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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 89-96).

Training in Psychology in Brazil, produces a design different from that advocated by the ethical guidelines and policies of the Unified Health System (SUS). Guided by the guidelines of SUS in the training of psychologists have produced effects in the curriculum and in the Proposals Political-Pedagogical courses. In this orientation, some devices have been built problematizing new proposals from the Integration Service-Learning. Thus, we locate our research in the micropolitics of these processes in order to discuss the formation in Psychology from the introduction of policies and practices for the SUS. We take the guesswork of Social Research and Practice and Discursive Production of Meaning in Everyday Life as guiding frameworks, working from a cartographic composition in building a look from near and inside, moving this way, some of the regularities of science. Inspired by the movement of live Ethnomethodology, we present our presence in the field-theme exploring the various possibilities in everyday conversations. Conversations conducted two wheels, guided by triggering questions related to themes of research. These wheels were considered privileged methodological and informal spaces, ensuring the flow of conversation. The analysis was performed from the encounter with literature, the text of Italo Calvino "The six proposals for the next millennium," the dialogues with texts and discussions on training in Psychology and SUS during the search. Preserving the lessons of Calvin (lightness, quickness, exactitude, visibility and multiplicity and consistency) for training in Psychology is a guide that allowed us to discuss the core issues for research: a) How to think training in Psychology adopting the integration of teaching and community service-like enhancer element and converging with the Brazilian Public Health Policy? b) How does training in psychology has produced subject to job oriented / tuned for SUS? We conclude that the formation of labor for SUS happens in life, and the life of cities and people need to take concrete spaces in existing devices trainers for SUS. / Fundação de Amparo a Pesquisa do Estado de Alagoas / A formação em Psicologia, no Brasil, produz um projeto distinto daquele preconizado pelas diretrizes éticas e políticas do Sistema Único de Saúde (SUS). Orientar-se pelas diretrizes do SUS na formação do psicólogo tem produzido efeitos nos currículos e nas Propostas Político-Pedagógicas dos cursos. Nesta orientação, alguns dispositivos têm sido construídos problematizando novas proposições a partir da Integração Ensino-Serviço. Desta forma, localizamos nossa pesquisa na micropolítica destes processos com o objetivo de discutir a formação em Psicologia a partir da introdução de políticas e práticas orientadas para o SUS. Adotamos as conjecturas da Pesquisa Social e das Práticas Discursivas e Produção de Sentidos no Cotidiano como referenciais norteadores, trabalhando a partir de uma composição cartográfica na construção de um olhar de perto e de dentro, deslocando, desta forma, algumas das regularidades da ciência. Inspirada no movimento vivo da Etnometodologia, apresentamos nossa presença no campo-tema explorando as diversas possibilidades de conversas no cotidiano. Realizamos duas Rodas de Conversas, guiadas por questões disparadoras referentes aos eixos temáticos da pesquisa. Tais Rodas foram consideradas espaços metodológicos privilegiados e informais, garantindo o fluxo das conversas. A análise foi realizada a partir do encontro com a literatura, no texto de Ítalo Calvino “As seis propostas para o próximo milênio”, os diálogos com textos e as discussões sobre a formação em Psicologia e o SUS durante o pesquisar. Preservar as lições de Calvino (leveza, rapidez, exatidão, visibilidade e multiplicidade e consistência) para a formação em Psicologia é um guia que nos permitiu problematizar as questões centrais para a pesquisa: a) Como pensar a formação em Psicologia adotando a integração ensino-serviço-comunidade como elemento potencializador e convergente com a Política Pública de Saúde brasileira? b) De que maneira a formação em Psicologia tem produzido sujeitos ao trabalho orientado/sintonizado para o SUS? Conclui-se que a formação do trabalho para o SUS acontece na vida, e a vida das cidades e das pessoas precisa ocupar espaços concretos nos atuais dispositivos formadores para o SUS.

A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy May, 2016 / This study investigates how primary school mathematics in-service teachers respond to learners’ offers, over time, during classroom interactions. The study was a follow-up to a one-year long in-service ‘maths for teaching’ professional development course in which 33 teachers participated in 2012. Four teachers from that course were tracked in this follow-up study. Data sources within this study consisted of two cycles of observations of lessons taught by the four teachers in 2013 and 2014, and an interim video-stimulated recall (VSR) interview with each teacher, with reflections guided by the structure of Rowland et al.’s ‘knowledge quartet’. A total of 18 lessons from the four teachers were video-recorded across the 2013 and 2014 observations. The notion of ‘elaboration’ was used in this study as an interpretive lens to examine and characterise responsive teaching actions in the South African context, with the focus narrowing over the course of the PhD to contingency situations within the knowledge quartet framework, focused on responses to learner offers. In the South African literature, the terrain of elaboration is characterised by extensive gaps in teachers’ mathematical knowledge, incoherent talk, and frequent lack of evaluation of learners’ offers in the classroom. Using a grounded theory approach, I propose an ‘elaboration’ framework with three situations of responsive teaching (breakdown, sophistication and individuation/ collectivisation), which can be used as a tool to support the development of more responsive teaching in the South African context (and perhaps in other contexts where similar problems prevail). In this way, the study has contributed in terms of identifying some important ‘stages of implementation’ (Schweisfurth, 2011) that might be required to move towards the ideals of more responsive teaching that are described in the international literature, and yet remain distant from the realities of South African schooling. Using the three markers of shifts (extent, breadth and quality) in elaboration recruited in this study, drawn from the ways in which the dimensions of responsive teaching were conceptualised, I report on the different patterns of shifts in elaboration by the four teachers. The results of this analysis indicated that all four teachers made shifts in their responses to learners’ offers from 2013 to 2014 lessons in at least one or more dimensions of responsive teaching, in relation to extent, breadth and quality of elaborations. Findings from VSR interviews indicated associations between shifts in teachers’ reflective awareness, and shifts in responsive teaching actions. Theoretically, the study contributes through characterising responsive teaching actions in contexts of evidence of limited evaluation within the elaboration framework, with a language of description for identifying and developing more responsive teaching actions in a resource constrained context

One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-10-20T15:49:29Z No. of bitstreams: 2 Dissertação - Sandra de Cássia Oliveira Barbosa - 2014.pdf: 7249421 bytes, checksum: 1446a20190a173617689430ff40162a9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-10-20T15:51:28Z (GMT) No. of bitstreams: 2 Dissertação - Sandra de Cássia Oliveira Barbosa - 2014.pdf: 7249421 bytes, checksum: 1446a20190a173617689430ff40162a9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-20T15:51:29Z (GMT). No. of bitstreams: 2 Dissertação - Sandra de Cássia Oliveira Barbosa - 2014.pdf: 7249421 bytes, checksum: 1446a20190a173617689430ff40162a9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-12-15 / Service-learning partnership is essential in the training of future professionals, as well as continuing education for professionals already working in health services. This partnership is important for better resolution of problems aimed at comprehensive care, constitutional principle guiding the Unified Health System (SUS). The SUS has the responsibility to participate in the formation of human resources, and to facilitate this participation , contributes to various strategies, one of the Family Health Strategy (FHS). The objective of this study was to understand the problems diagnosed in the units of the Family Health Strategy (FHS) of Goiânia by undergraduate students in Dentistry, Federal University of Goiás (FO/UFG). Therefore, we carried out a retrospective documentary research. Were objects of study the existing problems in the projects developed by academics for intervention in UABSF/GO, from 2006 to 2013. These students were enrolled in seventh period Graduation FO/UFG, in Stage Collective Dentistry I (EOC I). Reported problems in academic projects, occurred in 16 UABSF the city of Goiania-Go. All projects prepared by students of EOC I were examined and presented a total of 950 problems diagnosed by academics. The listed problems varied according to the region where the stage happened and a group of students to another. These prioritized problems and suffered interventions by students, were those who had local solutions. In the categorization, there were seven categories and 15 subcategories. Among the categories, the most cited were 'management' and 'social' and the subcategories were 'public administration', 'management of health services' and 'organization of work processes'. The categories were cited less' teamwork 'and social control'. It was concluded that the categories are interconnected to each other, demonstrating that health problems often have different causes and require shared solutions. Several of these problems have no solution at the local level, relate to the social determinants of health and deserve special attention from the management of services. The categorization of problems demonstrated the extent of the difficulties experienced by health staff, and the need for inclusion in the dental students early health services, to experiencing the practical reality in the search for a formation that brings the professional future of dentistry, the real needs of the population. The participation of dentists in stages contributes to the continuing education of these health professionals. / A parceria ensino-serviço é fundamental na formação de futuros profissionais, assim como na educação permanente dos profissionais que já atuam nos serviços de saúde. Esta parceria é importante para uma melhor resolução dos problemas existentes visando à integralidade da atenção, princípio constitucional norteador do Sistema Único de Saúde (SUS). O SUS tem como sua responsabilidade participar na formação de recursos humanos, e para viabilizar esta participação, contribui com várias estratégias, sendo uma delas a Estratégia Saúde da Família (ESF). O objetivo deste estudo foi compreender os problemas diagnosticados nas unidades da Estratégia Saúde da Família (ESF) de Goiânia, por alunos da graduação em Odontologia da Universidade Federal de Goiás (FO/UFG). Para tanto, realizou-se uma pesquisa documental retrospectiva. Foram objetos de estudo os problemas existentes nos projetos elaborados por acadêmicos para intervenção em Unidades de Atenção Básica da Saúde da Família (UABSF) de Goiânia/GO, no período de 2006 a 2013. Estes acadêmicos cursavam o sétimo período da graduação da FO/UFG, no Estágio em Odontologia Coletiva I (EOC I). Os problemas relatados nos projetos acadêmicos aconteceram em 16 UABSF do Município de Goiânia-Go. Todos os projetos elaborados pelos alunos de EOC I foram examinados e apresentou um total de 950 problemas diagnosticados pelos acadêmicos. Os problemas elencados variaram de acordo com a região onde o estágio aconteceu e de um grupo de alunos para outro. Estes problemas priorizados e que sofreram intervenções pelos alunos, foram aqueles que tiveram soluções a nível local. Na categorização, emergiram sete categorias e 15 subcategorias. Dentre as categorias, as mais citadas foram ‘gestão’ e ‘social’ e, das subcategorias foram ‘gestão pública’, ‘gestão dos serviços de saúde’ e ‘organização dos processos de trabalho’. As categorias menos citadas foram ‘trabalho em equipe’ e controle social’. Concluiu-se que as categorias se interligam umas às outras, demonstrando que os problemas de saúde muitas vezes têm diversas causas e necessitam de soluções compartilhadas. Vários destes problemas não têm solução a nível local, relacionam-se aos determinantes sociais de saúde e merecem atenção especial da gestão dos serviços. A categorização dos problemas demonstrou a amplitude das dificuldades vivenciadas pelas equipes de saúde, e a necessidade de inserção dos alunos de odontologia precocemente nos serviços de saúde, para vivenciarem a realidade prática, na busca de uma formação que aproxime o futuro profissional de odontologia, das reais necessidades da população

The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida's College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.

One of the challenges facing the education system in South Africa is a lack of the culture of teaching and learning. It is this challenge that prompted this research. The research investigated how the principaL as an instructional leader, can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit of the Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, lack of staff development programmes and discipline. The general factors, on the other hand, include amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners / Educational Leadership and Management / M. Ed. (Education Management)

Nos últimos trinta anos, pesquisadores da área da saúde tem dado especial atenção ao tema da educação interprofissional (EIP), por esta estar relacionada com uma maior satisfação dos usuários e a oferta de uma assistência em saúde mais resolutiva e satisfatória. A necessidade de adotarmos a EIP como uma ferramenta para a formação de profissionais da saúde surge a partir do momento que percebemos que nosso sistema de saúde presta cuidados fragmentados e pouco resolutivos. Atualmente, estudos científicos comprovam que a prática colaborativa e um cuidado ofertado com qualidade é facilmente alcançável se os profissionais trabalharem em equipe com objetivos comuns, sendo imprenscindível o desenvolvimento de habilidades de comunicação interprofissional e prática colaborativa desde o início da graduação. Desta forma, este estudo tomou como objeto de investigação a educação interprofissional, no contexto da atenção primária a saúde e na perspectiva da integração do ensino com os serviços públicos de saúde, por meio do programa Pró PET-Saúde USP-Capital 2012/2014. A escolha do programa para o presente estudo foi devido a natureza interprofissional do projeto, visto que engloba estudantes, preceptores e tutores de diversos cursos da área da saúde e por este ter constituído um espaço privilegiado de aprendizado e aperfeiçoamento na formação em saúde, dando origem a outras iniciativas interprofissionais na Universidade de São Paulo (USP). A coleta de dados ocorreu de duas formas, sendo a primeira por meio de questionários individuais destinado aos profissionais de saúde (preceptores) e estudantes, com trechos da obra de Lewis Carroll \"As Aventuras de Alice no País das Maravilhas\", e por meio de um roteiro de entrevista destinado aos docentes (tutores) participantes do programa. Os dados obtidos foram analisados através da análise temática proposta por Minayo. Os resultados mostram que assim como a personagem Alice do livro de Carroll, muitas vezes ficamos confusos sobre quais opções escolher para aperfeiçoar a nossa formação em saúde. Se não soubermos onde queremos chegar, qualquer caminho se torna o certo, porém as evidências comprovam que a escolha por oportunidades de educação interprofissional na graduação e na pós graduação em saúde podem minimizar estereótipos e preconceitos formados pelos estudantes em relação as outras categorias profissionais e desenvolver habilidades de comunicação interprofissional e resolução de conflitos que contribuirá para uma prática colaborativa e a melhor assistência em saúde. Como produto do mestrado profissional foi elaborado um plano de aula destinado aos estudantes da USP com a finalidade de problematizar e permitir uma breve experiência da educação interprofissional. / For the last thirty years, healthcare researchers were giving special attention to the interprofessional education subject (IPE), for it being related to a more positive feedback from the user and a more accurate and satisfactory health care assistance. The need to adopt the IPE as a tool for the formation of professionals on the health area comes from moment where we realize that our health system is delivering a fragmented and less accurate health care. Nowadays, scientific studies show that collaborative practice and the quality of the offered care is more likely if professionals work in a team with common aim, being necessary to develop interprofessional communication skills and collaborative practice since the beginning of the course. Thus, this study took as investigation object the interprofessional education, in the context of the primary health care and the perspective of the integration between education and the public health services, through the program Pró PET-Saúde USP-Capital 2012/2014. The choice of the program for this study was due the interprofessional nature of the project, since it includes students, preceptors and tutors from many healthcare courses and for it being structured in a privileged space for learning and improvement in health training, promoting development to other interprofessional initiatives at Universidade de São Paulo (USP). Data collection occurred in two ways, the first one being through an individual questionnaire with quotes from the book of Lewis Carroll \"Alice in Wonderland\" designed for the students who attended to the program, another individual questionnaire intended for health professionals (preceptors) and an interview script destined the professors (tutors) who participated on the program. The data collected were analyzed by the researcher using the thematic analysis proposed by Minayo. Results show that likewise the character Alice from \"Alice in wonderland\", often we get confused about which options should we chose in order to improve our health training. If we don\'t know where we want to get to, any path would suffice, however, evidences show that a choice for an opportunity in interprofessional education while in health training could minimize the stereotypes and prejudices formed by students in relation to other professional categories and develop interprofessional communication abilities and conflict management, which will contribute to a collaborative practice and a better health care. As result of the professional master\'s degree, it was developed a class plan for the students at USP in order to problematize and allow a brief interprofessional education experience.