This research examines variation in the relationships between college expectations, planfulness, and intense adolescent work by socioeconomic factors using data from Add Health (n = 8,836). Results show that higher college expectations are related to higher odds of intense school-year work among lower social class youth, but lower odds of intense work among youth from higher social class backgrounds. Moreover, planful adolescents are more likely to work intensely during the school year among youth from disadvantaged neighborhoods, but less likely to work intensely among those from advantaged neighborhoods. Results also show less variability in these relationships when considering summer work.

Transition to middle school is a turbulent time of development in which friends have growing impact on adolescents’ academic adjustment. Structural equation modeling was used to examine the unique and joint contributions of academically oriented and deviant close friends on reading and math achievement, competence beliefs in reading and math, and engagement during the transition into middle school. The sample was 652 (53.4 percent male) ethnically diverse and academically at-risk students. Within-wave associations between peer affiliation and outcome variables were found in the expected directions. Outcome variables were highly stable. The model yielded adequate fit of the data. Contrary to expectations, neither peer affiliation variable (academically-oriented friends or deviant friends) contributed to year 6 outcomes, controlling for year 5 outcomes, nor did the two affiliation variables interact in predicting changes in outcomes. Affiliation with close friends was moderately stable over time and affiliation with learning oriented friends was positively associated with the academic outcomes and affiliation with deviant friends was negatively associated with the academic outcomes. Close friendships may change so rapidly that a relationship between close friend affiliation at any one point in time is not predictive of changes in one’s engagement, competence beliefs, or achievement. Future research that examines peer relationships and academic competencies across a longer period of time and more frequently may allow for a clearer understanding of relationships among peer affiliation and academic outcomes.

Notre étude analyse les projets de socle commun (entre 1993 et 2006) et de tronc commun (entre 1944 et 1977) sous l’angle d’une tension entre deux formes antagonistes de démocratisation de l’école : démocratisation de la sélection et démocratisation de la réussite.Nous montrons que le socle commun institutionnel (2005-2006) ne parvient finalement pas à s’extraire du référentiel de démocratisation ségrégative caractéristique du système éducatif français. Cette logique de sélection se retrouve dans la conception d’un tronc commun que l’on repère, par exemple, dans les réformes de 1959 et 1963 ainsi que dans l’évolution du collège unique.À l’opposé, le socle commun proposé par la commission Thélot s’inscrit dans un paradigme de démocratisation de la réussite qui trouve des racines dans une tradition idéologique que nous pouvons observer à travers des projets tels que ceux définis, par exemple, par la commission Langevin-Wallon ou le ministre René Billères. Par-delà leurs différences d’approche, de contexte historique, d’objectifs en termes de réforme, le point commun est à situer dans l’élargissement de la culture commune allié à une redéfinition de la scolarité obligatoire intégrant dans le curriculum ordinaire les élèves dont le niveau est jugé faible. De ce point de vue, l’indispensable pour chacun ne peut être acquis que dans le cadre d’une culture pour tous. / Our study analyzes the projects of common core (between 1993 and 2006) and core curriculum (between 1944 and 1977) from a double perspective: “democratization of selection” and “democratization of success”.On the opposite side from the institutional common core (2005-2006) which failed in getting out of the system of reference which is characteristic of the segregationist democratization of the French education system, the common core put forward by the Thélot committee is in keeping with a paradigm of “democratization of success”, the latter taking roots in a philosophical tradition which can be found in projects such as those defined by the Education minister René Billères (1956-1958) or the Langevin-Wallon committee. Beyond their different approaches, historical contexts or goals, the common point is the widening of a common culture for all, beyond an academic angle, which tend to promote a logic of selection.From the “democratization of success” point of view, the essential for everyone can only be gained within the framework of a “culture for all”.

Esta pesquisa é um estudo de caso e adota o modelo qualitativo de investigação. Objetiva compreender o papel do orientador acadêmico (OA), na Formação de Professores, na Modalidade de Educação a Distância (EaD) na Universidade de Caxias do Sul (UCS). As questões norteadoras se direcionam à significação ou ressignificação da função do orientador acadêmico, às características e à maneira que o relacionamento ocorre entre OA e estudantes, e de que modo os estudantes percebem a função do OA e suas potencialidades e limitações. Foram entrevistados dois OA, uma coordenadora de Pólo, aplicando questionário a vinte e cinco estudantes do Curso de Pedagogia, das quais emergiram as categorias: “O que significa ser OA?”; “O ‘Malabarismo’ do OA”; “Orientação Acadêmica: parceria ou dependência?”; “Professor e Orientador: confluências, influências e divergências na Educação a Distância”; “OA: significação ou ressignificação?”. A fundamentação teórica baseou-se em Freire, Kincheloe, Popkewitz, Krahe, Hargreaves, Schön, Belloni e Pretti. A analise dos dados apontou para a significação do OA como uma função diferenciada que, em sua essência, retrata algumas características da tutoria e da docência, sendo considerada uma função complexa e promissora para a EAD. As estratégias utilizadas pelo curso de Pedagogia da Universidade de Caxias do Sul incluem a mediação do oriendador acadêmico e contribuem para uma educação permanente para além da padronização e da sociedade do conhecimento. O curso possibilita a formação e qualificação de profissionais da educação, conforme exigências legais, gerando uma maior flexibilidade de tempo e espaço aos estudantes, induzindo-os a uma postura mais autonôma. A investigação demonstra que tanto o conceito de OA quanto o de EaD precisam ser compreendidos, ressignificando conceitos para a construção de uma educação democrática e emancipatória. / This research presents a case study and adopts a qualitative model of investigation. The main objective is to understand the role of the academic orientator (OA), in Theachers' Formation, in the Modality of Distance Education (EaD) at the Universidade de Caxias do Sul (UCS). The leading questions are directed to the signification or new signification of the function of the academic orientator, to the characteristics and the way that the relationship between the OA and the students occurs, and to the way the students perceive the function of the OA and its potentialities and limitations. Two OA and one Pole coordinator were interviewed, and a questionnaire was applied to twenty five students of the Pedagogy course. The following categories emerged from the interviews and questionnaires: "What does it mean to be OA?"; "The Juggle Act of the OA"; "Academic orientation: partnership or dependence?"; "Professor and Academic Orientator at Distance Education: confluences, influences and divergences "; "OA: signification or new signification". The theoretical basis was Freire, Kincheloe, Popkewitz, Krahe, Hargreaves, Schön, Belloni and Pretti. The data analysis was pointed to the signification of the OA as a differentiated function that, in its essence, portrays some characteristics of the tutor and the teacher, being considered a complex and promising function at the EaD. The strategies used by the Pedagogy course of the Universidade de Caxias do Sul include the mediation of the academic orientator and contribute for a permanent education that reaches beyond the standardization and the knowledge society. It is shown that the course makes the formation and qualification of education professionals possible, as legal requirements, generating a bigger flexibility of time and space to the students, inducing them to assume a more autonomous posture. The research demonstrates that both the OA and the EaD concepts need to be understood, giving new significations to the concepts of construction for a democratic and emancipatory education.

Esta pesquisa é um estudo de caso e adota o modelo qualitativo de investigação. Objetiva compreender o papel do orientador acadêmico (OA), na Formação de Professores, na Modalidade de Educação a Distância (EaD) na Universidade de Caxias do Sul (UCS). As questões norteadoras se direcionam à significação ou ressignificação da função do orientador acadêmico, às características e à maneira que o relacionamento ocorre entre OA e estudantes, e de que modo os estudantes percebem a função do OA e suas potencialidades e limitações. Foram entrevistados dois OA, uma coordenadora de Pólo, aplicando questionário a vinte e cinco estudantes do Curso de Pedagogia, das quais emergiram as categorias: “O que significa ser OA?”; “O ‘Malabarismo’ do OA”; “Orientação Acadêmica: parceria ou dependência?”; “Professor e Orientador: confluências, influências e divergências na Educação a Distância”; “OA: significação ou ressignificação?”. A fundamentação teórica baseou-se em Freire, Kincheloe, Popkewitz, Krahe, Hargreaves, Schön, Belloni e Pretti. A analise dos dados apontou para a significação do OA como uma função diferenciada que, em sua essência, retrata algumas características da tutoria e da docência, sendo considerada uma função complexa e promissora para a EAD. As estratégias utilizadas pelo curso de Pedagogia da Universidade de Caxias do Sul incluem a mediação do oriendador acadêmico e contribuem para uma educação permanente para além da padronização e da sociedade do conhecimento. O curso possibilita a formação e qualificação de profissionais da educação, conforme exigências legais, gerando uma maior flexibilidade de tempo e espaço aos estudantes, induzindo-os a uma postura mais autonôma. A investigação demonstra que tanto o conceito de OA quanto o de EaD precisam ser compreendidos, ressignificando conceitos para a construção de uma educação democrática e emancipatória. / This research presents a case study and adopts a qualitative model of investigation. The main objective is to understand the role of the academic orientator (OA), in Theachers' Formation, in the Modality of Distance Education (EaD) at the Universidade de Caxias do Sul (UCS). The leading questions are directed to the signification or new signification of the function of the academic orientator, to the characteristics and the way that the relationship between the OA and the students occurs, and to the way the students perceive the function of the OA and its potentialities and limitations. Two OA and one Pole coordinator were interviewed, and a questionnaire was applied to twenty five students of the Pedagogy course. The following categories emerged from the interviews and questionnaires: "What does it mean to be OA?"; "The Juggle Act of the OA"; "Academic orientation: partnership or dependence?"; "Professor and Academic Orientator at Distance Education: confluences, influences and divergences "; "OA: signification or new signification". The theoretical basis was Freire, Kincheloe, Popkewitz, Krahe, Hargreaves, Schön, Belloni and Pretti. The data analysis was pointed to the signification of the OA as a differentiated function that, in its essence, portrays some characteristics of the tutor and the teacher, being considered a complex and promising function at the EaD. The strategies used by the Pedagogy course of the Universidade de Caxias do Sul include the mediation of the academic orientator and contribute for a permanent education that reaches beyond the standardization and the knowledge society. It is shown that the course makes the formation and qualification of education professionals possible, as legal requirements, generating a bigger flexibility of time and space to the students, inducing them to assume a more autonomous posture. The research demonstrates that both the OA and the EaD concepts need to be understood, giving new significations to the concepts of construction for a democratic and emancipatory education.

Esta pesquisa é um estudo de caso e adota o modelo qualitativo de investigação. Objetiva compreender o papel do orientador acadêmico (OA), na Formação de Professores, na Modalidade de Educação a Distância (EaD) na Universidade de Caxias do Sul (UCS). As questões norteadoras se direcionam à significação ou ressignificação da função do orientador acadêmico, às características e à maneira que o relacionamento ocorre entre OA e estudantes, e de que modo os estudantes percebem a função do OA e suas potencialidades e limitações. Foram entrevistados dois OA, uma coordenadora de Pólo, aplicando questionário a vinte e cinco estudantes do Curso de Pedagogia, das quais emergiram as categorias: “O que significa ser OA?”; “O ‘Malabarismo’ do OA”; “Orientação Acadêmica: parceria ou dependência?”; “Professor e Orientador: confluências, influências e divergências na Educação a Distância”; “OA: significação ou ressignificação?”. A fundamentação teórica baseou-se em Freire, Kincheloe, Popkewitz, Krahe, Hargreaves, Schön, Belloni e Pretti. A analise dos dados apontou para a significação do OA como uma função diferenciada que, em sua essência, retrata algumas características da tutoria e da docência, sendo considerada uma função complexa e promissora para a EAD. As estratégias utilizadas pelo curso de Pedagogia da Universidade de Caxias do Sul incluem a mediação do oriendador acadêmico e contribuem para uma educação permanente para além da padronização e da sociedade do conhecimento. O curso possibilita a formação e qualificação de profissionais da educação, conforme exigências legais, gerando uma maior flexibilidade de tempo e espaço aos estudantes, induzindo-os a uma postura mais autonôma. A investigação demonstra que tanto o conceito de OA quanto o de EaD precisam ser compreendidos, ressignificando conceitos para a construção de uma educação democrática e emancipatória. / This research presents a case study and adopts a qualitative model of investigation. The main objective is to understand the role of the academic orientator (OA), in Theachers' Formation, in the Modality of Distance Education (EaD) at the Universidade de Caxias do Sul (UCS). The leading questions are directed to the signification or new signification of the function of the academic orientator, to the characteristics and the way that the relationship between the OA and the students occurs, and to the way the students perceive the function of the OA and its potentialities and limitations. Two OA and one Pole coordinator were interviewed, and a questionnaire was applied to twenty five students of the Pedagogy course. The following categories emerged from the interviews and questionnaires: "What does it mean to be OA?"; "The Juggle Act of the OA"; "Academic orientation: partnership or dependence?"; "Professor and Academic Orientator at Distance Education: confluences, influences and divergences "; "OA: signification or new signification". The theoretical basis was Freire, Kincheloe, Popkewitz, Krahe, Hargreaves, Schön, Belloni and Pretti. The data analysis was pointed to the signification of the OA as a differentiated function that, in its essence, portrays some characteristics of the tutor and the teacher, being considered a complex and promising function at the EaD. The strategies used by the Pedagogy course of the Universidade de Caxias do Sul include the mediation of the academic orientator and contribute for a permanent education that reaches beyond the standardization and the knowledge society. It is shown that the course makes the formation and qualification of education professionals possible, as legal requirements, generating a bigger flexibility of time and space to the students, inducing them to assume a more autonomous posture. The research demonstrates that both the OA and the EaD concepts need to be understood, giving new significations to the concepts of construction for a democratic and emancipatory education.