Orientador: Olinda Maria Noronha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T17:33:18Z (GMT). No. of bitstreams: 1 Carvalho_JussaraGallindoMarianode_M.pdf: 1048642 bytes, checksum: 819f2bffc5c4e238f1076b90f421f90e (MD5) Previous issue date: 2008 / Resumo: O presente estudo compreende a análise da relação entre educação e trabalho, a partir da investigação da trajetória da Escola Profissional Dom Bosco de Poços de instituição atendeu, prioritariamente, crianças e jovens menos favorecidos e enfocou, em seu processo educativo, a educação pelo trabalho. O objetivo principal da pesquisa é o de compreender a educação relacionada ao trabalho e à transformação da sociedade, em cada período, bem como as relações com a política educacional, em seus direcionamentos para a educação profissional. Uma das questões que orientaram a pesquisa foi: verificar se o "sistema preventivo" de Dom Bosco possui pontos de contato com o "trabalho como princípio educativo" de Gramsci e com os ¿Fundamentos da Escola do Trabalho¿ de Pistrak e, ainda, com a ¿Metodologia para a organização do processo educativo¿ de Makarenko. O estudo procura, a partir do diálogo com as fontes secundárias da historiografia brasileira e com as fontes primárias levantadas na instituição, contribuir para a linha de pesquisa em história da educação brasileira, que trabalha com a História das Instituições Educativas, mais especificamente, no HISTEDBR. A pesquisa está estruturada em quatro capítulos e considerações finais, dando indicativo que as diferentes fundamentações nas propostas educativas estruturadas a partir do binômio trabalho/educação implicam diferentes relações com a transformação da sociedade / Abstract: This study analyzes the relation between education and work, based on na investigation of the history of the Dom Bosco Vocational School in Poços de Caldas, state of Minas Gerais, Brazil, from the beginning of its activities in 1946 until 1970. This institution¿s first priority was to meet the needs of less fortunate children and adolescents and the focus of its educative process was education for work. The main objective of the research is to understand education related to work and the transformation of society, in each period, as well as the relation to educational policies as directed toward vocational education. One of the questions that guided the research was to verify whether the "preventive system" of Dom Bosco has common points with "work as educative principle" of Gramsci and with the "Foundation of the School of Work" of Pistrak and, moreover, with the "Methodology for the organization of the educative process" of Makarenko. The study seeks, beginning with a dialogue with the secondary sources of Brazilian historiography and with the primary sources collected at the institution, to contribute to the line of research in the history of Brazilian education that works with the History of Institutions of Education, specifically, in the HISTEDBR [¿History, Society and Education in Brazil¿ study and research group]. The research is organized in four chapters and final considerations, showing that different presuppositions in educational proposals, whose structure is based on the work/education pair, imply different relations with the transformation of society / Mestrado / Filosofia e História da Educação / Mestre em Educação

The purpose of this diploma work is to evaluate the work of teaching assistants in supporting the study of convicts with disabilities in the Vocational School in Vinařice Prison. The partial aim of this diploma work is to determine whether the teaching assistants are providing enough support to pupils with disabilities in the level of support that will lead to better learning results and also would enable students to succeed at the open labor market. Diploma work will be divided into the theoretical part and the practical part. The practical part will be elaborated by quantitative and qualitative research methods. Quantitative research will be conducted through a questionnaire, which will be focused on support which is provided by teaching assistants while working with students with disabilities and then on the perception on teaching assistants support that is provided to students with disabilities. Qualitative research will include case studies of pupils - convicts with disabilities in the Vocational School Vinařice. KEYWORDS Convicted, treatment programs, specialized department, secondary vocational school, special education center, teaching assistant, disability, mental disability, education

Human capital is an important element creating competitive advantage of individual states. Tertiary education has a key role in increasing of human capital. The aim of this diploma work is an analysis of the system of tertiary education in the Czech Republic, which is topped with a proposal for its amendment. The hypothesis of optimal orientation of tertiary education and the need for appropriate reforms is tested. The diploma work presents the development of tertiary education in the Czech Republic and evaluation of its current state, which I did using custom indicators and statistical data from the OECD database, Czech Statistics Office and the National Institute of Professional Education. To find out the problems of the Czech tertiary education, I conducted a SWOT analysis created on the basis of an international comparison of tertiary education in the Czech Republic and selected countries (USA, Germany, China). In the final part of the work I evaluated selected problem areas in the context with relevant reform opinions for their solution and stated own suggestions and recommendations for changes in the tertiary education system obtained using causal analysis.

Charles University in Prague Faculty of Science Chemistry Education Attitude of Students to Study Chemistry at the Different Types of Secondary Schools Author: Mgr. Miloš Halúzka Supervisor: Mgr. Jiří Šibor, Ph.D. Prague 2015 2 Abstract In the theoretical part, author quotes technical literature which describes the effects specifying the access of students to study and he estimates expressions of individual effects in real teaching practice in chemistry lessons. Author describes the difference between students studying secondary vocational school and students from apprentice school with regard to absence. Author also illustrates the crucial influence of family background on the example of educational achievements of one student in 8 past years. Furthermore, the teoretical part summarizes the various influences that participates in the access of students to the school subject of chemistry, recommended approaches and didactic methods. There is also defined the issue of cousework as a project teaching method. Everything is evaluated in the context of conditions prevailing on the different types of secondary schools in the Czech Republic. Is describing the position of the general courses at the apprentice school on a small sample of teachers. The teoretical part is devoted to different approach of different...

Das BMBF-Forschungsprojekt DiBBLok1 untersucht Gelingensbedingungen des Einsatzes von digitalen Medien in Lernorten der beruflichen Bildung. Der Lernort Berufsschule wird dabei in Hinblick auf seinen Anteil an der Lernortkooperation untersucht. In diesem Beitrag wird am Beispiel des Online-Berichtshefts BLok (Online-Berichtsheft zur Stärkung der Lernortkooperation) der Frage nachgegangen, welche Berufsschulen dieses Tool deutschlandweit bereits einsetzen, in welchem Umfang dies geschieht und welche Faktoren dabei einflussgebend sind. Entsprechende quantitative Daten wurden im Rahmen des Projekts DiBBLok nach rund zehn Jahren Praxiseinsatz von BLok erstmalig erhoben. Sie geben Aufschluss über den aktuellen Stand der Strukturdaten in Bezug auf den Standort der Berufsschule, den Umfang an angemeldeten Berufsschulehrenden und Auszubildenden sowie der Verbreitung über die Jahre hinweg. Eine quantitative Analyse der Nutzungsweisen wird im Projekt noch folgen.[... aus der Zusammenfassung]

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Vi valt att fördjupa oss i pedagogers dokumentationsarbete utifrån den nya lagstiftningen som kom i juni 2014, gällande arbete kring extra anpassningar, särskilt stöd och åtgärdsprogram Metoden som i denna studie används är en enkätundersökning i form av ett onlineformulär, med möjlighet till fritextsvar, som vi analyserar både kvantitativt och kvalitativt. Respondenterna är yrkesverksamma pedagoger i gymnasiesärskolans olika program. Resultatet av studien ger en enhetlig bild av hur godtyckligt statens intentioner realiseras och implementeras i skolans verksamhet. Detta beroende på tjänstemännens tolkningar av statens givna ramar. Studien visar en stor diskrepans mellan respondenternas verksamheters olika implementering, förändrade arbetssätt och rutiner kring dokumentation, sedan lagändringen i Skollagens(2014), 3:e kap 8-9§. Styrdokument tolkas, verkställs och förankras beroende på ledning, styrning och stimulans, maktkultur och diskurser. Resultat visar även på en ökad kollegial samverkan, då respondenterna skriver färre åtgärdsprogram än tidigare. Majoriteten av respondenterna talar om ett oförändrat arbete eller ingen förändring med Arbete kring extra anpassningar, särskilt stöd och åtgärdsprogram (Skolverket, 2014). Respondenterna ger även uttryck för otydliga direktiv, på grund av styrdokument med stort tolkningsutrymme och avsaknad av tydliga ramar.

This thesis is divided into two main parts. The first theoretical part consists of 8 chapters and informs of main topics, on which is based the research in the second part. The chapters are as follows: 1) Characteristics of adolescence age; 2) Definition of leisure; 3) Education outside the classroom; 4) Family; 5) The school as an institution acting on adolescent leisure; 6) Behavioral disorders; 7) The legal basis for the issue of spare time and 8) Juveniles in an educational institute. The main chapters are further divided into subsections, which are in some cases divided into more chapters. In the second practical part are set research objectives and hypotheses based on previous theoretical part. The use of research methods is justified and it also describes the research sample. The validity of the hypotheses was tested by research techniques of the questionnaire, the complementary technique was the interview. The research was focused on mapping the interest of girls living in the Reformatory and girls growing up in a family environment, attending secondary vocational school or vocational school and finding out what are their strongest patterns. It was found that the interests of the compared groups of girls compared to expectations do not differ significantly.

The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising and solving problems involving factorisation. This study is based on Kilpatrick, Swafford and Findel’s (2001) ideas on mathematical proficiency, focusing on conceptual knowledge, procedural knowledge and the flexibility of integrating both appropriately to solve algebra problems involving factorisation. This study also explored reasons why NCV Level 4 students demonstrated such difficulties and suggested possible ways that could assist them to understand and flexibly use factorisation to solve problems. A purposive sample consisting of 30 NCV Level 4 students and 5 Subject Matter Experts participated in this study, which adopted a phenomenological case study research design. Triangulation of method was adopted for consistent gathering of information. Data was collected through a written assessment on factorisation under controlled test conditions, and semi-structured interviews. The researcher reduced and analysed data by utilising an integration of constant comparison analysis and classical content analysis. The findings and relevant recommendations concluded this research. / Mathematics Education / M. Ed. (Mathematical Education)

The diploma thesis contains in the theoretical part a discussion about the importance of education of pupils with moderate mental disabilities, defines persons with mental disabilities, presents their characteristic peculiarities in relation to their education at the level of secondary education. It describes the Framework Educational Programs for practical schools with one- year and two-year training. The exploratory part focuses on monitoring secondary education of pupils in practical schools in the Central Bohemian Region. The main aim of the survey was to find out the possibilities of employment of graduates of practical schools after graduation.