This piece of research is an attempt to evaluate the relationship between military 'success' and the psychological preparedness of recruits in terms of their self-concepts and locus of control orientations. The new recruit is forced to adapt to the military environment which will, in turn, attempt to change him into an effective soldier. It was noticed by the researcher, who was involved in military training at the time, that a number of recruits, even some with seemingly limited potential, coped well, while others who seemed to have the ability failed to cope adequately. Recruits completed questionnaires which provided the researcher with biographical data and background information. In addition, the Bledsoe Self-Concept Scale and the Nowicki and Strickland Locus of Control Scale were used in order to determine their self-concepts and locus of control orientations respectively, prior to the beginning of national service. Detailed unstructured interviews were also conducted with a sample of military personnel, to provide another basis for gathering data and for clarifying some of the issues involved. Briefly, the chief conclusion of this researcher is that a significant majority of 'successful' recruits in the military environment have a positive self-concept and an internal locus of control. On the basis of the above finding, it is suggested that there is a need to guide pupils about certain aspects of military life before they begin their National Service. There would seem to be a need for this guidance to be incorporated into the school curriculum, together with such practical aspects as cadets, shooting, etc. There is a shortage of this kind of research on the military situation in South Africa, and it is suggested that numerous issues in this field need to be researched for the benefit of future conscripts and the military alike.

The problem and purpose of this study is to attempt to establish a reasonably accurate basis for planning a program of educating prospective public school instrumental music teachers that meets the demands of present-day educational practices in the public schools. This present study may provide a simplification of the methods of teaching instrumental classes at the college level through a criticism of the preparation of instrumental teachers in an effort to discover specific contributing elements that assist the instrumental teacher to teach economically and effectively by making an investigation into the factors involved in teaching techniques that depend upon the acquisition of instrumental performance skills and upon practical principles of procedure in organizing and teaching instrumental music in the public schools.

Syftet med denna studie är att undersöka hur tidig vägledning bedrivs i skolan. Våra frågeställningar handlar om vilken metod som används för tidigare vägledning i grundskolan, samt vilka resurser och vilken samverkan som krävs. Kan tidigare vägledning förebygga kompromisser och begränsningar för elever i grundskolan. För vår undersökning har vi använt oss av en kvalitativ metod, där vi har intervjuat sex studie- och yrkesvägledare från olika skolor. Forskningen har visat att barn mellan 9-13 år är redo att ta till sig abstrakta kunskaper. Det är sparsamt med tidigare forskning kring barns utveckling i de tidiga skolåren. I det material som vi har hittat i tidigare forskning har Supers model om barns karriärutveckling använts. Därför är det relevant att analysera det empiriska materialet med Supers teori och med Gottfredsons teori om begränsningar och kompromisser samt Parsons modell. Resultatet från undersökningen visar att informanterna arbetar med att vägleda eleverna till att öka sin självkännedom med tanken att de skall göra ett väl underbyggt val. I årskurs sex får eleverna göra ett collage om sig själv, där drömmar och framtid är obegränsade. Med denna arbetsmetod påbörjas processen med tidig vägledning hos eleverna. / The purpose of this study is to examine how early guidance is conducted in the school. Our questions are about which kind of method is used in previous guidance in elementary school, and what resources and which kind of collaboration are required. Can previous guidance prevent compromises and limitations? For our investigation, we used a qualitative approach, where we have interviewed six guidance counselors from different schools. We also want to show that previous research provides support to begin the process of guiding for kids in the middle and high elementary school. Research has shown that children between 9-13 years are ready to take on abstract knowledge. It is sparse with previous research on child development in the early school years. In the material that we have found in previous research Supers model on children’s career development has been used.It is therefore relevant to analyze the empirical material with Super’s theory, with Gottfredson’s theory of limitations and compromises, and Parson’s model. And the result we found is that the children’s perspective widens at an earlier stage, so that they can more easily make aware decisions as far as possible to be reconciled with their dreams of future careers. The earlier children receive guidance, the sooner they can make good decisions, especially as we have seen and can show that the counselors are working with children’s self -awareness.

For the fifth year running, personal and social education (PSE) has been a part of primary school curriculum in the Czech Republic. This study examines how this cross-curricular subject is dealt with in six different primary schools. The theoretical part describes the history of PSE, its objectives, methods of implementation, principles, its position in primary school curriculum and its relationship to other cross-curricular subjects. The research part contains a study of the school curriculum of six primary schools from the point-of-view of PSE, an analysis of questionaires for observer of educational units working with PSE objectives and an analysis of self-examining questionaires for the teachers of these units.

This study analyzes the congruence between the objectives of secondary-level English methods courses in Texas universities and the objectives of the state-mandated high school curriculum (the essential elements) in language arts. A questionnaire was used to obtain information from 26 English methods instructors at 22 universities in Texas. The data obtained from these questionnaires reveal that these instructors strongly emphasize preparing prospective English teachers to teach the essential elements of composition. Other significant findings include: (1) the lack of emphasis in the English methods course on strategies for teaching the essential elements of language, when those elements are unrelated to composition, and (2) the lack of uniformity which characterizes the organization of the English methods course at major Texas universities.

On the basis of the analysis of school educational programmes and as well based on the statements I gained from the teachers I'm trying to find out and verify the representation of athletics in first five years of primary schools. Title of diploma thesis: The position of athletics in the school curricula in the first five years of primary school Student: Veronika Šašková Supervisor: Mgr. Zdeňka Engelthalerová Objective of the work: Determine the position of athletics in first five years of primary school Key words: athletics, school age, framework educational program, the primary school curriculum, school educational program

Orientador: Lourdes de la Rosa Onuchic / Banca: Miriam Godoy Penteado / Banca: Norma Suely Gomes Allevato / Resumo: Este trabalho de pesquisa se refere ao ensino e à aprendizagem do conceito de função, no Ensino Fundamental e Médio, fazendo uso da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas e, também, fazendo uso de análise de erros e concepções errôneas. Duas questões básicas que podem resumir o propósito deste trabalho são as seguintes: (1) É possível antecipar a introdução do conceito de função para as diversas séries do Ensino Fundamental II, com o uso da metodologia acima mencionada? (2) Como o estudo dos erros cometidos pelos alunos pode ajudar no processo de ensino-aprendizagem? Procuramos respostas para essas questões ao analisarmos trabalhos de alunos das diferentes séries dos ensinos Fundamental e Médio, realizados em sala de aula, sob nossa orientação como professora-pesquisadora. As respostas a essas questões se apoiaram em pontos-chave desta pesquisa, referentes a diferentes concepções da álgebra, a princípios da aprendizagem, e a estudo de erros. A análise desses trabalhos nos leva a pensar que é possível antecipar o ensino do conceito de função para a 5a série /6° ano do Ensino Fundamental, de forma intuitiva, ao invés de, como o usual, introduzi-lo formalmente na 1ª série do Ensino Médio. Para o desenvolvimento desta pesquisa utilizamos a Metodologia de Pesquisa de Thomas A. Romberg / Abstract: This research refers to the teaching and learning of the function concept in elementary school and school, making use of the Mathematics Teaching - Learning - Assessment through Problem Solving Methodology and also making use of error analysis and misconceptions. Two basic questions that can summarize the purpose of this study are: (1) Is it possible to anticipate the introduction of the concept of function for the various grades, II, using the methodology mentioned above? (2) How to study the mistakes made by students can help in the teaching-learning process? We seek answers to these questions by analyzing the works of students of different grades of elementary and high schools, conducted in the classroom, under our guidance as a teacher-researcher. The answers to these questions were supported by key points of this research, referring to different concepts of algebra, to principles of learning and study of errors. The analysis of these students works leads us to think that we can anticipate the teaching of the concept of function to the 5th grade / 6th grade of elementary school, intuitively, rather than, as usual, introduce it formally in first grade of High School. This research was developed following the Research Methodology presented by Thomas A. Romberg / Mestre

Com base no que Platão estabelece para a formação do guardião da cidade, neste trabalho, foi analisado o desenvolvimento da educação em direitos humanos, no Curso de Formação de Oficiais da Polícia Militar do Estado de São Paulo, seus reflexos na atividade policial e seus efeitos na sociedade. Tendo como referência documentos legais e exemplos práticos, foi proposta uma nova forma de educação em direitos humanos, através da criação, por lei, de uma comissão de monitoramento composta por membros da sociedade civil, cuja finalidade é assegurar a transparência e o efetivo controle social em tão importante tema, visando a supremacia da dignidade humana e do Estado de Direito / Taking into consideration what Plato establishes for the formation of the guardian of the city, this essay analyzed the development of education in human rights, in the Graduation Course for Officers of São Paulo State Military Police, its repercussions on police activity and its effects in society. Considering as reference legal documents and practical examples, it was proposed a new model of education in human rights, through the creation by law of a monitoring committee formed by members of the civil society, whose purpose is to ensure transparency and an effective social control in such an important issue aiming the supremacy of human dignity and the Rule-of-Law.

As competências têm ocupado papel central em documentos que organizam o sistema de ensino brasileiro. Sua presença pode ser identificada em documentos oficiais, a partir de 1998, com a publicação dos Parâmetros Curriculares Nacionais e o início do Exame Nacional do Ensino Médio. Nas últimas décadas, muitos materiais, sequências didáticas e cursos de formação têm procurado incluir, referências às competências, ainda que em âmbitos e formas diferenciados. Nesse quadro, o objetivo desse trabalho é identificar os sentidos que vêm sendo atribuídos a esse termo, tanto de forma geral, como com especial atenção ao Ensino de Física. Para isso, e tomando como hipótese que a diversidade de compreensões incluem diferentes âmbitos de ações, investigamos a questão em três espaços de análise: (i) as construções teóricas de quatro autores reconhecidos por darem atenção ao tema, a saber Philippe Perrenoud, Philippe Jonnaert, Antoni Zabala e Laia Arnau; (ii) a presença do termo em documentos oficiais e em desdobramentos das políticas educacionais a eles relacionados, como por exemplo livros didáticos e no sistema de avaliação; (iii) a compreensão de professores em relação ao trabalho por competências. Em cada âmbito, foram utilizadas diferentes estratégias, incluindo análise de discursos teóricos, análise documental e análise de questionários respondidos por professores, fazendo uso, em diversos momentos, da Análise de Conteúdo. Buscando sistematizar, os diferentes sentidos que emergiram a partir da investigação, foi possível perceber como evoluem as compreensões das competências, respeitando diferentes propósitos e valores educacionais. Entendemos que o quadro resultante dessas análises pode, eventualmente, contribuir para uma maior apropriação, por parte dos professores no desenvolvimento de suas práticas, e uma conscientização dos elementos envolvidos em discussões críticas sobre o tema. / The competences have played a central role in documents that organize the Brazilian education system. Their presence can be identified in official documents from 1998, with the publication of the National Curricular Parameters and the beginning of the National High School Examination. In the last decades, many materials, didactic sequences and training courses have tried to include references to the competences, in different ways and scopes though. In this context, the objective of this work is to identify the meanings that have been attributed to this term, both in general and with special attention to Physics Teaching. To this end, and assuming that the diversity of understandings include different scopes of action, we investigate the question in three spaces of analysis: (i) the theoretical constructions of three authors who are recognized experts: Philippe Perrenoud, Philippe Jonnaert and Antoni Zabala; (ii) the presence of the term in official documents and in the unfolding of educational policies related to them, such as textbooks and in the evaluation system; (iii) teachers\' understanding of competency work. In each scope, different strategies were used, including analysis of theoretical discourses, documentary analysis and analysis of questionnaires answered by teachers, making use, at various times, of Content Analysis. In order to systematize the different senses that emerged from the investigation, it was possible to perceive how the understanding of competences evolves, respecting different purposes and educational values. We believe that the framework resulting from these analyzes may eventually contribute to a greater appropriation by teachers in the development of their practices and an awareness of the elements involved in critical discussions on the subject.

O objetivo deste estudo foi entender as diferentes matrizes da educação ambiental presentes nos espaços escolares de duas escolas municipais de São Paulo, a partir da problemática dos resíduos sólidos. A pesquisa foi qualitativa, com objetivo exploratório, por meio de um estudo de caso. Projetos Político-Pedagógicos, Planos de Ensino e Livros Didáticos de Ciências utilizados nas duas escolas municipais da cidade de São Paulo foram fontes secundárias investigadas. Também foram realizadas entrevistas em profundidade com membros da comunidade escolar. A partir da discussão e práticas em torno dos resíduos sólidos urbanos, a investigação revelou que apenas alguns traços da abordagem crítica da educação ambiental foram apresentados nos espaços escolares investigados. Os resultados apontaram que nas práticas da educação ambiental e resíduos sólidos nas duas escolas municipais analisadas predominam abordagens pragmáticas. É enfatizado o caráter antropocêntrico da relação sociedade e meio ambiente, sem uma reflexão crítica da origem dos problemas socioambientais e suas possíveis alternativas de resolução. Reduz-se a problemática da produção, consumo e descarte de resíduos a práticas de separação para coleta seletiva, mas não quanto à crítica sobre o que se produz e consome, porque, como e a que custos socioambientais / The aim of this study was to understand the different environmental education matrices present in the school of two municipal schools of Sao Paulo based on the theme of urban solid waste. The research was qualitative, with an exploratory objective, through a case study. Secondary sources investigated were: Political Pedagogical Projects and Science textbooks, in two municipal schools in the city of Sao Paulo. In-depth interviews were also conducted with members of the school community. From the discussion and practices around solid urban waste, research in both schools revealed that only a few traces of the critical approach to environmental education were presented in the schools investigated. The results showed that practices of environmental education and solid waste in the two municipal schools analyzed predominate pragmatic approaches. The anthropocentric character of the relationship between society and the environment is emphasized, without a critical reflection on the origin of socioenvironmental problems and their possible alternative solutions. The problem of production, consumption and waste disposal is reduced for selective collection, but not to criticism about what is produced and consumed, because, how and to what socioenvironmental costs