O objetivo dessa pesquisa foi identificar e analisar porque alguns alunos são considerados difíceis e como o professor e a escola se relacionam com eles. Para tanto, partiu-se da indicação por parte da equipe pedagógica de quem eram os alunos difíceis e, através de observações realizadas por dois anos consecutivos na sala de dois estudantes apontados e de entrevistas com suas professoras em cada um desses anos, pretendeu-se discutir as razões deles serem considerados difíceis, bem como analisar como cada professora lidou com tais alunos e que efeitos suas dificuldades lhes causaram. Para mostrar as várias faces do problema, na tentativa de compreender a dificuldade sofrida pelo professor, muitas vezes de forma solitária e culposa, o embasamento teórico desta pesquisa apresenta um diálogo entre diversas matrizes: os aspectos do cotidiano escolar, apresentado por Izabel Galvão e Julio Groppa Aquino; a perspectiva histórico-cultural vygotskiana e suas contribuições para a educação, sobretudo nos trabalhos de Teresa Rego; a psicologia escolar e a discussão sobre os encaminhamentos advindos da queixa desta instituição feita por Aquino, Adriana Machado Marcondes e Marilene Proença Rebello de Souza; o campo da Sociologia da Infância, através de seus principais autores Willian Corsaro e Jens Qvortrup, e a dimensão relacional do ensino, a partir dos estudo de gênero realizados por Marília Pinto de Carvalho. Esse estudo traz, ainda, um histórico da noção de aluno problema, apoiado nas pesquisas de Maria Helena Souza Patto e Ana Laura Godinho de Lima. Como esse fenômeno ocorre indiscriminadamente em escolas públicas e particulares, a hipótese inicial era a de que essa questão não estaria ligada a fatores estruturais ou a métodos didáticos; parecia relacionar-se com aspectos mais sutis e mais profundos da educação escolar como um todo. Ao eleger, como locus da pesquisa empírica, uma escola privada de excelência, cujo trabalho tem amplo reconhecimento, que ministra cursos de formação de professores e que serve de modelo a outras instituições, a hipótese foi confirmada ao constatar-se a presença, nesse cenário aparentemente exemplar, dos mesmos alunos difíceis de quaisquer escolas. A tentativa de compreender por que isso ocorria levou às questões que fundamentaram a discussão realizada neste trabalho, quais sejam: que a dificuldade reside na relação entre professor e aluno; que é fruto de um desencontro entre as expectativas da instituição, impressas no docente, e a singularidade e heterogeneidade do alunado; e que há um envolvimento emocional inquestionável no ensino de crianças, que desmente a ideia corrente de a docência ser um trabalho leve, fácil e pouco exigente. Esta dissertação precisou abordar, ainda, o tema paralelo, mas absolutamente ligado à questão, do deslocamento de responsabilidades por parte dos agentes escolares, através de um grande número de encaminhamentos dos chamados alunos difíceis para profissionais de saúde. Longe de querer estabelecer soluções para as dificuldades da escola e dos professores com esses alunos, intencionou-se localizar e legitimar o problema, buscando-se assim contribuir para uma discussão já abordada em outros trabalhos. / The objective of this research was to identify and analyze why some students are considered \"difficult\" and how the teacher and the school relate to them. To do so, we asked the teaching staff who were the difficult students and through observations made for two consecutive years in the classroom of two of them and interviews with their teachers in each of these years, we intended to discuss the reasons why they were called \"difficult\" and analyze how each teacher dealt with such students and the effects their difficulties have caused on them (teachers) . To show the various facets of the problem, in an attempt to understand the difficulty experienced by the teacher, usually in a solitary and guilty way, the theoretical basis of this research presents a dialogue between various sources: aspects of everyday school life, presented by Izabel Galvão and Julio Groppa Aquino, the historical-cultural Vygotskian and its contributions to education, particularly in the works of Teresa Rego; the Educational and School Psychology, and the discussion about referrals arising from complaints of this institution made by Aquino, Adriana Marcondes Machado and Marilene Proença Rebello de Souza; The Sociology of Childhood, through its principal authors William Corsaro and Jens Qvortrup, and the relational dimension of teaching, from the gender study perspective conducted by Marilia de Carvalho Pinto. This study also brings a historical notion of the problematic student, supported by the research of Maria Helena Souza Patto and Laura Ana Godinho de Lima. As this phenomenon occurs indiscriminately in public and private schools, the initial hypothesis was that this issue would not be linked to structural factors or teaching methods; it seemed to be related to subtler and deeper aspects of school education as a whole. By electing, as a locus of empirical research, a private school of excellence, whose work has been broadly acknowledged and that gives teacher training courses and serves as a model for other institutions, the hypothesis was confirmed as we noticed the presence, in this apparently exemplary scenario, of the same \"difficult\" students of any other schools. The attempt to understand why this occurs has led to questions that underlie the discussion conducted in this dissertation, namely: that the difficulty lies in the relationship between teacher and student, which is the result of a mismatch between the expectations of the institution, printed in the teaching staff, and the uniqueness and diversity of the student body, and that there is an undeniable emotional involvement in teaching children, which contradicts the current idea of teaching being a light, easy and undemanding work. This thesis had also to address the parallel theme, but absolutely linked to the issue, of the displacement of responsibility on the part of school agents, through a large number of referrals of students called \"difficult\" for health professionals. Far from wanting to find solutions to the problems of the school and teachers with these students, the purpose was to locate and legitimize the problem, seeking to contribute to a discussion already addressed in other works.

Made available in DSpace on 2016-06-02T19:46:25Z (GMT). No. of bitstreams: 1 DissEMV.pdf: 791702 bytes, checksum: aec417790823990d5caeefebc08c7079 (MD5) Previous issue date: 2005-02-24 / Social Skills Training (SST) can be used to increase teachers social competence, contributing to the development of interactive contexts in the classroom as well as to the student s learning. The purpose of this research was to elaborate and describe intervention procedures used in a group SST program with teachers who work with children that present learning difficulties, consisting of 15 sessions for the development of social skills. The effects of the SST were analysed in terms of: a) acquisition of social skills classes and b) generalization of social skills learned in the sessions for the classroom context. The sample included 10 teachers, in the 26-54 age range. The data gathering procedure involved the use of the Interpersonal Relations Questionnaire (IRQ) before the intervention, the Social Skills Inventory (SSI) and the filming of each teacher with his/her students, before and after the intervention. The IRQ data showed that at the beginning the teachers had some difficulties in dealing with interpersonal conflicts in the classroom, demonstrating lack of social skills. It was also observed a certain incoherence in the verbal report related to some questions, highlighting flaws in the self-observation and self-knowledge repertoire. Based on the survey of the behavioral classes presented by the facilitator by means of the tape transcriptions, it was possible to classify the intervention procedures that had the following purposes: a) to investigate interpersonal difficulties; b) to analyse previous-consequent relations; c) to train specific social skills; d) presentation of positive results and; e) to sound out generalization which contributed to the learning of social skills and generalization for the classroom context. The SSI data showed that after the intervention there was an increase in the scores average of the group of teachers in all the social skills classes that were assessed. In the individual analysis some teachers showed much bigger changes than others and for some of them there was a slight decrease in the scores. As for the filming data in the classroom, there was no increase in all the social skills that were assessed, but in those that increased, the generalization was evidenced. The results obtained allow us to state that the improvement of the teachers social skills repertoire enables them to foster interactive contexts in the classroom, contributing to the student s academic and interpersonal development. / O Treinamento de Habilidades Sociais (THS) pode ser utilizado para aumentar a competência social de professores, contribuindo para o arranjo de contextos interativos em sala de aula e para a aprendizagem do aluno. O objetivo dessa pesquisa foi elaborar e descrever procedimentos de intervenção utilizados em um programa de THS em grupo, com professores de crianças com dificuldades de aprendizagem, composto por 15 sessões para o desenvolvimento de habilidades sociais. Analisaram-se os efeitos do THS em termos de: a) aquisição de classes de habilidades sociais; e b) generalização das habilidades sociais aprendidas nas sessões para o contexto de sala de aula. A amostra incluiu dez professores, de 26 a 54 anos. O procedimento de coleta de dados envolveu a aplicação do Questionário de Relações Interpessoais (QRI) antes da intervenção, do Inventário de Habilidades Sociais (IHS) e realização da filmagem de cada professora com seus alunos, pré e pós intervenção. Os dados do QRI mostraram que, inicialmente, as professoras apresentavam dificuldades de lidar com conflitos interpessoais em sala de aula, demonstrando um repertório deficitário de habilidades sociais. Observou-se, também, certa incoerência no relato verbal com relação a algumas questões, evidenciando falhas no repertório de auto-observação e de autoconhecimento. A partir do levantamento das classes comportamentais apresentadas pela facilitadora, por meio das transcrições de fitas cassetes, houve a possibilidade de classificar os procedimentos de intervenção que apresentavam os objetivos de: a) investigar dificuldades interpessoais; b) analisar relações antecedentes-conseqüentes; c) treinar habilidades sociais específicas; d) usar conseqüenciação positiva; e e) sondar generalização, os quais contribuíram para a aprendizagem das habilidades sociais e generalização para o contexto de sala de aula. Os dados do IHS mostraram que, após a intervenção, houve aumento nas médias dos escores do grupo de professoras em todas as classes de habilidades sociais avaliadas. Na análise individual, algumas professoras apresentaram mudanças bem maiores do que outras e, para algumas, houve uma pequena diminuição nos escores. Com relação aos dados da filmagem em sala de aula, não ocorreu aumento em todas as habilidades sociais avaliadas, mas naquelas que aumentaram, evidenciou-se generalização. Os resultados obtidos permitem afirmar que o aprimoramento do repertório de habilidades sociais de professores possibilita capacitá-los para a promoção de contextos interativos em sala de aula, contribuindo para o desenvolvimento acadêmico e interpessoal do aluno.

O objetivo deste trabalho é contribuir com o desenvolvimento das bases teóricometodológicas para a prática do diálogo a distância, a partir de uma concepção dialógica de Educação. Desenvolvemos uma metodologia para oferta de uma disciplina a distância, em que parte de seu conteúdo tratou da formação de tutores para o diálogo virtual. Criamos um software de comunicação, o Tutor em Rede, e o implementamos para a oferta de um serviço de tutoria pela internet. Monitoramos a atuação de licenciandos ao longo de três semestres, cujas atividades e interações realizadas com estudantes de Ensino Médio para esclarecimento de dúvidas de Química formaram nossa base de dados. Observamos o caso de uma estudante de MEQVT, denominada Tutora 7A, durante estágio de tutoria pela internet, de onde selecionamos uma amostra de episódios de interação entre essa tutora e estudantes que procuraram o serviço voluntariamente para realização de nossas análises. Partimos dos estudos socioculturais desenvolvidos por Vigotski, Bakhtin, Wertsch, Wells, para investigar a interação dialógica como alternativa para o diálogo a distância. Deste estudo, sugerimos que a aprendizagem dialógica é uma interessante proposta para subsidiar os processos de construção de problemas e de significados, mas que sua concretização, em serviços de tutoria, depende da criação de estratégias para compartilhar ambos os processos. Uma das estratégias adotadas pelo sujeito de nosso estudo foi o jogo de perguntas e respostas. Esse jogo mostrou-se eficiente para a problematização das dúvidas dos estudantes, na medida em que a tutora conduzia o engajamento dos estudantes ao diálogo, por meio do estabelecimento de empatia, do compartilhamento do processo de construção de idéias e da prevalência da função dialógica do discurso. Ao final, consideramos defesa de uma concepção de aprendizagem dialógica para atividades a distância que supere o paradigma da transmissão, por um da mediação, da interação. / The objective is to contribute to the development of theoretical and methodological bases for the practice of distance dialogue, from a dialogical conception of Education. We have developed a methodology to offer a distance course Metodologia do Ensino de Química Via Telemática (MEQVT) , in which part of its content dealt with the training of tutors for the virtual dialogue. We have created a communication software, the Tutor em Rede, and implemented it to offer a tutoring through the internet. We have observed students´ performance over three semesters, whose activities and interactions held with high school students formed our database. For research purposes, we have observed a student of MEQVT during the tutoring training, from where we have selected a sample of interaction episodes between that tutor and students to perform our analysis. We have taken sociocultural studies developed by Vygotsky, Bakhtin, Wertsch, Wells, as the theoretical basis to investigate the dialogical interaction as an alternative to the distance dialogue. From this study, we suggest that the dialogical learning is an interesting proposal for the processes of problem and meaning construction, but that its achievement in tutoring services, depends on the creation of strategies to share the both processes. One of the strategies adopted by the subject of our study was a game of questions and answers. This game proved to be efficient for the reconstructing the students\' questions, in that the tutor dealed the engagement of students to dialogue, through the establishment of empathy, the sharing of the construction of ideas and the prevalence of the function of the dialogical speech. Finally, we consider to support the dialogical learning concept for distance activities that exceeds the paradigm of \"transmission\" by one of mediation, of interaction.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-27T11:04:14Z No. of bitstreams: 2 Dissertação - Thaís Vieira do Nascimento - 2013.pdf: 4058816 bytes, checksum: 71dec53823b236fec1f7c084d0422679 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-27T14:27:18Z (GMT) No. of bitstreams: 2 Dissertação - Thaís Vieira do Nascimento - 2013.pdf: 4058816 bytes, checksum: 71dec53823b236fec1f7c084d0422679 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-27T14:27:18Z (GMT). No. of bitstreams: 2 Dissertação - Thaís Vieira do Nascimento - 2013.pdf: 4058816 bytes, checksum: 71dec53823b236fec1f7c084d0422679 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-04-12 / This research deals with musical experience and practice, observation and analysis of Students with Special Educational Needs, performed by a musical educator, in turn supported by a multidisciplinary team. It is a result of the research assembled for tending to the requisites of the Music Masters Program, of the School of Music and Scenic Arts, of the Federal University of Goias. Its objective was to comprehend these students’ musical experiences. It comprises a research of qualitative proportions, with procedures that took place in the Workshop Space – Therapeutic and Educational Space in Uberlândia – MG, by means of a methodological proposal of Research-Action. It began with an Outlined Project, in which 15 lessons were ministered. Furthermore, after the lessons’ planning (PAREJO, 2011; LOURO, 2006; SWAMWICK, 2002; FONTERRADA and MATEIRO, 2011), 23 music lessons were taught, with a duration of 30 minutes for each class (classes A and B). The instruments of data collection were the class videos, the protocols, the pre-test and post-test questionnaires, which were answered by the responsible professionals and the Space’s multidisciplinary team. Following the bibliographical revision based on the field of expertise’s literature (FREIRE, CAVAZOTTI, 2007; SILVA, 2011; BONA, 2011; and MARIANI, 2011), the Criteria for Analysis were proposed. Moreover, from these criteria, sections of the videos were analyzed using the action sequences that stood out the most. These sections were submitted to an evaluation of a board of judges formed by field experts and all were incorporated to the data. The research analysis was based on the phenomenological perspective. From the analyses of the data, it became possible to indicate that the Outlined Project, as it was idealized and implemented, contributed for the very best elaboration of the classes that would be experienced by the group and by the researching professor in the Final Project; thus making modifications possible regarding the best possible service for the subjects, in dealing with the technical aspects, such as video recordings and photographs. Therefore, it’s important to point out that, since this is a Research-Action, the music classes were structurally modified throughout the process, using more diversified activities, resulting in a speckled musical repertoire and greater participation by the researcher in the interdisciplinary activities with the group; there was larger involvement by the subjects in the classroom; and the researcher’s better understanding of the musical experiences with the special subjects was also noted. In the course of the student-teacher interaction, one could observe the development of the students’ affectionate bonds, body and facial expressions; aside from the aspects of cognitive functions, such as memory, attention span, perception and conscience within the musical experience. In conclusion, the musical experience influenced the subjects as to their learning in participating, socializing, and interacting; it promoted the cognition, musical involvement, development in exploring instruments, the ex In conclusion, the musical experience influenced the subjects as to their learning in participating, socializing, and interacting; it promoted the cognition, musical involvement, development in exploring instruments, the expression and body movement; the higher acceptance to touching, the tolerance to sounds and the anxiety control. As a surprise element in the analysis results, the professor of music that works with such subjects of the research at hand – the ANEEs. Finally, it was concluded that the experience of a Musical Process Teaching and Service to Students with Special Educational Needs, proposed and supported this research validated the possibility of a new Music Education for ANEEs, in the educational context. / Esta dissertação, realizada para atendimento aos requisitos do Mestrado em Música, da Escola de Música e Artes Cênicas, da Universidade Federal de Goiás teve como objetivo compreender a vivência musical desses alunos. Trata-se de uma pesquisa de cunho qualitativo, com procedimentos realizados no Espaço das Oficinas - Espaço Terapêutico e Educacional em Uberlândia - MG, por meio de uma proposta metodológica de Pesquisa- Ação. Trata da vivência musical, observação e análise de Alunos com Necessidades Educativas Especiais, ANEEs ministradas por uma educadora musical, apoiada por uma equipe multidisciplinar. Iniciou-se com um Projeto Piloto, em que foram ministradas 15 aulas. Em seguida, após os planejamentos das aulas (PAREJO, 2011; LOURO, 2006; SWANWICK, 2002; FONTERRADA e MATEIRO, 2011), foram ministradas 23 aulas de música, com duração de 30 m. para cada turma (Turma A e B). A coleta de dados teve como instrumentos as filmagens das aulas, os protocolos, os questionários pré-teste e pós-teste, respondidos pelos responsáveis e pela equipe multidisciplinar do espaço. Feita a revisão bibliográfica tendo como base a literatura da área (FREIRE, CAVAZOTTI, 2007; SILVA, 2011; BONA, 2011; e MARIANI, 2011), foram propostos os Critérios de Análise. A partir dos critérios estabelecidos, foram realizados recortes dos vídeos das aulas, com as sequências de ações que mais se destacaram. Estes recortes foram submetidos à uma avaliação de um júri formado por especialistas da área e, depois, foram incorporados aos dados. A análise da pesquisa foi fundamentada na perspectiva fenomenológica. A partir das análises dos dados pode-se indicar que o Projeto Piloto, como idealizado e implementado, contribuiu para a melhor elaboração das aulas que seriam vivenciadas pelo grupo e pela professora pesquisadora no projeto final, possibilitando modificações quanto às atividades para o melhor atendimento aos sujeitos, em se tratando dos aspectos técnicos, tais como as filmagens e as fotos. Desse modo, vale ressaltar que, em se tratando de uma Pesquisa-ação, as aulas de música foram modificadas em suas estruturas ao longo do processo, com atividades mais diversificadas, resultando em um repertório musical variado e uma maior participação da pesquisadora em atividades interdisciplinares com a equipe; houve um maior envolvimento dos sujeitos nas aulas; e se constatou uma melhor compreensão das vivências musicais com os sujeitos pela pesquisadora. Por meio da interação alunos-professora, pode-se observar que se desenvolveu a afetividade, a expressão corporal e facial dos alunos; além dos aspectos das funções cognitivas como a memória, a atenção, a percepção e a consciência na vivência musical. Conclui-se que a vivência musical influenciou os sujeitos quanto ao aprendizado da participação, socialização e a interação; promoveu a cognição, o envolvimento musical, o desenvolvimento na exploração de instrumentos, a expressão e a movimentação corporal; a aceitação ao toque, a tolerância ao som e o controle da ansiedade. Chegou-se, como elemento surpresa dos resultados da análise, ao perfil do (a) professor (a) de música que atua com o sujeito da pesquisa em questão – os ANEEs. Finalmente, concluiu-se que a vivência de um Processo de Ensino Musical e de Atendimento a Alunos com Necessidades Educativas Especiais, proposta e acompanhada nesta pesquisa, validou a possibilidade de uma nova Educação Musical para os ANEEs, no contexto educacional.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-29T14:23:19Z No. of bitstreams: 1 dararaqueldefreitasfolly.pdf: 1531064 bytes, checksum: 8724dcb5591cdc3ee7ecbd7a408179d4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T14:17:12Z (GMT) No. of bitstreams: 1 dararaqueldefreitasfolly.pdf: 1531064 bytes, checksum: 8724dcb5591cdc3ee7ecbd7a408179d4 (MD5) / Made available in DSpace on 2016-03-03T14:17:12Z (GMT). No. of bitstreams: 1 dararaqueldefreitasfolly.pdf: 1531064 bytes, checksum: 8724dcb5591cdc3ee7ecbd7a408179d4 (MD5) Previous issue date: 2013-03-07 / Este trabalho é um estudo de caso que se alinha com as pesquisas da Sociolinguística Interacional e analisa a interação professor-aluno como reveladora dos movimentos de aproximação e afastamento no contexto institucionalizado da escola. Postulando que haja uma ligação direta entre a interação professor-aluno e a aprendizagem, fez-se uma microanálise de duas aulas filmadas num projeto de arte procurando responder às seguintes questões: como se caracteriza a interação professor-aluno em uma aula de arte no Projeto Café com Pão Arte conFusão, em termos dos alinhamentos dos participantes e dos enquadres evocados nessa situação, e que elementos linguístico-discursivos e contextuais são relevantes nessa interação? Foram analisados os papeis sociais, as relações de poder e as ações comunicativas do professor que encontram resposta favorável no aluno e aquelas que criam barreiras à interação. Concluiu-se que, no contexto específico das aulas gravadas, a relação entre a interação professor-aluno e a aprendizagem pode existir, mas não é a principal responsável pelos resultados alcançados no Projeto. A professora, em seu papel específico, não se revelou diferente dos padrões típicos como se esperava; mas sua atuação como dramaturga constroi eficazmente a interação com os alunos e torna sugestiva a conjugação entre o ensino de língua e a arte. / This work is a case study which relates to Interactional Sociolinguistics researches and analyzes the teacher-student interaction as revealing the movement towards and away from the institutionalized context of the school. Postulating that there is a direct link between teacher-student interaction and learning, a micro-analysis of two lectures recorded on a art project was made in order to answer the following questions: how to characterize the teacher-student interaction in an art class at projeto Café com Pão Arte conFusão, in terms of alignments of participants and framings evoked on this situation, and which linguistic-discursive and contextual elements are relevant in this interaction? We analyzed the social roles, power relations and communicative actions of the teacher are favorable response on the student and those that create barriers to interaction. It was concluded that, in the specific context of recorded classes , the relationship between teacher-student interaction and learning can exist, but it is not the main responsible for the results achieved in this project. The teacher, on herspecific role did not revealed different from the typical patterns as it was expected, but her acting as a playwright makes effectively the interaction with the students and renders suggestive the conjugation between the teaching of language and art.

Die Dissertation untersucht Leistungserwartungen von Lehrkräften. Teilstudie 1 und 2 gehen der Frage nach, welche Merkmale von Schüler*innen Lehrkräfte in ihre Erwartungen an die Leistungen von Lernenden einbeziehen. Teilstudie 3 untersucht, welche Bedeutung inakkurat hohe oder niedrige Leistungserwartungen von Lehrkräften für ihr unterrichtliches Handeln und für die Leistungsentwicklungen der Lernenden haben. Die Analysen basieren auf Daten der Längsschnittstudie „Kompetenzerwerb und Lernvoraussetzungen“, an der im Schuljahr 2013/2014 insgesamt 1065 Schüler*innen aus 64 ersten Grundschulklassen teilgenommen haben. Teilstudie 1 ergab, dass Erwartungen von Lehrkräften an die sprachlichen und mathematischen Leistungen von Erstklässler*innen in Abhängigkeit vom ethnischen Hintergrund, sozialen Hintergrund und Geschlecht der Lernenden variieren. Diese Unterschiede blieben zum Teil auch nach Kontrolle der Ausgangsfähigkeiten und selbsteingeschätzten Motivation der Schüler*innen bestehen und kennzeichnen daher Verzerrungen. Den Ergebnissen von Teilstudie 2 zufolge gehen solche sozialen und geschlechtsbezogenen Verzerrungen zum Teil auf Lehrkrafteinschätzungen der Motivation und des Arbeitsverhaltens zurück. Ethnische Verzerrungen bestanden hingegen unabhängig von diesen Lehrkrafteinschätzungen. Dass inakkurat hohe oder niedrige Leistungserwartungen die Leistungsentwicklung von Lernenden bereits im ersten Grundschuljahr beeinflussen können, zeigten die Ergebnisse der Teilstudie 3. Die zugehörige Videostudie ergab, dass sich inakkurate Leistungserwartungen von Lehrkräften in ihrem Feedbackverhalten niederschlagen. Eine bedeutsame Mediation der Erwartungseffekte durch das Feedback ließ sich aber nicht nachweisen. Die Befunde der Dissertation sind für die pädagogische Praxis sehr relevant. Sie sprechen einerseits für den Vorteil hoher Erwartungen und sensibilisieren andererseits für das Risiko verzerrender Einflüsse von Hintergrundmerkmalen der Schüler*innen. / The dissertation deals with teacher expectations for student achievement. The first two studies investigate student characteristics teachers rely on when forming their achievement expectations. Study 3 investigates the associations of inaccurately high or low teacher expectations with their teaching behavior and students’ subsequent achievement development. The analyses are based on data from the longitudinal research project “competence acquisition and learning preconditions” in which 1065 students from 64 first grade classes participated in the school year 2013/2014. Study 1 revealed that teachers’ expectations for students’ language and mathematics achievement differed depending on students’ ethnic background, social background and gender. These differences partly persisted even after controlling for students’ actual achievement, general cognitive abilities and motivation, and therefore indicate biased expectations. The results of study 2 showed that social bias and gender bias in teacher expectations were partly due to differences in teachers’ perceptions of students’ motivation and learning behavior. Ethnic bias, however, appeared independent of these teacher perceptions. The results of study 3 support the assumption that inaccurately high or low teacher expectations may result in self-fulfilling prophecies and influence students’ achievement development as early as in the first school grade. The video study of study 3 further revealed that inaccurately high or low teacher expectations may result in different teacher feedback for the students. Teacher feedback, however, did not substantially mediate teacher expectancy effects on student achievement. The results of the present dissertation are of great relevance for educational practice. First, they highlight the advantages of high expectations and, second, they sensitize for biasing influences of student background characteristics.

Seulement une minorité d’adolescents qui consomment des substances psychoactives développe des problèmes significatifs reliés à cette consommation. Il importe donc de connaître et de comprendre les processus par lesquels se développe la consommation problématique afin de pouvoir la prévenir. Cette étude examine le rôle des symptômes dépressifs et des relations sociales dans le développement de la consommation problématique à l’adolescence. Plus précisément, elle vise à déterminer, à l’aide d’un devis longitudinal corrélationnel prospectif, si le soutien des pairs, le soutien des parents et la qualité de la relation maître-élève ont des effets modérateurs protecteurs sur la relation entre les symptômes dépressifs et la consommation problématique. L’échantillon utilisé pour cette étude est tiré de la Stratégie d’Intervention Agir Autrement et comprend 4473 adolescents. Des régressions linéaires multiples ont été effectuées et ont démontré que les symptômes dépressifs et le soutien des parents augmentent le risque d’une consommation problématique, alors que le soutien des pairs le diminue. De plus, les résultats confirment le rôle protecteur du soutien des pairs, mais indiquent que le soutien des parents exacerbe le lien entre les symptômes dépressifs et la consommation problématique. Par ailleurs, la qualité de la relation maître-élève est associée à une consommation moins problématique uniquement chez les jeunes qui n’ont pas beaucoup de symptômes dépressifs. Les implications de ces résultats sont discutées. / Of adolescents who use drugs, only a minority develops significant problems related to this drug use. It is then relevant to know and understand the processes by which this problematic consumption develops itself in order to be able to prevent it. This study examines the roles of depression symptoms and social relationships in the development of problematic drug use at the adolescence. More precisely, it aims at determining, with the help of a prospective correlational longitudinal design, if peers support, parental support and the quality of the teacher-student relationship have moderator effects on the relationship between depressive symptoms and problematic drug use. The sample used for this study is taken from the Stratégie d’Intervention Agir Autrement and is comprised of 4473 teenagers. Multiple linear regressions were completed and showed that depressive symptoms enhance the risk of a problematic drug use to be developed, whereas peers support impairs it. Contrary to what was expected, results show that parental support enhances the risk of developing a problematic drug use and that the teacher-student relationship has no significant impact. Moreover, peers support has a protective role, parental support intensifies the relationship between depressive symptoms and problematic drug use, whereas the quality of the teacher-student relationship attenuates it.

Made available in DSpace on 2016-04-28T20:57:08Z (GMT). No. of bitstreams: 1 PED - Liliane A Delage.pdf: 524619 bytes, checksum: a08eff9d8e9a98bb81b660eedc002197 (MD5) Previous issue date: 2006-10-19 / Servico Nacional de Aprendizagem Comercial / This research has its support on radical behaviorism and also the principles of behavior analysis based on Skinner in order to reflect on the education role as well as the teaching-learning process. One defends that teaching is to provide conditions that make the student s learning easy, so at this point, it is essential the teacher s performance. So as to develop this research, the objective was to get to know the practice of the teachers who perform in Hospitality College (higher course that works on professional formation in Hospitality). For this research, there were four participants involved and responsible for some disciplines whose names are nominated practices . To obtain the data, it was used the observation in natural situation, this means that, the teacher s performance was observed in day-by-day classroom, with no interference of the researcher. The collected data were analyzed having as a model the Functional Analysis which focused on the pedagogical interactions between teacher and student. From the characterization of the teachers practices, that were obtained by the observation, was possible to identify some practices considered productive on the teaching process because they provided adequate academic behavior for the students. The pieces of information related to the teachers action in their day-by-day classroom allowed reflection on some aspects that must be approached on the teachers formation. Having as a focus the teaching-learning process in higher level, this research intends to contribute in teachers formation area taking as referential the radical behaviorism and behavior analysis / A presente pesquisa apóia-se no behaviorismo radical e nos princípios da análise do comportamento, formulados por Skinner, para proceder à reflexão sobre o papel da educação e sobre o processo ensino-aprendizagem. Defendendo-se que ensinar é prover condições que facilitem a aprendizagem do aluno e que, para tanto, é primordial a atuação do professor, teve-se como objetivo conhecer a prática docente de professores que atuam em um curso superior de formação de profissionais em hotelaria. Participaram como sujeitos desta pesquisa quatro professores responsáveis por disciplinas denominadas práticas . Para a obtenção dos dados, utilizamos a observação em situação natural, ou seja, observamos a atuação docente tal como ocorre no cotidiano de sala de aula, sem a interferência da pesquisadora. Os dados obtidos foram analisados, tendo por modelo a Análise Funcional, colocando-se em foco as interações pedagógicas entre professor e aluno. A partir da categorização das práticas docentes observadas, foi possível identificar práticas que são produtivas no processo de ensino, pois promovem comportamentos acadêmicos adequados dos alunos. As informações da ação docente, no cotidiano escolar, que foram obtidas, permitiram refletir sobre aspectos que devem ser contemplados na formação a ser propiciada a professores. Ao colocar em foco o processo de ensino-aprendizagem em nível superior, esta pesquisa pretende contribuir com a área de formação de professores a partir do referencial behaviorismo radical/ análise do comportamento

Seulement une minorité d’adolescents qui consomment des substances psychoactives développe des problèmes significatifs reliés à cette consommation. Il importe donc de connaître et de comprendre les processus par lesquels se développe la consommation problématique afin de pouvoir la prévenir. Cette étude examine le rôle des symptômes dépressifs et des relations sociales dans le développement de la consommation problématique à l’adolescence. Plus précisément, elle vise à déterminer, à l’aide d’un devis longitudinal corrélationnel prospectif, si le soutien des pairs, le soutien des parents et la qualité de la relation maître-élève ont des effets modérateurs protecteurs sur la relation entre les symptômes dépressifs et la consommation problématique. L’échantillon utilisé pour cette étude est tiré de la Stratégie d’Intervention Agir Autrement et comprend 4473 adolescents. Des régressions linéaires multiples ont été effectuées et ont démontré que les symptômes dépressifs et le soutien des parents augmentent le risque d’une consommation problématique, alors que le soutien des pairs le diminue. De plus, les résultats confirment le rôle protecteur du soutien des pairs, mais indiquent que le soutien des parents exacerbe le lien entre les symptômes dépressifs et la consommation problématique. Par ailleurs, la qualité de la relation maître-élève est associée à une consommation moins problématique uniquement chez les jeunes qui n’ont pas beaucoup de symptômes dépressifs. Les implications de ces résultats sont discutées. / Of adolescents who use drugs, only a minority develops significant problems related to this drug use. It is then relevant to know and understand the processes by which this problematic consumption develops itself in order to be able to prevent it. This study examines the roles of depression symptoms and social relationships in the development of problematic drug use at the adolescence. More precisely, it aims at determining, with the help of a prospective correlational longitudinal design, if peers support, parental support and the quality of the teacher-student relationship have moderator effects on the relationship between depressive symptoms and problematic drug use. The sample used for this study is taken from the Stratégie d’Intervention Agir Autrement and is comprised of 4473 teenagers. Multiple linear regressions were completed and showed that depressive symptoms enhance the risk of a problematic drug use to be developed, whereas peers support impairs it. Contrary to what was expected, results show that parental support enhances the risk of developing a problematic drug use and that the teacher-student relationship has no significant impact. Moreover, peers support has a protective role, parental support intensifies the relationship between depressive symptoms and problematic drug use, whereas the quality of the teacher-student relationship attenuates it.

Title: Suprasegmental level of language and non-verbal aspects of the contemporary teaching French as a foreign language at the czech schools Keywords: French as a foreign language (FLE), teacher-student interaction, the role of teachers, nonverbal communication, gestures, facial expressions, emotions, the European Framework of Reference for Languages, didactics of foreign languages, language level A1 Abstract: The thesis addresses the absence of suprasegmental level of language and non- verbal aspects of the contemporary teaching of French as a foreign language in the textbooks and at the Czech schools and also examines their importance. Moreover, it aims to analyze the above mentioned phenomena in the French textbook with approval clause textbooks: Amis et compagnie 1, Vite ! 1 and Le français entre nous 1 and draw attention to an insufficient integration of these occurrences in the contemporary teaching of the French language, as well as in the Common European Framework of Reference for Languages. Furthermore, this thesis describe the actual situation and indicate the importance to systematically incorporate stated methods into French lessons, and also to indicate that incorporating suprasegmental and non-verbal methods is realistic, practical and even entertaining, as the comprehensible verbal...