A presente pesquisa, levada a efeito no PPGEdu/UFRGS, vinculada à linha de pesquisa Educação: Arte, Linguagem, Tecnologia e ao Laboratório de Estudos em Linguagem Interação e Cognição – LELIC, tem como objetivo compreender o movimento de instauração de diferentes vozes/perspectivas, em situações de experimentação na sala de aula, vivenciadas pelos alunos e pela professora de uma turma do ensino fundamental (terceiro ano). Destacamos como interrogante que assume centralidade na investigação: Como se instauram diferentes vozes/perspectivas no fluxo das experimentações em uma sala de aula do ensino fundamental? O material que analisamos trata-se de enunciados produzidos pelos alunos e pela professora da turma que acompanhamos. Também analisamos enunciados produzidos no âmbito do grupo de estudos e formação das professoras da escola em que se realiza a pesquisa, assim como enunciados escritos produzidos pela professora da turma de terceiro ano. Para a obtenção dos materiais foram realizados registros audiovisuais em sala de aula e registros escritos em diário de campo da pesquisadora (no grupo de estudos e na sala de aula). Também destacamos os registros realizados pela professora, em seu diário de campo, e aos quais obtivemos acesso. A análise do material empírico se realiza considerando as produções coletivas de personagens, pelos alunos e pela professora, como situações de experimentação na sala de aula. A formulação teórica que fundamenta a pesquisa remete ao quadro dos estudos da linguagem de Mikhail Bakhtin. Destacamos, entre as articulações conceituais que perpassam as obras deste autor: o dialogismo, como movimento constitutivo da linguagem e dos elos entre as diferentes vozes/perspectivas; o enunciado, enquanto unidade real da comunicação discursiva; a carnavalização, como um modo de existência discursiva que relativiza as pretensas verdades e afirma o inacabamento do mundo. As conclusões apontam para o entendimento de que a escuta atenta da professora, na sala de aula, se apresenta como um ato ético de sustentação da voz/perspectiva incipiente do aluno, no esforço de se afirmar. Os personagens, por sua vez, constituem-se em contextos inusitados, abrindo espaço às possibilidades criativas expressas nas contribuições dos alunos. / This research, carried out in PPGEDU / UFRGS, connected to the line of research Education: Art, Language, Technology and the Laboratory for Research on Language Interaction and Cognition - LELIC, aimed at understanding the movement of establishment of different voices / perspectives in situations of experimentation in the classroom, experienced by students and the teacher of a third year class of elementary school. We highlight as the questioner that assumes centrality in the research: How to introduce different voices / perspectives in the flow of trials in a classroom of elementary school? The materials we analyzed comprise the utterances produced by the students and the teacher of the class we accompanied. We believe that such utterances make up the dialogue interactions in the classroom. We also analyzed utterances produced in the study group of teachers from the school where the research takes place, as well as statements written by the teacher of the third year class. To obtain the materials we made audiovisual recordings in the classroom and written records on our field diary (within the study group and the classroom). We also considered the records kept by the teacher in her field diary, and which we obtained access. The empirical analysis is conducted considering the collective production of characters by the students and the teacher as situations of experimentation in the classroom. The theoretical formulation that supports the research refers to the frame of linguistic studies of Mikhail Bakhtin. We underline the links among the concepts that permeate the works by this author: dialogism, as constitutive of the language movement and the links between the different voices / perspectives; the utterance as a unit of real communication discourse; carnivalization as a discursive mode of existence the relativity of the alleged truths and that states the incompleteness of the world. The conclusions point to the understanding that the teacher’s in tune with the classroom, is presented as an ethical act in support of voice / perspective of the student in his/her early school years in an effort to assert him/herself. The characters, in turn, are constituted in an unusual context, an opening space to the creative possibilities expressed in the children’s contributions.

High-stakes testing has grown in scope and impact in recent years, as accountability decisions regarding funding, school sanctions, and teacher evaluations often depend on standardized test results. The shift toward more stringent and punitive testing mandates has not gone unchallenged however, as pockets of resistance have emerged among teachers, parents, and scholars, and a growing "opt-out" movement has picked up steam nationwide. Teachers in particular have played a critical role in resistance to high-stakes testing, even while adhering to these same policies in their professional roles. This study examines resistance to standardized testing via the 'opt-out' movement organizing process. I specifically look at teachers' participation in organizing and resistance, and how positions as teachers and sometimes parents influence their participation. I frame the project with a post-structuralism lens, utilizing the Deleuzoguattarian concept of the rhizome to illustrate the complex and connected nature of teachers' involvement in this social movement.

This study investigates various factors related to North Texas State University graduates who were certified to teach and obtains those graduates’ appraisal of the extent to which the teacher education program is meeting their needs. The purposes of this study are to determine the extent to which North Texas State University teacher education graduates are carrying out the personal and professional activities for which they were prepared and to determine the effectiveness of selected aspects of the teacher education program. It is also the purpose of this study to solicit opinions of the graduates concerning the strengths and weaknesses of the program. The findings of the study support the following conclusions: 1. A majority of the graduates are well prepared by the teacher education program to enter the teaching profession. 2. Teacher education graduates have a positive self-concept concerning their success as teachers and they are highly satisfied with teaching as a profession. 3. Student teaching is considered by the graduates to be the strongest and most important course in their preparation for the teaching profession. It was also considered to be the most valuable course by those who are now teaching. 4. Earlier and more frequent classroom observations and experiences should be provided for teacher education students prior to their student teaching experience, especially those who are seeking secondary certification. 5. Graduates indicated a need for upgrading experiences associated with student teaching. Additional time spent in the actual student teaching experience, and more personal observation and feedback by the university student teaching coordinator were areas identified for consideration. 6. Graduates were satisfied with the overall professional education program. Early, basic required education courses drew the greatest amount of criticism from graduates. Only one upper-level professional course failed to meet an adequate mean value rating. Various courses offered composed the weakest or least desirable feature of the program, as revealed by over one-fourth of the graduates.

No description available.

In the 1990s, as Virginia Indians faced the 2007 quadracentennial of Jamestown's founding, they initiated plans to publicly correct inaccuracies and omissions embedded in the historical narrative. The Beyond Jamestown: Virginia Indians Past and Present Teachers' Institute was one such initiative through the Virginia Foundation for the Humanities' Virginia Indian Heritage Program. Designed for educators' professional development regarding Virginia Indian history and cultures, the Institute's first two years (2007 and 2008) featured a Virginia Indian-developed curriculum with both Native and non-Native presenters.;This qualitative, interpretivist study sought evidence of teaching at the interface of cultures by these invited presenters using pedagogy and curriculum as units of analysis, and questioned whether they shared an educational vision or paradigm despite different cultural backgrounds. The study revealed that the Institute demonstrated effective collaboration among presenters influenced by both Indigenous and European-American paradigms It exposed participating educators to a little-known period in Virginia history--the era of the Racial Integrity Act of 1924 and segregation--through the stories of tribal experts who experienced the attempted eradication of cultural identity. These oral histories contributed to the distinct Virginia Indian epistemology that emerged in the program. The BJTI also demonstrated Virginia Indians' 21st-century agency in inviting its non-Native presenters and participating educators to collaborate in decolonizing Virginia education.

The purpose of this study was to investigate the relationship among competencies recommended by the Division for Early Childhood of the Council for Exceptional Children (DEC/CEC), state requirements for teacher certification, and college and university personnel preparation program requirements for educators working with children with disabilities from birth-5 years of age. The study included all 50 states and the District of Columbia. The groups of subjects interviewed by phone consisted of state Part H coordinators, department of education staff, and college and university professors from early childhood education (ECSE) programs.;Overall the results indicate an increase in the number of states requiring certification in early childhood special education and in the number of college and university preparation programs since the passage of P.L. 99-457 in 1986 and the 1991 Part B mandate for states to serve 3 year old children with disabilities. as the nation proceeds in implementing the preschool mandate and moves toward the fifth year of services of Part H for infants and toddlers with disabilities, this growth is crucial to the success of newly developed programs for the education of young children with disabilities. The number of states issuing certification to early childhood special educators has grown from 19 in 1989 (37%) to the 37 (71%) identified in this study. This indicates an increase of 18 additional states requiring certification.;This increase is also shown in college and university teacher preparation programs. Four states currently have no college or university teacher preparation programs in early childhood special education, while forty-seven states have one or more teacher preparation programs in ECSE. Thirty states have more than one preparation program.;Teacher preparation program requirements appear to be equally extensive as state certification regulations; however the correspondence between state certification requirements and college and university requirements appears to be low. The results of this study indicate that state requirements and college and university preparation program requirements appear to be focusing on different content but an equal number of courses and/or competencies. The overlap among state certification requirements, college and university requirements and the 15 DEC/CEC competency recommendations was only 3.4.

The purpose of this study was to investigate the accuracy of a particular model for collaboration when applied to a successful school-university partnership. A specific framework for establishing and maintaining successful school-university partnerships, proposed by Frank Wilbur of Syracuse University, was identified in the literature. Wilbur's model was selected as the conceptual framework for this study since it contains critical elements supported by at least four other researchers studying and writing on collaborative endeavors and was, in fact, the most comprehensive of any of the suggested conceptual frameworks. The answer to one overall research question was sought: to what extent does Wilbur's model for school-university partnerships fit when applied to a highly successful school-university partnership? Answers to questions pertaining to Wilbur's nine most important factors (e.g., leadership; economics; governance and communication) positively impacting interinstitutional alliances were explored in an existing school-university partnership known as the Center for Collaborative Advancement of the Teaching Profession.;Historical documents regarding the Center, including the initial grant proposal, interim and final reports, and published articles, were reviewed for content and consistency in answering the main and subsidiary research questions. Individual, paired, and focus group interviews were conducted with persons felt to be most knowledgeable of the Center's activities.;Evidence that particular elements of successful partnerships were considered and included in the design, implementation, and maintenance of the collaborative effort was sought to determine the extent to which Wilbur's model could be applied to this partnership. The nine factors included in Wilbur's conceptual framework for creating successful school-university partnerships were evident, in varying degrees, in the establishment and maintenance of the Center for the Collaborative Advancement of the Teaching Profession. However, the data indicated that the success of the Center may also be attributable to a tenth factor which Wilbur's model does not include.

Statement of the Problem. The problem of this study was to determine if the frequency of home visits made to families enrolled in a home-based early childhood education program was related to changes in parental behavior and student achievement. Design of the Study. The procedural analysis for the study was the randomized three group pretest-posttest design. One hundred twenty low income families who had one or more children between three and five years of age, and who volunteered to participate in the home-based early childhood education program, were selected for the study. The early childhood program consisted of three basic components: (1) a half-hour television program ("Captain Kangaroo") broadcast five days per week, (2) a once per-week group experience for the children, and (3) paraprofessional home visitors who made weekly visits to homes in order to deliver to and instruct parents how they should teach their own children. Four measurement instruments were used to secure data on parent behavior and child achievement. Each instrument was administered at the beginning and end of the project year. The High/Scope Home Environment Scale and the Schaefer Behavior Inventory were administered to parents in an attempt to determine the degree of parental behavior change. Children who participated in the program were administered the Peabody Picture Vocabulary Test and the Cooperative Preschool Inventory in an effort to determine their degree of cognitive growth. Records of parent participation in group meetings and child attendance at group sessions were also recorded in order to determine the amount of parent and child participation in the program. Summary and Conclusions. (1) A visit to parents once per week was no more effective in influencing parent behavior than a visit once every two weeks. However, a parent who received a visit once per week or once every two weeks was more likely to develop a positive change in parent behavior toward his/her children than a parent who received no visits; (2) a visit once per week was no more effective in influencing child achievement than a visit once every two weeks. The child who received a visit once per week or once every two weeks, however, was more likely to have a higher level of achievement than a child who received no visits; (3) parent behavior was not significantly related to parent and child participation in the program as measured by the number of group sessions attended by the children and the number of parent meetings attended by the parents during the program year; (4) the greater the degree of positive change in parent behavior, the greater the degree of child achievement; (5) the number of parent meetings attended by parents and the number of group sessions attended by the children were not significantly related to the level of achievement attained by the children.

Purpose of the Study: This study was designed to determine the relationship between creativity and the ability to do certain Piagetian classification tasks in kindergarten children. (Abstract shortened.)

The problem was to determine the extent a selected parent education program influenced the oognitive and affective development of educationally deprived Appalachian pre-school children and to determine to what extent the program influenced the prime caregivers' assessment of the child's behavior. Subjects included 40 Appalachian prime caregivers and their children who participated in four intact home-based classes. They were randomly assigned to treatment by the teacher, in order to equate the home visitor case load. In the Experimental Group, prime caregivers were provided with resources developed from the Systematic Training for Effective Parenting (STEP) program. Control Group prime caregivers participated in regularly prescribed home visits. Prime caregivers and children were pre- and posttested on the same instruments. The Peabody Picture Vocabulary Test was used to test the cognitive variable and the Florida Key was the instrument used to test the affective variable. The Adlerian Parental Assessment of Child Behavior Scale was the instrument used to test the prime caregiver's perception of the child's behavior. The analysis of covariance indicated that no significant differences were found between the STEP Group and the Control Group on the cognitive, affective, or parental assessment variables. Treatment sessions, for prime careglvers who participated in nine STEP sessions, did not result in a more positive perception of their child's behavior, nor did it effect significantly the cognitive or affective performances of their children.