Public education is a cornerstone of our democracy and social advancement. However, current Vermont graduation rates would indicate that public education at the high school level does not address the needs of all twenty-first century learners. Research has revealed that personalization and creating a connected environment are promising innovations for improving education for all students. One structure that supports personalization, high school advisory, provides each student with an adult advisor that knows them well through their high school years. This research on high school advisory in Vermont was divided in two phases: 1) an assessment of the current state of advisory in all Vermont public high schools, and 2) a qualitative study that focused on the perceptions of students, advisors and administrators in 4 Vermont high schools with established advisory programs. In the second phase, a phenomenological framework was used to examine the perceptions of how advisory impacted academics, connectedness and the personalization of the high school experience. Document review, focus forum groups and interviews with the sixteen students, eight advisors and four administrators were conducted over a six-month period. Findings demonstrated that 53 out of 62 high schools in Vermont had some form of advisory program. In the study of four schools, over two-thirds of the students perceived that their high school advisory positively impacted their academic achievement. Advisors and administrators were less clear about the impact, however. Furthermore student-to-student connectedness was described positively by three-quarters of the students. The connection between advisory and personalization of education was the least clear both among students and advisors. All administrators and three-quarters of the advisors felt that in the future, personalization would become an integral part of the advisory program with the advent of Vermont Act 77, the 2013 legislation that mandates personalized learning plans and multiple pathways to graduation. Finally, there was considerable agreement in three schools that a significant roadblock to implementing effective advisories was a lack of support for advisory in the following areas: purpose, time, training and materials.

Made available in DSpace on 2016-04-27T16:33:04Z (GMT). No. of bitstreams: 1 Ana Paula Camilo Gabriel.pdf: 754954 bytes, checksum: e36fdc7afd9f8c32621590c63da85056 (MD5) Previous issue date: 2015-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to examine the introduction of Educational Computing and its practices in the municipal schools of São Paulo. The study begins in 1994 with Decree 34.160/1994, which established Educational Computing Laboratories (LIEs) in the São Paulo Municipal Public School System, and continues until 2013 with the publishing of Decree 54.452/2013, which established within the Municipal Secretary of Education the program Mais Educação São Paulo , Program for Curricular and Administrative Reorganization, Amplification and Strengthening for the São Paulo Municipal School System. The analysis examines the legislation and official documentation as well as the pertinent bibliography. In order to verify which Educational Computing practices were developed, a case study was carried out at the municipal elementary school, EMEF Henrique Pegado. Using Oral History procedures, teachers involved narrated their trajectories as teacher-advisors in Educational Computing POIE, presented the concepts of Educational Computing that they adopted, described the infrastructure and logistical conditions encountered in Computer Laboratories and adaptations realized, and enumerated their practices in a variety of day-to-day activities / Esta pesquisa tem por objetivo examinar a introdução da Informática Educativa e as práticas que dela decorrem nas escolas municipais de São Paulo, abrangendo o período de 1994, quando o Decreto n. 34.160/1994 instituiu os Laboratórios de Informática Educativa-LIEs nas escolas da Rede Municipal de Educação de São Paulo, a 2013, ano da publicação do Decreto nº 54.45/13, que instituiu na Secretaria Municipal de Educação, o Programa de Reorganização Curricular e Administrativa, Ampliação e Fortalecimento da Rede Municipal de Ensino de São Paulo Mais Educação São Paulo . Para isso, recorreu-se à legislação e à documentação oficial, além da bibliografia pertinente. Para averiguar quais práticas escolares foram desenvolvidas pela Informática Educativa, realizou-se um estudo de caso da Escola Municipal de Educação Fundamental-EMEF Henrique Pegado, recorrendo aos procedimentos da História Oral, para que os professores envolvidos narrassem suas trajetórias como Professor Orientador em Informática Educativa-POIE, apresentassem as concepções de Informática Educativa que apropriaram, descrevessem as condições infraestruturais e de logística que encontraram nos Laboratórios de Informática e as adaptações efetuadas, contassem suas práticas em suas atividades diversificadas no dia-a-dia