigative. The first were aimed at the appropriation of theoretical and methodological assumptions that guided the actions of the research such as the Historical-Cultural Theory (VYGOTSKY, 1989, 1994, 2010, 2012), Activity Theory (LEONTIEV, 1978, 1983, 2012) and Teaching Guiding Activity, and also regarding the training of teachers of basic education (Cunha, 1999; PEPPER, 2007, 2009; LOPES, 2009; MOURA, 2000). The investigative objectives were: to investigate to what extent the AOE can become a general mode of action of the organization for the education of the teacher for the early years of elementary school; and identify factors that determine the change in the work quality of the teacher involved in this movement. The data were collected in 2013 in meetings recorded in audio and video, daily records and a semi-structured questionnaire. These data constituted episodes (MOURA, 1992) whose analysis showed that AOE can become the teacher training general organizational mode in the early years since: it is understood by the teacher as a possible way of overcoming the way mathematics has been traditionally taught; the teacher uses the theoretical assumptions which guide this methodological-theoretical proposition; and he/she is in teaching activity. Likewise, the factors that might determine the change in the teacher work quality, identified in the context of this research, were: mathematical learning; teaching learning and the new senses attributed to the teaching practice. / Este trabalho é o produto de um projeto desenvolvido no âmbito da linha de pesquisa LP1 - Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria. O objetivo principal consistiu em investigar a formação de professores que ensinam matemática nos anos iniciais do Ensino Fundamental no contexto da organização do ensino de frações para o quinto ano. Para atingi-lo, acompanhamos uma professora que ensina matemática nos anos iniciais, participante do projeto Educação matemática nos anos iniciais do Ensino Fundamental: Princípios e práticas da organização ensino (PPOE/OBEDUC/CAPES), no movimento de organização do ensino de frações, segundo a perspectiva da Atividade Orientadora de Ensino - AOE (MOURA, 1996a, 1996b, 2001, 2010b). Os objetivos específicos foram desdobrados em formativos e investigativos. Os primeiros estiveram voltados à apropriação dos pressupostos teóricos e metodológicos que pautaram as ações da pesquisa tais como a Teoria Histórico-Cultural (VIGOTSKI, 1989, 1994, 2010, 2012), a Teoria da Atividade (LEONTIEV, 1978, 1983, 2012) e a Atividade Orientadora de Ensino, e também com relação à formação de professores da Educação Básica (CUNHA, 1999; PIMENTA, 1997, 2009; LOPES, 2009; MOURA, 2000). Os objetivos investigativos foram: investigar em que medida a AOE pode se converter em um modo geral de ação de organização do ensino para o professor dos anos iniciais do Ensino Fundamental; e identificar fatores que determinam a mudança de qualidade do trabalho do professor envolvido neste movimento. Os dados utilizados foram coletados no ano de 2013 em encontros gravados em áudio e vídeo, diários de registros e um questionário semiestruturado. Estes dados constituíram episódios (MOURA, 1992) cuja análise revelou que a AOE pode se converter em um modo geral de organização do ensino do professor nos anos iniciais na medida em que: a proposta for entendida pelo professor como uma possível superação da forma como a matemática vem sendo ensinada tradicionalmente; o professor se apropriar dos pressupostos teóricos que norteiam essa proposta teórico-metodológica; e o professor estiver em atividade de ensino. Da mesma maneira, os fatores, identificados no contexto desta pesquisa, que podem determinar a mudança de qualidade do trabalho do professor foram: a aprendizagem matemática; a aprendizagem da docência e os novos sentidos atribuídos à prática docente.

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-09-12T19:28:23Z No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:36Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:45Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) / Made available in DSpace on 2016-09-15T13:24:53Z (GMT). No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) Previous issue date: 2015-08-06 / Não recebi financiamento / The general objective of this research paper is to have an understanding of the process of curricular development in the Initial Years of Basic Education from the perspective of teachers and teacher coordinator. This general objective breaks itself up into two specific ones: 1. to describe the perceptions of teachers about the project “Mathematical Education in the Initial Years (EMAI)”; 2. to point out the main aspects involved in curricular development for these teachers and teacher coordinator of the Initial Years within the scope of teacher formation. To this aim a qualitative research was done, of the interpretative type, in a State Public School in the city of Franca (SP) and three instruments were employed for data compiling: open and closed question type questionnaires for teachers; interview with three pre-selected teachers and a teacher coordinator of the school besides videos furnished by the school and the Regional Educational Bureau of the São Paulo State Educational Secretary. Results indicate that teachers realize positive aspects of the EMAI Project, such as well-built learning sequences containing diversified activities, teaching work guidance, enhancement of student thought and creativity, and spiral teaching and learning. On the other hand they point out some limitations of pedagogical practice in relation to the need for concept systematizing, insufficient time for activities, and the need for more problem-solving situations within the learning sequences. In relation to the curricular development in the school we were able to demonstrate that the formation done with the teachers has been directed to the implementation of the prescribed and presented curriculum, although we have gathered indications, voiced by teachers and the coordinator, of the need to enhance the formation under the perspective of collaborative teams that could give greater autonomy to the teacher providing him with a differentiated look, mainly on the real curriculum, as observed in classroom practice, in search for a comprehension of mathematical contents and forms of teaching and learning. / Esta pesquisa tem como objetivo geral compreender o processo de desenvolvimento curricular nos Anos Iniciais a partir da perspectiva dos professores e do coordenador. Esse objeto se desmembra em dois objetivos específicos: 1. descrever as percepções dos professores sobre o projeto “Educação Matemática nos Anos Iniciais (EMAI)”; 2. apontar os principais aspectos envolvidos no desenvolvimento curricular dos professores e do coordenador nos Anos Iniciais a partir de espaços de formação de professores. Para isso foi realizada uma pesquisa qualitativa, do tipo interpretativa, em uma Escola Pública Estadual na cidade de Franca (SP) e utilizou três instrumentos para a construção dos dados: questionário contendo questões fechadas e abertas com os professores; entrevistas com três professoras selecionadas e coordenadora pedagógica da escola e vídeos disponibilizados pela escola e pela Diretoria de Ensino. Os resultados revelam que os professores percebem aspectos positivos do Projeto EMAI, como as sequências didáticas bem elaboradas com atividades diversificadas, direcionamento do trabalho docente, valorização do pensamento do aluno e da criatividade, conteúdo em espiral. Por outro lado, apontam limitações na prática pedagógica em relação à necessidade de sistematização dos conceitos, ao tempo insuficiente para o desenvolvimento das atividades, ao acréscimo de mais situações-problema nas sequências. Em relação ao desenvolvimento curricular na escola, pudemos evidenciar que a formação desenvolvida com os professores têm se constituído de forma direcionada na implementação do currículo prescrito e apresentado, porém percebemos indícios, nas vozes das professoras e da coordenadora, da necessidade de ampliar a formação em uma perspectiva de grupos colaborativos, que podem oportunizar maior autonomia ao professor, permitindo-lhe um olhar diferenciado, sobretudo para o currículo real, efetivado na prática da sala de aula, buscando a compreensão dos conteúdos matemáticos e das formas de ensinar e aprender.

Made available in DSpace on 2016-06-02T19:45:57Z (GMT). No. of bitstreams: 1 DissABL.pdf: 6341606 bytes, checksum: 16c0c100fd3c16c4089f0b78475d5ef7 (MD5) Previous issue date: 2007-02-28 / Universidade Federal de Sao Carlos / The present study investigated the effects of the training of psychology students in the application of a software developed for teaching reading skills to children with reported academic failure. This training was composed by teaching conditions proposed from the elaboration of a teaching program. These conditions was developed for promoting those children s learning, based on a technology derived from the experimental analysis of behavior in the context special education. For the implementation of the training, the students were presented with different suggested teaching conditions: presentation of the exercises in the classroom; visit to the laboratory, which included a presentation of how the computerized program works; simulation of settings in which the program was applied; participative supervision of the participant s performance; reading of the manual with written instructions. A follow up on the upholding of learning in the participant s performance was also performed with no direct interference by the experimenter (final observation). The teaching conditions were assessed in terms of the contribution of each condition in the development of educational capabilities in the participants, as well as in terms of possibilities of improvement of each condition. The target behaviors (skills to be developed in the participants) were observed and recorded in terms of occurrence, non-occurrence, or aided occurrence; a different set of target behaviors were recorded as they occurred during the sessions of application of the software. The results from 22 participants that were presented with the different conditions of the training program were grouped by the 10 possible sequences of presentation of the conditions. In general, all participants showed an increase in the percentage of target behaviors performed, with a decrease in the percentage of occurrence and aided occurrence recorded between the first and the last condition. In addition, was analyzed the conditions individually (simulation, supervision and final observation) independent of the sequence of conditions to which they were presented. An evaluation of the teaching conditions by the participants was also used, with the assessment of their opinion on the positive and negative aspects of the training. The main conclusions on the relative contribution of each condition were: the simulation condition seemed to be more efficient in reducing the frequency of non-occurrence of the target behaviors; the supervision condition seemed to be more efficient in reducing aided occurrence of the target behaviors; it was not possible to make inferences about the impact of reading the manual, as participants that were not presented with this condition had a similar performance when compared with the participants the were presented with that condition performance of the participants was unstable, which suggests the need for revising relevant aspects to the development of teaching programs; the number of sessions might have played a more important role in the participants performance than the sequence of conditions to which they were presented. Finally, the present study raised important issues to be considered in the training of new agents, and suggests further experiments to investigate the limitations observed. / Este estudo investigou o impacto da capacitação de estudantes de Psicologia na aplicação de um programa informatizado, software especialmente desenvolvido para ensinar leitura e escrita a crianças com histórico de fracasso escolar. A capacitação foi composta por diferentes condições de ensino, as quais foram propostas a partir da elaboração de um programa de ensino desenvolvido para promover a aprendizagem dos estudantes; a proposta teve como base a tecnologia derivada da Análise Experimental do Comportamento e sua aplicação no contexto da Educação Especial. Para a implementação do programa de capacitação, os participantes do estudo foram exposto às diferentes condições de ensino propostas, sendo: apresentação das atividades em sala de aula; visita ao laboratório com demonstração do funcionamento do programa informatizado; simulação de situações de aplicação do programa informatizado; monitoramento participativo do desempenho dos participantes; leitura do manual com instruções escritas. Houve ainda uma situação em que foi feita a observação da manutenção da aprendizagem, sem interferência direta do pesquisador no desempenho dos participantes (observação final). As condições de ensino foram avaliadas em termos da contribuição de cada uma delas para desenvolver competências educativas nos participantes, bem como para obter subsídios para o aperfeiçoamento destas condições. Os comportamentos-alvo (habilidades a serem desenvolvidas nos participantes) foram observados e registrados conforme sua ocorrência, não-ocorrência ou ocorrência com ajuda de outra pessoa; um outro conjunto de comportamentos-alvo foi registrado conforme a freqüência de ocorrência durante as sessões de aplicação do programa informatizado. Os resultados são de 22 participantes nas diferentes condições do programa de capacitação, agrupados de acordo com as seqüências de apresentação das condições pelas quais eles passaram, num total de dez seqüências dentre as possíveis combinações. De modo geral, todos os participantes apresentaram aumentos nas percentagens de ocorrência dos comportamentos-alvo e redução de não-ocorrência e ocorrência com ajuda entre a primeira e a última condição observada. Foi analisado ainda, o desempenho dos participantes em cada condição isoladamente (simulação, monitoramento e observação final), independente da seqüência de condições realizada por eles. Ocorreu, também, uma avaliação feita pelos participantes sobre as condições de ensino e os aspectos positivos e negativos da capacitação. As principais conclusões sobre o grau de contribuição das diferentes condições, a partir dos dados de desempenho dos participantes foram: a condição de simulação parece ter sido mais eficaz na redução da não-ocorrência dos comportamentos-alvo; a condição de monitoramento parece ter sido mais eficaz na redução da ocorrência dos comportamentos-alvo com ajuda; não foi possível concluir o impacto da condição de Leitura do Manual, já que participantes que não foram expostos a essa condição tiveram um desempenho semelhante a outros participantes que foram expostos a essa condição; houve variações de desempenho dos participantes que pode indicar a necessidade de rever aspectos relevantes para a construção de Programas de Ensino; o número de sessões realizadas pelos participantes parece ter tido maior impacto no desempenho dos participantes do que a seqüência de condições realizadas por eles. Por fim, há a indicação de aspectos importantes a serem considerados na capacitação de novos agentes, com sugestões de estudos futuros para investigar algumas limitações encontradas neste estudo.

Les enfants ayant un trouble du spectre de l’autisme (TSA) présentent parfois des comportements problématiques, comme des comportements agressifs ou stéréotypés. L’émission de tels comportements peut avoir des conséquences néfastes, tant pour l’enfant que pour son entourage. Ainsi, l’enfant peut être limité dans ses apprentissages et vivre de l’isolement social. Leurs parents peuvent quant à eux vivre un niveau élevé de stress parental. Afin de répondre à ces besoins, cette thèse doctorale vise l’évaluation d’une adaptation parentale du Prevent-Teach-Reinforce (PTR, Dunlap et al., 2010), un programme initialement conçu pour diminuer les comportements problématiques et augmenter les comportements désirables des enfants en milieu scolaire. Basé sur les principes du soutien comportemental positif, ce programme prévoit l’atteinte des objectifs suite à la mise en place d’une intervention comportementale qui tient compte de la fonction du comportement problématique. L’intervention comprend des stratégies d’intervention pour modifier les antécédents, pour enseigner des comportements désirables et pour modifier les conséquences. Une étude randomisée a montré l’efficacité du PTR auprès d’enfants en milieu scolaire et deux études l’ont évalué à l’aide de devis expérimentaux à cas uniques en milieu familial pour des enfants ayant des troubles développementaux. Cette thèse, comprenant trois articles, constitue la première évaluation randomisée du PTR en contexte familial pour diminuer les comportements problématiques d’enfants ayant un TSA. Le premier article décrit les adaptations apportées au programme initial en prévision d’une implantation en contexte d’intervention comportementale précoce et en milieu familial, pour les enfants ayant un TSA. De plus, un parallèle est fait entre le programme et les principes clés de l’intervention psychoéducative. Le deuxième article présente les principaux résultats du projet de thèse, dans lequel 24 familles ont reçu deux interventions distinctes : le PTR durant huit semaines ou une formation théorique d’environ trois heures. Des analyses de variance ont été menées afin de statuer sur l’efficacité du programme. En somme, les comportements problématiques des enfants appartenant aux deux groupes ont diminué et les comportements désirables ont augmenté. Il n’est donc pas possible de statuer sur l’efficacité unique du PTR à diminuer les comportements problématiques. Les parents ont implanté le PTR avec une grande fidélité et ont accordé un score élevé de validité sociale au programme. Le troisième article présente les résultats en lien avec le stress parental. Les scores initiaux de stress parental ont été associés à la sévérité des comportements problématiques, montrant une corrélation modérée entre les deux concepts. Par ailleurs, une analyse de variance a permis de montrer que le stress parental a diminué uniquement chez les parents qui ont implanté de PTR. En conclusion, cette thèse a montré que le PTR semble être efficace pour diminuer les comportements problématiques et augmenter les comportements désirables des enfants ayant un TSA lorsque leurs parents l’implantent, mais davantage d’études sont nécessaires pour confirmer cette hypothèse. Ces études devraient comporter davantage de sujets et comparer le PTR à un groupe ne recevant aucun type d’intervention pour diminuer les comportements problématiques. / Children with an Autism spectrum disorder (ASD) diagnosis sometimes show challenging behaviors such as aggressive or stereotyped behaviors. The presence of such behavior can have harmful consequences for both the children and the people living with them. For example, the child may be limited in his or her learning and experience social isolation. Parents may experience high levels of parental stress. In order to respond to these problems, this thesis evaluated a parental adaptation of the Prevent-Teach-Reinforce model (PTR; Dunlap et al., 2010), a program designed to reduce children’s challenging behaviors and increase their desirable behaviors in school settings. Based on the principles of positive behavioral support, this program aims to achieve its objectives by implementing a behavioral intervention taking into account the behavioral function of the challenging behavior. The intervention includes intervention strategies to modify the behavior’s antecedents, to teach desirable behaviors and to modify the behavior’s consequences. A randomized controlled study demonstrated the effectiveness of the PTR for school-aged children and two studies evaluated it in home settings for children with developmental disorders, using single case experimental designs. This thesis, comprising three articles, is the first randomized study evaluating the PTR in family settings to reduce challenging behaviors of children with ASD. The first article describes the adaptations made to the initial program in order to implement it with children with an ASD diagnosis receiving early intensive behavioral intervention or in family settings. In addition, a parallel was made between the PTR and the key principles from the psychoeducation field. The second article presents the main results of this thesis, with the 24 families which received two distinct interventions: the PTR for eight weeks or a theoretical training for about three hours. Analyzes of variance were conducted to evaluate the effectiveness of the PTR. In sum, children of both groups saw a reduction in challenging behaviors and an increase in desirable behaviors. It is therefore not possible to rule on the unique effectiveness of the PTR to reduce challenging behaviors. Parents implemented the PTR with great fidelity and rated the PTR with a very high level of social validity. The third article presents the results on parental stress. Initial parental stress scores were associated with the severity the child’s problem behaviors, showing a moderate correlation between the two concepts. On the other hand, an analysis of variance showed that parental stress only decreased for parents who implemented the PTR. In conclusion, this thesis has shown that PTR may be effective in decreasing problem behaviors and in increasing desirable behaviors of children with ASD. However, more studies are needed to confirm these hypotheses. These studies should include more subjects and compare the PTR to a group of children not receiving any type of intervention to reduce challenging behaviors.

Dynamic assessment, which is often characterised by the learning potential approach across the world and in South Africa, is receiving more and more attention from educators and research practitioners alike. The nature of dynamic assessment lends itself to application in areas where prior dependence on static (traditional) forms of psychometric assessment can no longer be sustained as viable options towards assessment. A main focus area within dynamic assessment is the field of tertiary selections and admissions. More research is needed in this field in South Africa and in order to progress within the field in this country in terms of designing, developing, norming and implementing dynamic assessment tests/batteries, previous research has to be investigated in detail in order to understand the areas which need attention and improvement more fully. In addition, it is not only the negative aspects which need to be investigated but also the success with which many studies have been greeted which needs to be looked at. Investigating the status of South African research into the field of dynamic assessment offers the interested practitioner a platform from which to view results that have emanated from this country in the past fifteen years. Past reliance on static measures meant that product-based assessment made no allowance for the detection and measurement of potential within individuals. It is not the contention of this study to state unequivocally that all disadvantaged students possess equal potential, but that a large pool of learners with potential are often passed over during selection for admission. In order to address these and similar issues, new tests will have to be developed but these can only be developed once past and current research is properly assessed. This is the aim of the present study. There is no document yet available on the status of dynamic assessment in South Africa which pays close attention to the research details of various findings within this field. The main findings indicate that although the field is still being researched today, there has been a decrease in the number of studies as well as a concomitant decrease in the implementation of dynamic research efforts. The reasons cited are lack of time, costs, inefficiencies and also confusion as to what dynamic assessment entails. There is, as yet, no consistent definition of dynamic assessment in South Africa, which makes it all the harder to entrench dynamic assessment as a methodology and implement it on as wide a scale as possible. Most research efforts in this field in South Africa presently comprise Master's and Doctoral studies and are, for the most part, efforts emanating from a handful of tertiary institutions. Some past research efforts have been successful but have since been disbanded, whereas there has been a growing awareness of the usefulness of dynamic assessment but it is not being implemented for the reasons stated above. This study investigates these results. Dynamic assessment is most certainly a prudent and effective partial solution to the issue of assessment in South Africa and can no longer be ignored. Yet, with cautious interpretation of the results, researchers and practitioners in the field will be better able to arrive at a more informed opinion of the advances in the field when allowed to scour past and present research. / Thesis (MA (Research Psychology))--University of Pretoria, 2003. / Psychology / unrestricted

Neste trabalho apresentamos o desenho e desenvolvimento de um novo sistema de apoio ao ensino/aprendizagem via Web, o iComb - Combinatória Interativa na Internet. Também apresentamos alguns experimentos didáticos com a atual proposta do iComb. Este sistema é baseado na experiência do Combien?, sistema desenvolvido pela Université Pierre et Marie Curie - LIP6, que tem bons recursos para auxílio à resolução de exercícios ligados a análise combinatória, mas apresenta limitações quanto a incorporação de novos exercícios e principalmente apresenta restrições para seu uso via Web. Uma inovação advinda deste projeto é que o iComb pode ser integrado a sistemas gerenciadores de cursos, como o SAW- Sistema de Aprendizagem pelaWeb. Além disso, o iComb pode ser incorporado a páginas pessoais, redes sociais e blogs, na forma de um widget. / In this work, we present the software iComb - Interactive Combinatorics on Internet, a new software that can be used to teach and learning combinatorics trough the Word Wide Web. The iComb is based on the Combien? experience, a software developed by Université Pierre et Marie Curie - LIP6. We can easily integrate the iComb software in a web-based learning management system like the SAW - Web-based learning system. Moreover, the iComb can be easily added to a personal web sites, social networks systems and blogs using the copy-and-past pattern resulting in a powerful collaborative tool to the conceptual movement named as Web 2.0.

Text information is frequently found in mathematics education. For students to gain an understanding of how to handle the text tasks, a competent teacher is required to provide the students with different kinds of tools to read mathematical text problems. The purpose of this study is to gain an insight into which reading strategies teachers in grades 4-6 consider using for text assignments in mathematic teaching. The study was conducted through quantitative questionnaires and qualitative interviews. All participants were active teachers and had different experiences regarding reading strategies, which is important for how they adopt strategies and the extent to which they are used in teaching. The study is inspired by a phenomenographic approach. The results have been analyzed based on SMK, which focuses on subject knowledge skills development is of importance when teachers need too deep their knowledge. Similarly, the results are analyzed from PCK, which highlights the importance of teachers motivating students 'learning and making adjustments based on pupils' needs and conditions where alternative working practices are mandated. The results of the study show that it can often be complicated to approach and understand text tasks in mathematics since it is not only text that is to be understood. The results of the interviews show that teachers are aware of the importance of working with reading strategies in text assignments in mathematics. However, teachers do not work with the strategies to the same extent that is advocated by reciprocal teaching, transactional strategy teaching, and concept-oriented teaching models. The study shows that reading strategies can be further developed. To achieve this, teachers considered collegiate learning advantageous. / Textuppgifter förekommer ofta i matematikundervisningen. För att eleverna ska kunna få en förståelse för hur de ska ta sig an textuppgifterna, krävs en kompetent lärare som ger eleverna olika slags verktyg för att kunna läsa matematiska textuppgifter. Studiens syfte är att få en inblick i vilka lässtrategier lärare i årskurs 4–6 anser sig använda, vid textuppgifter i matematikundervisningen. Studien genomfördes via kvantitativa enkäter samt kvalitativa intervjuer. Alla deltagare var verksamma lärare och hade olika erfarenheter kring lässtrategier, vilket har betydelse för hur de tar sig an strategier samt i vilken omfattning de används i undervisningen. Studien är inspirerad av en fenomenografisk ansats. Resultatet har analyserats utifrån SMK som fokuserar på ämneskunskaper, där kompetensutveckling är av vikt när lärare behöver fördjupa sina kunskaper. Likaså analyseras resultatet ur PCK som belyser vikten av att lärare motiverar elevers lärande samt gör anpassningar utifrån elevers behov och förutsättningar där alternativa arbetssätt förordas. Resultatet i studien påvisar att det många gånger kan vara komplicerat att ta sig an och förstå textuppgifter i matematik, då det inte är enbart text som ska förstås. Resultaten från intervjuerna visar att lärarna ser betydelsen av att arbeta med lässtrategier vid textuppgifter i matematik. Däremot arbetar inte lärarna med strategierna i den omfattning som undervisningsmodellerna reciprok undervisning, transaktionell strategiundervisning och begreppsorienterad undervisning förespråkar. Att lässtrategier kan vidareutvecklas framgår i studien, där lärarna ser kollegialt lärande som en fördel.