An analogue study examines the acquisition and generalization of problem identification and remedial plan skills following client-centered, school case consultation. Nine trained consultants interacted with 35 undergraduate female consultees in one of three intervention conditions. Conditions involved the consultants either viewing the same problem as consultees, not viewing the problem, or attention control. Consultees viewed ten minute video tapes of a problem student in a classroom, then provided written problem descriptions and remedial plans. They then received twenty minutes of consultation or control, and again wrote descriptions of the problem and remedial plans. The same procedure was repeated two day later. One week later, subjects viewed another video tape of a problem student, provided written problem descriptions and remedial plans, but received no interventions.

The thesis "Experimental physics education at secondary school using the Pasco system," deals with the support of digital technology in education and shows a new use of information systems at secondary schools. It is focused on the use of a specialized set of measuring probes, sensors and other accessories in the experimental classes. It also focuses on the use of these devices in selected elementary schools in chosen subjects. The entire work will be written within the meaning of guide for physics teachers. It will include information about the products available on the Czech market, a set of experimental examples of various topics, including solutions, research relating to the use of experimental systems at schools and a research among pupils, whether these aids facilitate understanding of the topic. Part of the work will be filmed demonstration of experimental physics class, using a Pasco system.

The purpose of this study is to make a comparison of the curriculum changes made in the secondary schools of Texas and Louisiana since 1920, and to determine if these changes conform to changes in accepted educational aims.

Left-handedness is an invisible handicap in today's classrooms. The education systsem in the United States makes special considerations and accommodations for special needs of students, yet left-handed individuals do not receive much consideration in a mainstream classroom. Experts say that up to twenty percent of children in Canada and the United States are left-handed. This project discusses how these left-handed children have to work in a right-handed world. The focus of this study was to provide right-handed teachers with teaching techniques, positive suggestions, and common sense approaches to accomodate the left-handed pupil.

The purpose of this study is to make an examination of current educational trends as found in authoritative books and magazines and to use the traditional school of Edyth, Tahoka, Texas, and the progressive school of West Point, Tahoka, Texas, as special examples for comparison. An analysis of the different techniques used and an evaluation of the merits of each will be offered.

No description available.

While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large grains by considering each of her responses to student thinking, and then considered the larger practice through multiple teacher responses unified under a single topic or theme in the class discussion. From these codes, I moved to an even larger grain to consider how the teacher's practice in general aligned with the principles. These combined coding schemes proved effective in providing a lens to both view and make sense of the complex practice of teachers responding to student thinking. I found that when responding to student thinking the teacher tended to not allow student thinking to be at the forefront of classroom discussion because of misinterpretation of the student thinking or only using the student thinking in a local sense to help advance the discussion as framed by the teacher's thinking. The results showed that allowing student thinking to be at the forefront of classroom discussion is one way to position students as legitimate mathematical thinkers, though this position can be weakened if the teacher makes a move to correct inaccurate or incorrect student thinking. Furthermore, when teachers respond to student thinking students are only able to be involved in sense making if the teacher turns the ideas back to the students in such a way that positions them to make sense of the mathematics. Finally, in order to allow students to collaborate a teacher must turn the mathematics to the students with time and space for them to meaningfully discuss the mathematics. I conclude that the teacher's practice that I analyzed is somewhat aligned with honoring student mathematical thinking and allowing student thinking to be at the forefront of class discussion. On the other hand, the teacher's practice was strongly misaligned with collaboration and sense making. In this teacher's class, then, students were rarely engaged in sense making or collaborating in their mathematical work.

O gerenciamento de uma escola-fazenda é atividade complexa, exigindo profissionais qualificados e ferramentas de apoio para tomada de decisão. O desafio é selecionar atividades agropecuárias que otimizem os recursos disponíveis. Nesse contexto, o objetivo deste estudo é desenvolver um modelo matemático para uma escola-fazenda aplicando a técnica de Programação Linear para identificar a combinação ótima de atividades agrícolas, pecuárias e agroindustriais de modo a atender a um mínimo custo - a demanda de alimentos da população que reside no local e possibilitar a realização de práticas pedagógicas. O modelo tem aplicação na Escola de Canuanã da Fundação Bradesco, localizada em uma área de 2.549,07 hectares, no município de Formoso do Araguaia, Tocantins. Na comunidade residem 1.173 pessoas, sendo 909 alunos que estudam em regime de internato. Os alunos do Ensino Médio fazem o Curso Técnico em Agropecuária de forma concomitante e para isso a escola-fazenda precisa proporcionar um ambiente de aprendizagem com diversidade de culturas vegetais, criação de animais e produção agroindustrial. A estruturação do modelo foi realizada paralelamente a um programa de formação técnica pedagógica para gestores e professores com encontros presenciais e videoconferências. A equipe escolar auxiliou na coleta de dados, acompanhou a modelagem e interpretação de resultados para utilizar a ferramenta com os alunos e validou o modelo em encontro presencial na Escola de Canuanã. O modelo matemático proposto é composto por uma função objetivo e cinco conjuntos de restrições que se referem à produção animal, vegetal e agroindustrial, refeições e disponibilidade de recursos. Destaca-se que foram necessárias restrições pedagógicas para garantir um mínimo de animais, culturas e produtos agroindustriais como recursos para as aulas práticas. Os resultados indicaram uma solução ótima com redução do número de algumas espécies animais e alterações nas áreas de produção vegetal, destacando-se maior investimento na horticultura. Ao comparar o custo médio atual da escola-fazenda com aquele indicado pelo modelo de otimização, nota-se que poderia haver redução de 54,2%, resultado de uma realocação dos recursos produtivos, sem comprometer o abastecimento da comunidade e a realização de práticas pedagógicas. Transformar sistemas reais de produção agropecuária em um conjunto de equações envolve habilidades do domínio cognitivo e afetivo. A elaboração do modelo proporciona mobilização de conhecimentos, troca de informações, estabelecimento de relações entre as atividades, avaliação dos dados para gerar parâmetros e criação de equações matemáticas, estimulando postura reflexiva. Esses processos são inerentes do ensino e aprendizagem, o que valida o emprego desta ferramenta na área pedagógica. Destaca-se ainda, que a modelagem propicia a multidisciplinaridade e identifica áreas que demandam pesquisas. Conclui-se que o modelo proposto é uma ferramenta de apoio à decisão com potencial para contribuir na gestão organizacional, na formação de técnicos e docentes em modelagem matemática e na elaboração de métodos para as práticas pedagógicas contribuindo com o processo de ensino-aprendizagem. / Management of farm-school is a complex activity requiring skilled professionals and support tools for decision making. The challenge lies in selecting agricultural activities to optimize available resources. In this context, the objective of this study is to develop a mathematical model for a farm-school using Linear Programming to identify the optimal combination of agricultural, livestock and food processing activities to provide food for the local population and to allow practical lessons. The model has application at the Canuanã School of Bradesco Foundation in area of 2,549.07 in Formoso do Araguaia, Tocantins state. There are 1173 inhabitants, of which 909 are studying in a boarding. The high school students are studying Agricultural Technician and the farmschool must provide a learning environment with a diversity of crops, livestock and food processing production. The model formulation was performed alongside a technical training program for managers and teachers with meetings and videoconferences. The school staff assisted in data collection followed the modeling and interpretation of results for using the tool with students and validated the model in meeting in Canuanã. The mathematical model consists of an objective function and five sets of constraints that refer to animal production, agricultural and food processing, food supply and resource availability. It is noteworthy that restrictions were necessary to ensure a minimum of animals, crops and agro-industrial products to practical lessons with students. The results indicated an optimal solution by reducing the number of some animal species and some changes in the agricultural, emphasizing greater investment in horticulture. When comparing the current average cost of farm-school with that indicated by the optimization model, we note that there could be a reduction of 54.2%, as a result of productive resources reallocation without compromising the food supply to the community and the realization of pedagogical practices. Transforming real systems of agricultural production in a set of equations involves skills of cognitive and affective domain. The model provides mobilization of knowledge, exchange of information, establishing relationships between activities, evaluating data to generate parameters and creating mathematical equations, encouraging reflective posture. These processes are inherent in teaching and learning, which validates the use of this tool. Note also, that modeling provides a multidisciplinary and identifies areas that require research. It is concluded that the proposed model is a decision support tool with the potential to contribute in organizational management, training of technicians and teachers in mathematical modeling and developing methods for teaching practices contributing to the process of teaching and learning.

O gerenciamento de uma escola-fazenda é atividade complexa, exigindo profissionais qualificados e ferramentas de apoio para tomada de decisão. O desafio é selecionar atividades agropecuárias que otimizem os recursos disponíveis. Nesse contexto, o objetivo deste estudo é desenvolver um modelo matemático para uma escola-fazenda aplicando a técnica de Programação Linear para identificar a combinação ótima de atividades agrícolas, pecuárias e agroindustriais de modo a atender a um mínimo custo - a demanda de alimentos da população que reside no local e possibilitar a realização de práticas pedagógicas. O modelo tem aplicação na Escola de Canuanã da Fundação Bradesco, localizada em uma área de 2.549,07 hectares, no município de Formoso do Araguaia, Tocantins. Na comunidade residem 1.173 pessoas, sendo 909 alunos que estudam em regime de internato. Os alunos do Ensino Médio fazem o Curso Técnico em Agropecuária de forma concomitante e para isso a escola-fazenda precisa proporcionar um ambiente de aprendizagem com diversidade de culturas vegetais, criação de animais e produção agroindustrial. A estruturação do modelo foi realizada paralelamente a um programa de formação técnica pedagógica para gestores e professores com encontros presenciais e videoconferências. A equipe escolar auxiliou na coleta de dados, acompanhou a modelagem e interpretação de resultados para utilizar a ferramenta com os alunos e validou o modelo em encontro presencial na Escola de Canuanã. O modelo matemático proposto é composto por uma função objetivo e cinco conjuntos de restrições que se referem à produção animal, vegetal e agroindustrial, refeições e disponibilidade de recursos. Destaca-se que foram necessárias restrições pedagógicas para garantir um mínimo de animais, culturas e produtos agroindustriais como recursos para as aulas práticas. Os resultados indicaram uma solução ótima com redução do número de algumas espécies animais e alterações nas áreas de produção vegetal, destacando-se maior investimento na horticultura. Ao comparar o custo médio atual da escola-fazenda com aquele indicado pelo modelo de otimização, nota-se que poderia haver redução de 54,2%, resultado de uma realocação dos recursos produtivos, sem comprometer o abastecimento da comunidade e a realização de práticas pedagógicas. Transformar sistemas reais de produção agropecuária em um conjunto de equações envolve habilidades do domínio cognitivo e afetivo. A elaboração do modelo proporciona mobilização de conhecimentos, troca de informações, estabelecimento de relações entre as atividades, avaliação dos dados para gerar parâmetros e criação de equações matemáticas, estimulando postura reflexiva. Esses processos são inerentes do ensino e aprendizagem, o que valida o emprego desta ferramenta na área pedagógica. Destaca-se ainda, que a modelagem propicia a multidisciplinaridade e identifica áreas que demandam pesquisas. Conclui-se que o modelo proposto é uma ferramenta de apoio à decisão com potencial para contribuir na gestão organizacional, na formação de técnicos e docentes em modelagem matemática e na elaboração de métodos para as práticas pedagógicas contribuindo com o processo de ensino-aprendizagem. / Management of farm-school is a complex activity requiring skilled professionals and support tools for decision making. The challenge lies in selecting agricultural activities to optimize available resources. In this context, the objective of this study is to develop a mathematical model for a farm-school using Linear Programming to identify the optimal combination of agricultural, livestock and food processing activities to provide food for the local population and to allow practical lessons. The model has application at the Canuanã School of Bradesco Foundation in area of 2,549.07 in Formoso do Araguaia, Tocantins state. There are 1173 inhabitants, of which 909 are studying in a boarding. The high school students are studying Agricultural Technician and the farmschool must provide a learning environment with a diversity of crops, livestock and food processing production. The model formulation was performed alongside a technical training program for managers and teachers with meetings and videoconferences. The school staff assisted in data collection followed the modeling and interpretation of results for using the tool with students and validated the model in meeting in Canuanã. The mathematical model consists of an objective function and five sets of constraints that refer to animal production, agricultural and food processing, food supply and resource availability. It is noteworthy that restrictions were necessary to ensure a minimum of animals, crops and agro-industrial products to practical lessons with students. The results indicated an optimal solution by reducing the number of some animal species and some changes in the agricultural, emphasizing greater investment in horticulture. When comparing the current average cost of farm-school with that indicated by the optimization model, we note that there could be a reduction of 54.2%, as a result of productive resources reallocation without compromising the food supply to the community and the realization of pedagogical practices. Transforming real systems of agricultural production in a set of equations involves skills of cognitive and affective domain. The model provides mobilization of knowledge, exchange of information, establishing relationships between activities, evaluating data to generate parameters and creating mathematical equations, encouraging reflective posture. These processes are inherent in teaching and learning, which validates the use of this tool. Note also, that modeling provides a multidisciplinary and identifies areas that require research. It is concluded that the proposed model is a decision support tool with the potential to contribute in organizational management, training of technicians and teachers in mathematical modeling and developing methods for teaching practices contributing to the process of teaching and learning.

Abstact: The overall objective of this thesis is to draw attention to discussion as a teaching technique. Discussion can be used to develop pupils' abilities, which are necessary for social life. The question: "How do teachers understand this technique and then apply it?", is closely linked to this problem. It is worth mentioning that discussion has very bad connotations in the Czech society. It is mainly due to its representation in media, where discussion is usually shown as a fight of arguments with an arrogant attitude, unethical and self-centred word-tiffs. The only goal is to state one's case very fast and to silence the rival. Where else can a different concept of discussion be seen? Where can we encounter discussion that resembles a dialogue? In my oppinion it is at school. I believe that if discussion is used in the right way at school it can help the society. I consider this as a very current issue and its solution very useful. This thesis is based on an assumption that teachers work with this educational technique in an intuitive way and they do not often take advantage of possibilities offered by the discussion that could develop pupils' personal abilities. The main objective of this thesis is to offer a more extensive theoretical background. It means to define the concept of a discussion with...