The main purpose of this study was to assess the relationship between students' achievement in mathematics and teachers' background, professional development and teaching practices. A self report instrument - Mathematics Teaching Opinionate Scale (MaTOS) was used to collect data from Form C (Grade 10) mathematics teachers in the Maseru District in Lesotho, Southern Africa. Stratified random sampling technique was adopted for the study in the selection of participants screened on the basis of type of ownership of schools. The simple random format was subsequently utilized to pick 40 teachers on the basis of school population. Out of the total participants of 40 teachers, 18 (45.0%) were males while 22(55.0%) were female. Simple correlation and regression statistics at the 0.01 and 0.05 significance levels were utilized for data analysis. Findings indicated a significant positive relationship between students' academic achievement in mathematics and teachers' background (i.e. teachers' qualifications, subject majors and years of experience especially from six years of teaching) with r = 0.552, P < 0.01. Furthermore, regression analysis showed that teachers' qualifications (&#946; = 0.77, P < 0.05), subject majors (&#946; = 0.35, P < 0.05) and experience (&#946; = 0.16, P < 0.05) were predictors of students' achievement in mathematics [F(3,39) = 4.321; P < 0.05)]. The findings therefore suggest that if all mathematics teachers have a degree, are specialized in mathematics or mathematics education and have more than five years teaching experience the students' achievement in mathematics would likely improve. / MATH, SCIENCE and TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

Esta pesquisa teve por objetivo investigar como a música está presente nas séries finais do ensino fundamental e no ensino médio das escolas estaduais vinculadas à 5ª Coordenadoria Regional de Educação (CRE), na região sul do estado do Rio Grande do Sul. Os objetivos específicos buscaram identificar as atividades que constituem as práticas musicais nas escolas, identificar os profissionais que trabalham com música nas escolas, bem como analisar as necessidades de formação dos profissionais que trabalham com música nas escolas. O método escolhido foi o survey de desenho interseccional, e os dados foram coletados através de questionário auto-administrado. Participaram deste trabalho 139 professores de arte/música das 104 escolas de educação básica que atendem às séries finais do ensino fundamental e ao ensino médio dos 18 municípios que fazem parte da 5ª CRE. Os resultados mostraram que a música está presente nas práticas da maioria dos professores investigados. No entanto, as atividades musicais são realizadas, principalmente, no âmbito das atividades extracurriculares e da disciplina ou componente educação artística, conferindo características polivalentes ao ensino de arte. Além disso, na sua maioria, são atividades realizadas apenas esporadicamente. Poucos são os professores que trabalham somente a modalidade música nas escolas, indicando que a música parece não estar inserida nos projetos pedagógicos das escolas vinculadas à 5ª CRE como área de conhecimento específico, mas como parte integrante da educação artística. A maioria dos professores possui formação superior na área de arte, mas são muito poucos os professores licenciados em música ou licenciados em educação artística com habilitação em música atuando nas escolas. A ausência de formação musical consistente, juntamente com a escassez de recursos materiais e financeiros e de espaço físico adequado, foi apontada como uma das principais dificuldades sentidas pelos professores para desenvolver atividades musicais nas escolas. Os dados obtidos nesta pesquisa poderão fornecer subsídios para o estabelecimento de parcerias entre a Universidade Federal de Pelotas e as escolas vinculadas à 5ª CRE, no sentido de atender às necessidades de formação de seus professores. / This research aimed at investigating the way music is present in basic education schools connected with the 5th Regional Education Coordination (CRE) in the southern region of the state of Rio Grande do Sul, Brazil. The specific objectives were to identify the activities that constitute the musical practices in the schools and identify the professional people who work with music in the schools, as well as to analyze the educational needs of such professionals. The method chosen was the cross-sectional survey, and the data was colleted through a self-administered questionnaire. The people who took part in this work were 139 art/music teachers from the 104 basic education schools that work with the final years of fundamental teaching (ages 11 to 14) and middle teaching (ages 15 to 17) in the 18 cities connected to the 5th CRE. The results showed that music is present in the practices of most of investigated teachers. However, the musical activities are mainly developed in the scope of extracurricular activities and within the subject of arts education, where only one teacher works with all the arts. Moreover, most of these activities are only occasionally developed. Few are the teachers who work only with music in schools, which indicates that music does not seem to be included in the pedagogical projects of the schools as a specific knowledge field, but as part of arts education. Most of the teachers are graduated in arts, but very few are graduated in music or in arts education with emphasis in music. The lack of a consistent music education, along with the scarcity of material and financial resources and of adequate physical space, was pointed as one of the main hindrances felt by the teachers to the development of musical activities in the schools. The data obtained with this research can provide information to base partnerships between the Federal University of Pelotas and the schools connected to the 5th CRE, in order to meet their teachers’ education needs.

This diploma thesis approaches the life story of one of the very important Czech historians postwar historiography, which has so far been overlooked, however. The work does not try to give information only about the life and works of Joseph Novotny, but classifies the historian in the context of time, focusing on his views and attitudes, which supported the communist ideology of the 60th of the 20 century, which was a great supporter. The author in creating the present study was based primarily on personal collection of Josef Novotný, which is stored in the Archives of the National Museum in Prague, Josef Novotny's work itself, the literature on the history of the First Republic, Second Republic and the Protectorate of Bohemia and Moravia, not least in the literature used to history of the historiography of the late 20th century. The work is divided into five chapters. The first chapter gives information about the life of Joseph Novotny. From second to fifth chapter are portrayed his personal attitudes and opinions of the historical situation until 30 years until the early 40th of the 20 century. About Josef Novotny are not yet issued any publication that would cover his life and work. Even literature is silent about him most. Therefore, the author sees the biggest benefit is that the present study provided information about the historian, who has been neglected Czech historiography, and perhaps opened a new research topic that can be developed further historians.

The aim of the thesis was to determine the four selected body measurements (body height , body weight , chest circumference , waist circumference) , measuring 3 functional tests (spirometry, dynamometry, Ruffini test) and an assessment of the level of motor skills for boys and girls aged between 13 and 15 years who fall into the general population of predolescence and adolescence school age . Using standard methods somatometric were selected 34 boys aged 13, 34 boys aged 15, 34 girls aged 13 and girls aged 34 to 15 years. The selected parameters were monitored: body length, weight, chest circumference and waist. The research findings also motoric performance of boys and girls aged between 13 and 15 years. Motor performance was tested by 14 motor tests. All this research was conducted at elementary and secondary schools in the South Bohemia Data were recorded in a previously prepared data sheets and were then statistically analyzed and processed in tables and graphs. All obtained data were compared with the results of earlier studies and may serve as reference materials for other researches. Furthermore, function tests were included in the results of the selected in this thesis (spirometry, dynamometry and Ruffini test). These functional tests are aimed primarily at first assessment of fitness of the respiratory and circulatory system in this age group.

This dissertation focuses on prose featuring a girl heroine from the beginning of the 1990s and it is aimed at upper primary school pupils. It deals with the quality literature and the pulp fiction of the Czech literature for girls. The literature for girls has themes such as eating disorders, sexual criminality and travelling. The analysis and the collation of the selected books and the most commonly used reading-books are also part of this thesis. The dissertation also captures the historical development of the prose with the girl character, the attribute of the Czech book market and changes in behaviour and in the body. Part of the practical part is a questionnaire focused on the reading experience of girls of the older school age, in particular from the point of view of the pupils and more briefly from the point of view of the teachers.

Military Importance Analysis of the Olomouc fortress in the War of the Austrian Succession and the Seven Years' War Jiří Borovský Abstract The thesis focuses on a role played by the city of Olomouc during the War of Austrian Succession (1740-1748) and the Seven Years' War (1756-1763). Between 1741-1742, almost all Moravian territory became an operational space for armies of the Prussian king Friedrich II. The Prussians took the city of Olomouc, too, and made it their most important military and logistic base within the occupied territories. As soon as the War of Austrian Succession was over, the fortress of Olomouc was rebuilt fundamentally: It took a mere decade of an immense building activity and Olomouc became the most modern bastion fortification in the whole Danubian Monarchy. Shortly after the works had been finished in 1758, the Prussians invaded Moravia again in order to seize the city again. The author analyses both Prussian campaigns to Moravia. The thesis mainly deals with the conditions that involved both Austrian and Prussian parties at the beginning of the war. It draws comparison between both armies involved, and between the actual results of the wars, too. In particular, the author focuses on the comparison of the role of the fortress during the two conflicts as well as on the differences...

The purpose of the study was to determine the factors that predict women’s risky sexual behaviour and HIV and AIDS knowledge. A quasi-experimental, pre-test-post-test research design, with a non-equivalent comparison group was conducted to determine if there was an association between young women’s sexual behaviour and HIV/AIDS knowledge on aspects of HIV/AIDS transmission and prevention and behaviour change. The study used both quantitative and qualitative approach. Data collection was done using semi-structured interview schedule and focus group discussion guide. The respondents who participated in the study were women between the ages of 15-25 years. Two groups of respondents participated in the study. Women in the quasi-experimental site (N=200) who received the intervention and women in the control site (N=200) who did not receive any intervention. Quantitative data were analysed with the help of a statistician and the Epi Info statistical package was used. Qualitative data obtained from the focus group discussion were analysed using Tesch’s method of analysis. The major inferences drawn from this study are that young women lack knowledge relating to HIV/AIDS and that some young women were engaged in risky sexual behaviours such as having multiple sexual partners and having unprotected sex. The study indicates that peer education strategy has the potential to make an impact on these young women. It has also shown that peer education can play an important role in increasing knowledge and reducing risky sexual behaviour. / Health Studies / D. Litt. et Phil. (Health Studies)

Summaries in Afrikaans and English / Text in Afrikaans / Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele komponent van en voorwaarde vir optimale ontwikkeling. Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal optimaal verwesenlik kan word. In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie. / Parents should create an atmosphere where the child can be stimulated intellectually, can receive mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool years that the foundation is laid to make learning easier later on. Where early stimulation and mediation is lacking it is very difficult later on to achieve positive results with the same inputs. When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs and concepts as "known" when he attends school, as he was already acquainted with them. The parents can shape the pre-school years of the child in such a manner that the potential of the child can be realised optimally. In the empirical investigation parents were interviewed in order to determine the extent to which they supplied intellectual stimulation to their pre-school children. According to the results it appears that early stimulation is probably an important factor with regard to achievement in later years. / Psychology of Education / M. Ed. (Psychology of Education)

Made available in DSpace on 2016-08-03T16:15:49Z (GMT). No. of bitstreams: 1 ReginaCelia2.pdf: 1687141 bytes, checksum: 50e7ce162b3229936883a80bf80b87cd (MD5) Previous issue date: 2012-09-27 / The present study consists of a survey on the entry of children of six years in elementary education with a duration of nine years at four public schools in the state of São Paulo. As a foundation for the analysis of this educational policy, the theoretical approach is guided studies on the legislation, the concept of childhood, knowledge about the learning processes of reading and writing, training and practice of teachers. This is a qualitative research, structured analysis of propositions in official documents, in a questionnaire (for 25 teachers) and interviews with five of deepening teachers among those who answered the questionnaire. The purpose of the questionnaire and the interviews presented as objective: profiling and studying aspects of the professional life of teachers (research subjects); examine the ideas that guide their literacy practices; were prepared to analyze how this new reality, to discuss the progress and / or difficulties encountered in developing the pedagogical work with children from 1 year and analyze what they believe to be guaranteed for the successful education of these children. The research shows that include children six years in elementary school was, for the respondents, a positive measure, however, the deployment occurred without the preparation of schools and teachers. Teachers who took classes fell 1st year of the challenge, even without the structural conditions and proper training, organize time and school spaces. It was evident in the analysis, reporting about the practices of the teachers interviewed, the emphasis on literacy and literacy, although all recognize the importance of playful dimension in educational activities in the classroom. This emphasis stems from interpretations that make the determinations of the State Secretariat for Education and the indirect pressures perceived by them as the commitment to literacy in the 1st year of compulsory schooling, between them, the expectation of the school community parents and teachers the years following Elementary School. Finally, the data also show the need to ensure the training of educators, as well as discussions about the curriculum of classes for six years. / O presente estudo consiste em uma pesquisa sobre o ingresso das crianças de seis anos no Ensino Fundamental com duração de nove anos, em quatro escolas públicas do Estado de São Paulo. Como fundamento para as análises desta política educacional, o referencial teórico adotado pauta-se em estudos sobre a legislação, a concepção de infância, os conhecimentos sobre os processos de aprendizagem da leitura e da escrita, a formação e a prática dos professores. Trata-se de uma pesquisa de cunho qualitativo, estruturada na análise das proposições dos documentos oficiais, na aplicação de um questionário (para 25 professoras) e realização de entrevistas de aprofundamento com cinco professoras dentre aquelas que responderam o questionário. O propósito da aplicação do questionário e da realização de entrevistas apresentou como objetivos: traçar o perfil e conhecer aspectos da vida profissional das professoras (sujeitos da pesquisa); analisar as ideias que norteiam suas práticas de alfabetização; analisar como foram preparadas para esta nova realidade; discutir sobre os avanços e/ou as dificuldades encontradas para desenvolverem o trabalho pedagógico com as crianças do 1º ano e analisar sobre o que acreditam que deve ser garantido para o sucesso da escolaridade destas crianças. A pesquisa revela que incluir as crianças de seis anos no ensino fundamental foi, para as entrevistadas, uma medida positiva, no entanto, a implantação ocorreu sem o preparo das escolas e dos professores. Aos docentes que assumiram as classes de 1º ano coube o desafio de, mesmo sem as condições estruturais e a devida formação, organizarem o tempo e os espaços escolares. Ficou evidente nas análises, acerca do relato das práticas das professoras entrevistadas, a preocupação dada à alfabetização e o letramento, entretanto, todas reconhecem a importância da dimensão lúdica nas atividades pedagógicas da sala de aula. Esta preocupação decorre das interpretações que fazem das determinações da Secretaria Estadual de Educação e das pressões indiretas percebidas por elas quanto ao compromisso com a alfabetização neste 1º ano da escolaridade obrigatória, entre elas, a expectativa da comunidade escolar pais e professoras dos anos seguintes do Ensino Fundamental. Por fim, os dados revelam, ainda, a necessidade de se garantir a formação dos educadores, bem como de discussões sobre o currículo das turmas de seis anos.

Submitted by Sorandra Corrêa De Lima (sorandra@ufu.br) on 2018-11-03T10:04:58Z No. of bitstreams: 1 Tese_Sorandra_27_10_2018_Repositório_Final def.pdf: 4615252 bytes, checksum: 8b943e21748c5b3638356dd5c0c69ad0 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-11-05T12:08:06Z (GMT) No. of bitstreams: 1 lima_sc_dr_bauru.pdf: 4615252 bytes, checksum: 8b943e21748c5b3638356dd5c0c69ad0 (MD5) / Made available in DSpace on 2018-11-05T12:08:06Z (GMT). No. of bitstreams: 1 lima_sc_dr_bauru.pdf: 4615252 bytes, checksum: 8b943e21748c5b3638356dd5c0c69ad0 (MD5) Previous issue date: 2018-05-28 / Este estudo foi realizado em uma escola pública, por meio de parceria com a universidade, que se dispôs a assessorar docentes dos anos iniciais do Ensino Fundamental, atuantes no primeiro e segundo ciclos, em questões relacionadas ao ensino de Ciências, particularmente de Física. A assessoria realizou-se através de um projeto de cooperação, em que constava um curso de formação continuada e seus desdobramentos, cujas ações foram articuladas pelos parceiros. O planejamento e a estruturação do curso, realizado no período de 2015 a 2016, foram definidos pelos docentes da amostra, que expuseram suas fragilidades e lacunas para atenderem as necessidades decorrentes de sua prática cotidiana. Desta forma, o desenho do curso foi determinado pelas demandas dos docentes, que foram assessorados, a partir dos resultados da pesquisa em ensino de Física e de Educação, elementos que se mostraram inovadores para os docentes da amostra. O estudo teve como referencial teórico-metodológico, as noções de Análise do Discurso na linha francesa, cujo dispositivo analítico incluiu diálogo com autores que discutem a inovação educacional e o desenvolvimento profissional docente. A questão central da pesquisa, visando atingir seus objetivos foi: Como uma amostra de professores dos anos iniciais da educação básica interpretou a proposta de um curso de formação continuada sobre o ensino de física, centrado na escola, com assessoria da universidade e embasado na produção acadêmica da área como elementos inovadores? Os discursos dos docentes, durante todo o percurso da parceria, foram registrados em questionários, transcrições de reflexões realizadas e nas produções de autoria deles, referentes a quatro etapas distintas do desenvolvimento do curso. Esses dados, principalmente, os planos de aula, elaborados para intervir em suas classes e as transcrições das atividades desenvolvidas mostraram que uma assessoria constante e presente em determinada escola, pode alterar aos poucos a cultura do ensino de Ciências tradicional que, em geral, acontece nas instituições. E estando cientes desses gestos de interpretação contrários às mudanças, criam-se manobras para contornar obstáculos que interferem ou adiam a inovação. Por fim, a pesquisa realizada neste projeto de cooperação entre a universidade e a escola, com as características e os sujeitos participantes aqui relatados, mostra que resistências foram diminuídas e indícios de autonomia foram verificados, mostrando a necessidade de novos estudos sobre a temática. / This study was carried out in a public school, through a partnership with the university, which was willing to advise teachers in the initial years of elementary education, working in the first and second cycles, in matters related to the teaching of science, particularly physics. The advisory consisted of a cooperation project, which included a program of continuing training and its developments in actions articulated by the partners. The planning and structuring of the program, carried out in the period from 2015 to 2016, were determined by the teachers of the sample, who exposed their fragilities and gaps to meet the needs arising from their daily practice. The design of the program was determined by the demands of the teachers, who were advised based on results of the research in Physics and Education teaching, elements that were innovative for the teachers of the sample. The study had as theoretical-methodological reference notions of Discourse Analysis in the French line, whose analytical device included dialogue with authors discussing educational innovation and professional teacher development. The central question of the research, aiming to reach its objectives was the following: How a sample of teachers of the initial years of the basic education interpreted the proposal of a course of continued formation on the education of physics, centered in the school, with advice of the university and base in the academic production of the area as innovative elements? The teachers' discourses throughout the course of the partnership were registered through questionnaires, transcriptions of reflections made throughout the process and in the productions authored by the teachers, referring to four distinct stages of course development. These data, especially the lesson plans elaborated for intervention in their classes and the transcriptions of the activities developed in the school show that a constant and present advice in a certain school, can change little by little the culture of the traditional science education that usually happens at Schools. And being aware of these counteracting gestures of interpretation, we are creating maneuvers to circumvent these obstacles that interfere or delay innovation. Finally, we understand that the research carried out in this project of cooperation between the university and the school, with the characteristics and subjects described here, show that resistances were diminished and that signs of autonomy were indicated, showing the need for new studies on the subject.