Made available in DSpace on 2016-06-02T20:30:05Z (GMT). No. of bitstreams: 1 4501.pdf: 2243826 bytes, checksum: ad73d0b50180de4e9bdabca2d324e1d2 (MD5) Previous issue date: 2012-06-15 / Financiadora de Estudos e Projetos / The World Health Organization has established that blood lead levels beyond 10μg/dl can cause neural behavior alterations in children, such as deficits in psychological development, hyperactivity, language development and cognition. This recognized group of potential hazards generated by blood lead level could lead to thinking about compromising of infantile interpersonal relations and social skills. Considering the absence of studies that explore the relation between high lead blood level, cognitive deficits and social skills, behavior problems, and parental educational practices, these seem to be important variables that deserve mensuration. As such, the general objective of this study was to evaluate the relation between the repertoire of social skills, academic and intellectual achievement, the behavior problems, as well as the parental educational practices of children and adolescents with different blood lead levels with a comparation group, without blood lead levels. The sample was composed by 105 participants, their ages varying between 8 and 17 years old, with high and low blood lead level, their respective parents or legal guardians and their teachers. The other 50 participants, with their respective parents or legal guardians and teachers, with the same social demographic characteristics, but without any history of lead intoxication, composed the sample. The participants were divided in three groups: GAP - Group with High Blood Lead Level(higher than 10μg/dl); GBP Group with Low Blood Lead Level (lower than 5μg/dl) and GC Comparation Group(without lead blood levels). The following instruments were used: Criteria of Economical Classification Brasil; Social Skills Rating SSRS-BR (child and professor version); Inventory of Social Skills for Adolescents- IHSA- Del-Prette; the Inventory of Parental Styles- IEP, child and parent version, the WISC-III and the TDE. In order to achieve the objectives proposed here, five articles were produced. One theoretical manuscript, approaching blood lead levels, risk factors and protection, public health issues and the psychology role in dealing with this issue and the effects. . Other referring to the social repertoire, intellectual and academic performance of adolescents with high and low blood levels (Manuscript II). The manuscript III that investigated the variation of social skills, behavior problems and academic competence regarding the blood lead levels, as to verify the possible protective role of social skills. Manuscript IV assessed the educational practices of children caregivers with different lead blood levels. For that, the psychometrics qualities of an inventory were tested, which evaluates the parental styles, both in the mother s perceptions and the son s, the IEP. Finally, Manuscript V, that had the objective of identifying variables (social skills, parenting practices, behavior problems and academic competence) that distinguish the children with and without intoxication by the metal lead and the possible protective role of social skills on behavioral problems in both groups. In general lines, the results showed more losses (more behavior problems, less academic competence and less social skills, when evaluated by the teacher) for the participants with high and low blood lead levels when compared to the group without blood lead levels. In regards to social skills, it has found a discrepancy between the autoevaluation and the teacher s evaluation. In selfevaluation perspective, the infected children evaluated their social skills more positively than their teachers. Research and practical questions are discussed from these results. / A Organização Mundial da Saúde estabelece que níveis de plumbemia acima de 10μg/dl podem causar alterações neurocomportamentais em crianças, tais como déficits no desenvolvimento psicológico, da linguagem e cognição e hiperatividade. Esse conjunto reconhecido de danos gerados pela plumbemia poderia levar a pensar em comprometimentos das relações interpessoais e das habilidades sociais infantis. Considerando a ausência de estudos que explorem a relação entre alta plumbemia, déficits cognitivos e habilidades sociais, problemas de comportamento e práticas educativas parentais, essas parecem serem variáveis importantes de serem mensuradas. Com isto, o objetivo geral deste estudo foi avaliar a relação entre o repertório de habilidades sociais, o desempenho acadêmico e intelectual, os problemas de comportamento, bem como as práticas educativas parentais de crianças e adolescentes com diferentes níveis de plumbemia com um grupo de comparação, sem plumbemia. A amostra foi composta por 105 participantes entre 8 e 17 anos, com alta e baixa plumbemia, seus respectivos responsáveis e seus professores. Outros 50 participantes, com seus respectivos responsáveis e seus professores, com as mesmas características sociodemograficas, porém sem histórico de intoxicação por chumbo, compuseram a amostra, totalizando 155 participantes. Os participantes foram divididos em três grupos: GAP Grupo com Alta Plumbemia (superior a 10μg/dl); GBP Grupo com Baixa Plumbemia (inferior a 5μg/dl) e GC Grupo de Comparação (sem plumbemia). Foram utilizados os seguintes instrumentos: Critério de Classificação Econômica Brasil; Sistema de Avaliação de Habilidades Sociais SSRS-BR (versão criança e professor); Inventário de Habilidades Sociais para Adolescentes IHSA-Del-Prette; o Inventário de Estilos Parentais IEP, versão pais e filhos, o WISC-III e o TDE. Para alcançar os objetivos aqui propostos, cinco artigos foram escritos. Um Manuscrito teórico, abordando a plumbemia, fatores de risco e proteção, questões de saúde pública e a atuação da psicologia em relação a esse fenômeno e seus efeitos. Outro referente ao repertório social, desempenho intelectual e acadêmico de adolescentes com alta e baixa plumbemia (Manuscrito II). O Manuscrito III investigou como variam as habilidades sociais, problemas de comportamento e competência acadêmica em função da plumbemia, de modo a verificar o possível papel protetor das habilidades sociais. Manuscrito IV avaliou as práticas educativas de cuidadores de crianças com diferentes níveis de plumbemia. Para isso, foram testadas as qualidades psicométricas de um inventário que avalia os estilos parentais tanto na percepção das mães como na dos filhos, o IEP. Por fim, o Manuscrito V teve o objetivo de identificar as variáveis (habilidades sociais, práticas parentais, problemas de comportamento e competência acadêmica) que diferenciam as crianças contaminadas das não contaminadas e a possível função protetora das habilidades sociais sobre problemas de comportamento em ambos os grupos. Em linhas gerais, os resultados mostraram mais comprometimentos (mais problemas de comportamento, menos competência acadêmica e menos habilidades sociais, quando avaliadas pelo professor) para os participantes com alta e baixa plumbemia quando comparados ao grupo sem plumbemia. Em relação às habilidades socais, encontrou-se divergência entre a autoavaliação e a avaliação do professor. Na perspectiva autoinforme, as crianças contaminadas avaliaram suas habilidades sociais mais positivamente do que seus professores. São discutidas questões práticas e de pesquisa a partir desses resultados.

Made available in DSpace on 2016-06-02T20:30:07Z (GMT). No. of bitstreams: 1 5146.pdf: 2568927 bytes, checksum: 7d23166b95aebd33186307bd5d0c1cd3 (MD5) Previous issue date: 2013-03-18 / Financiadora de Estudos e Projetos / School has an important socialization role and social skills contribute to the socio-emotional and academic development and also behavior problems reduction. To maximize this contribution, universal social skills programs should be tested and disseminated in schools, with effective participation of teachers, main mediators of interpersonal relationships in this environment. For this, it is necessary to investigate a set of practicable procedures, techniques, and resources in the classroom, attractive for both teachers and students. This study examined aspects of a universal program effectiveness, conducted by the teacher, using the audiovisual resources RMHSC-Del-Prette, which has already proved its effectiveness in selective programs conducted by a psychologist. The practicability and effectiveness of the program were evaluated in terms of: (a) impact on social skills, academic competence and behavior problems of all students from two classes, (b) impact on the repertoire of three children from each class with low academic performance, also evaluated on an ongoing basis, (c) integrity of the intervention applied by teachers. Two teachers and their students participated in three classes of fourth grade in a private school. The students evaluation was different for each class, in Class 1 only students with low academic performance (n = 3) were evaluated and in Class 2 (n = 13) and Class 3 (n = 14), all the students were evaluated. All children were assessed before and after the intervention, through the Social Skills Rating System (SSRS-BR) in its three versions. Before the intervention, the teachers were given a brief training course. The intervention program consisted of 11 sessions of 60 minutes each focusing on differents social skills and sequenced in complexity, which were previously evaluated by teachers. The results of SSRS-BR showed an improvement in Responsibility/Cooperation and Academic Competence in the overall assessment of students from two classes according to teachers evaluation; in Kindness and Self-Control and a decrease in Internalizing Behaviors (Class 2) according to parents evaluation. In relation to children with low academic performance, teachers evaluated that most children improved Responsibility / Cooperation and Academic Competence; the parents evaluated that children improved Global social skills Score, Cooperation and also decreased at least a score of Problematic behaviors; in self-assessment the children improved Self-Control. Data from continuous assessment of students with low academic performance indicated that most improved the quality of social skills after the intervention program. The intervention was implemented with integrity of 80% for Teacher 1 (Classes 1 and 3) and 75% for Teacher 2 (Class 2). In summary, the data indicated that the universal social skill program using the RMHSC-Del-Prette produced substantial changes, especially in cooperative behaviors in academic performance and behavior problems (parental assessment) when it was applied by the teacher, including children with low academic performance. It was found that, in implementing this program, the integrity equal to or above 75% was able to produce changes in children's behavior, however, the importance of teacher training and the importance of research about characteristics of the agent's intervention during the implementation of a program is discussed. / A escola tem importante papel socializador e as habilidades sociais contribuem para o desenvolvimento socioemocional, o rendimento acadêmico e a redução de problemas de comportamento. Para maximizar essa contribuição, programas universais de promoção de habilidades sociais deveriam ser disseminados e testados no contexto escolar, com a participação efetiva do professor, principal mediador das relações interpessoais neste ambiente. Para isto, faz-se necessária a investigação de um conjunto de procedimentos, técnicas e recursos viáveis em sala de aula e atrativos tanto para o professor como para os alunos. O presente estudo avaliou aspectos da efetividade um programa universal, conduzido pelo professor, com uso de recursos audiovisuais do RMHSC-Del-Prette, que já havia se mostrado efetivo em programa seletivo, conduzido por psicóloga. A viabilidade e a efetividade do programa foram avaliadas em termos de: (a) impacto sobre o repertório de habilidades sociais, competência acadêmica e problemas de comportamento do conjunto de alunos de duas turmas; (b) impacto sobre o repertório de três crianças de cada turma, com baixo rendimento acadêmico, avaliadas também de forma continuada; (c) integridade da intervenção aplicada pelas professoras. Participaram duas professoras e seus alunos de três turmas de quarto ano de uma escola particular. A avaliação dos alunos participantes foi diferente para cada um das turmas, sendo que na Turma 1 só foram avaliados os alunos com baixo rendimento acadêmico (n = 3) e na Turma 2 (n = 13) e Turma 3 (n = 14) os alunos foram avaliadas em seu conjunto. Todas as crianças foram avaliadas, antes e depois da intervenção, por meio do Sistema de Avaliação de Habilidades Sociais (SSRS-BR) em suas três versões. Antes da intervenção, as professoras receberam um breve curso de capacitação. O programa de intervenção foi composto por 11 sessões de 60 minutos, cada uma focalizando habilidades sociais, diferentes e sequenciadas em termos de complexidade, que, foram previamente valorizadas pelas professoras. Os resultados do SSRS-BR indicaram, na avaliação do conjunto de alunos de duas turmas, melhora em Responsabilidade/Cooperação e na Competência Acadêmica, na avaliação das professoras; em Amabilidade e Autocontrole passivo e diminuição de Comportamentos internalizantes (Turma 2), na avaliação dos pais. Em relação às crianças com baixo rendimento acadêmico das três turmas, na avaliação das professoras, a maioria das crianças melhorou em Responsabilidade/Cooperação e Competência Acadêmica; na avaliação dos pais, a maioria das criança melhorou no Escore global de habilidades sociais, em Cooperação e ainda houve diminuição de pelo menos um escore de Comportamentos problemáticos; na autoavaliação, as crianças melhoraram em Autocontrole. Os dados da avaliação contínua dos alunos com baixo rendimento acadêmico indicaram que a maioria melhorou a qualidade das habilidades sociais após o programa de intervenção. A intervenção foi aplicada com integridade de 80% para a Professora 1 e 75% para a Professora 2. Os dados indicaram que o programa universal de habilidades sociais com utilização do RMHSC-Del-Prette produziu mudanças relevantes nos comportamentos cooperativos, no rendimento acadêmico e nos problemas de comportamento, quando aplicado pelo professor, inclusive em crianças com baixo rendimento. Verificou-se que, na aplicação deste programa, a integridade igual ou acima de 75% foi capaz de produzir alterações no comportamento das crianças, entretanto, discute-se a importância da capacitação do professor e a investigação de características do agente da intervenção na implementação do programa.

Made available in DSpace on 2016-06-02T19:46:03Z (GMT). No. of bitstreams: 1 2290.pdf: 827516 bytes, checksum: 957bb7149ac86ce3b3a24345345e3e35 (MD5) Previous issue date: 2009-02-13 / Universidade Federal de Sao Carlos / Identifying the features related to the quality of teacher-student interaction and to the set of teacher and student s social skills is a key aspect for a more accurate understanding of learning difficulties. Studies show qualitative differences in the pattern of social interactions established by children with low and high academic performance with their teachers. However, due to small numbers of participants, those results might not be generalized. The main goal of this study was to identify behavioral patterns of students with low and high academic performance in the social interaction with the teacher, from academic social skills classes, investigating how the likely qualitative differences in patterns of interaction was an extended sample of participants. 41 students with low academic performance (GSLAP) and 44 students with high academic performance (GSHAP) from first to fourth grades, attending to Public Elementary Schools, participated in this research. It was performed shootings of the classroom environment to collect the data about behavioral patterns of students in the social interaction with the teacher. Children´s pattern of social skills were evaluated by the Social Skills Rating System (SSRS-BR) in the version of self-assessment and evaluation by the teacher. The shootings were analyzed through observations of the academic social skills classes. The SSRS-BR s results were analyzed according to criteria established by instrument. Data analysis included descriptive and inferential statistics. Concerning to academic social skills, main results were: (a) there were differences between academic social skills classes show more frequently by GSLAP and by GSHAP; (b) a few number of academic social skills classes shown statistically significant differences about gender and academic subject; (c) no academic social skills classes shown statistically significant differences about grade. The main results about social skills were: (a) GSHAP obtained mean performance in the selfassessment and in the evaluation by the teacher; (b) GSLAP obtained mean performance in the self-assessment and obtained lower than the mean performance in the evaluation by the teacher; (c) in the self-assessment and in the evaluation by the teacher there were not statistically significant differences about grade in the GSLAP and in the GSHAP; (d) there were statistically significant differences about gender in some SSRS-BR s scores in the GSLAP and in the GSHAP. Results show a difference between the behavioral patterns of students with low and high academic performance in the interaction with the teacher, and differences between the patterns of social skills of these two groups. Though these differences might not be stated as critical to their academic difficulties, they certainly might not be ignored as a condition that aggravates the possibilities of development of students in the school. / Identificar aspectos relacionados à qualidade da interação professor-aluno e ao conjunto de habilidades sociais dessa díade são aspectos essenciais para uma compreensão mais precisa das dificuldades no processo de aprendizagem. A literatura aponta diferenças qualitativas no padrão de interação social estabelecido por crianças com baixo e com alto desempenho acadêmico no relacionamento com seus professores, no entanto, esses resultados sugerem dificuldades de generalização devido ao número reduzido de participantes nesses estudos. O objetivo geral da presente pesquisa foi identificar, a partir das classes de habilidades sociais acadêmicas, os padrões comportamentais dos alunos com baixo e com alto desempenho acadêmico nas interações sociais com o professor, investigando como as prováveis diferenças qualitativas nos padrões de interação se configuram em uma amostra ampliada. Participaram da pesquisa 41 alunos com baixo desempenho acadêmico (GBD) e 44 alunos com alto desempenho acadêmico (GAD) que cursavam de 1ª a 4ª série do Ensino Fundamental I na rede pública. Foram realizadas filmagens em contexto natural de sala de aula para avaliar os padrões comportamentais dos alunos ao interagir com o professor e para avaliar o repertório de habilidades sociais das crianças foi utilizado o Sistema de Avaliação de Habilidades Sociais (SSRS-BR) na versão de auto-avaliação e avaliação pelo professor. As filmagens foram analisadas por meio de observações a partir de um sistema de classes de habilidades sociais acadêmicas e o SSRS-BR foi analisado a partir dos critérios estabelecidos pelo próprio instrumento. O tratamento dos dados incluiu análises estatísticas descritiva e inferencial. Sobre os padrões comportamentais dos alunos ao interagir com o professor, os principais resultados foram: (a) há diferenças entre as classes de habilidades sociais acadêmicas mais freqüentemente apresentadas pelo GBD e pelo GAD; (b) poucas classes de habilidades sociais acadêmicas apresentaram diferenças estatísticas significativas em relação ao gênero e à demanda acadêmica; (c) nenhuma classe de habilidades sociais acadêmicas apresentou diferença estatística significativa em relação à série. Sobre as habilidades sociais os principais resultados foram: (a) o GAD apresentou desempenho dentro da média na auto-avaliação e na avaliação do professor; (b) o GBD, na auto-avaliação apresentou desempenho dentro da média e na avaliação do professor abaixo da média; (c) na auto-avaliação e na avaliação do professor não foram encontradas diferenças estatísticas significativas entre as séries tanto no GBD como no GAD; (d) foi encontrada diferença estatística significativa entre o gênero em alguns fatores do SSRS-BR no GBD e no GAD. Os resultados mostram que há diferença entre os padrões comportamentais dos alunos com baixo e com alto desempenho acadêmico na interação com o professor, assim como, há diferenças entre o repertório de habilidades sociais desses dois grupos de alunos. Embora essas diferenças não possam ser afirmadas como determinantes de suas dificuldades acadêmicas, certamente não podem ser ignoradas como condição presente que agrava as possibilidades de desenvolvimento dos alunos no contexto escolar.

Made available in DSpace on 2014-12-17T14:34:43Z (GMT). No. of bitstreams: 1 VeruskaPS_DISSERT.pdf: 4897594 bytes, checksum: b5da048ef67a6c6fc260d835264bf7ed (MD5) Previous issue date: 2011-09-23 / The aim of this thesis is to evaluate the quality of public spending on education for the municipalities of the Metropolitan Region of Natal (RMN) in 2009 by use of two theories: The Theory of Welfare (Welfare State) and the Public Choice Theory (TEP), both important to understand the relationship between education and economics. The study also uses principles of microeconomics and public sector economics to get a better idea of the role of education in economy and society. It describes the development of the educational policy in Brazil from 1988 to the Federal Constitution of 2010, following the major changes in basic education during each government. The characteristics of the RMN municipalities were illustrated with socioeconomic indicators, while educational indicators were used to characterize each municipality regarding education. The model used in this study was developed by Bert?, Brunet and Borges, the data was collected on the back of the School Census 2009 and the Brazil Exam 2009 and it was processed quantitavely in the Information System on Public Budgets in Education (SIOPE) by use of the statistical method called standardized score of the normal cumulative distribution function. The quality of public spending on education is the result of the relation between performance indicator ratio and expense ratio. For the qualitative analysis of results, the criteria of efficiency, efficacy and effectiveness were used. The study found that municipalities with higher expenses showed a worse quality of spending and failed to convert the expenditure incurred into performance, thus confirming ineffectiveness / A presente disserta??o tem como objetivo avaliar a qualidade do gasto p?blico em educa??o pelos munic?pios da RMN, em 2009, por meio de duas teorias: Teoria do Bem-Estar Social (Welfare State) e Teoria da Escolha P?blica (TEP), importantes para entender a rela??o entre educa??o e ci?ncia econ?mica. O estudo tamb?m utiliza princ?pios da microeconomia e da economia do setor p?blico para melhor entender o papel da educa??o na economia e na sociedade. Percorre-se, neste trabalho, a trajet?ria da pol?tica educacional no Brasil a partir da Constitui??o Federal de 1988 at? 2010, acompanhando as principais mudan?as ocorridas na Educa??o B?sica em cada Governo. As caracter?sticas dos munic?pios da RMN foram reveladas atrav?s de indicadores socioecon?micos, e, para caracterizar cada munic?pio no que se refere ? educa??o, recorreu-se aos indicadores educacionais. O modelo utilizado neste trabalho foi desenvolvido por Bert?, Brunet e Borges. Os dados avaliados foram coletados nos bancos do Censo Escolar 2009, da Prova Brasil 2009 e no Sistema de Informa??es sobre Or?amentos P?blicos em Educa??o (SIOPE) e foram tratados quantitativamente pelo uso do tratamento estat?stico denominado escore padronizado pelo m?todo da fun??o de distribui??o acumulada normal. Neste estudo a qualidade do gasto p?blico em educa??o ? o resultado da raz?o entre indicador de desempenho e o indicador de despesa Para a an?lise qualitativa dos resultados, foram utilizados os crit?rios de efici?ncia, efic?cia e efetividade. O estudo constatou que os munic?pios que realizaram maior despesa resultaram em pior qualidade do gasto, n?o conseguindo retornar a despesa realizada em desempenho, o que revela a inefic?cia desses munic?pios

Made available in DSpace on 2016-03-15T19:40:18Z (GMT). No. of bitstreams: 1 Zoraide Jones Arruda.pdf: 3256854 bytes, checksum: 6c434571333d531cfe971271f7bfb2fc (MD5) Previous issue date: 2014-08-05 / Secretaria da Educação do Estado de São Paulo / The present paper aims to analyze the academic performance in the Evaluation System of the State of São Paulo (SARESP) in 2012, taken by students of State Schools of São Paulo, in order to search associations between academic performance and families social-economic aspects. The research had a total of 85,280 students of 3rd and 5th grades from Elementary School and two database provided by Education Secretary of São Paulo: (i) individual results of SARESP exams; (ii) student s social-economic profile: students and families social-economic and cultural data. The results showed good performance from students and identified several factors that contributed to that. Parents involvement was an aspect that proved to be statistically associated to a better school performance, such as attending school meetings, being in touch with teachers to know about their sons achievements, helping their children find a place to study at home, among others. The research has also showed that schools with better performance were the ones that (i) included parents in the academic process, (ii) valued parents presence in the process, and (iii) had better facilities and human resources. Finally it was possible to conclude that students attitude towards their responsibility in studying at home is also associated statistically to a good performance. This way we can conclude that school and family are the key to the students educational and social process, contributing to their academic improvement. We also state that SARESP large-scale evaluation is an important tool to identify and reflect on the reality of Brazilian education. / Este estudo teve o objetivo de analisar o desempenho acadêmico de estudantes de toda a Rede Pública Estadual de São Paulo no Sistema de Avaliação de Rendimento do Estado de São Paulo - SARESP no ano de 2012 e buscar associações entre este desempenho acadêmico e fatores familiares e socioeconômicos. A pesquisa contou com uma amostra de 85.280 alunos dos 3º e 5º anos do Ensino Fundamental I e com a análise de dois bancos de dados fornecidos pela Secretaria de Educação do Estado de São Paulo: (i) resultados do SARESP e (ii) Questionário dos Pais (respondido por pais/responsáveis dos alunos) com dados socioeconômicos e culturais dos estudantes e seus familiares. Os resultados do estudo apontaram um bom desempenho acadêmico dos alunos participantes e identificou importantes fatores que contribuíram para isso. A participação ativa dos pais/responsáveis mostrou-se um fator estatisticamente associado ao melhor desempenho escolar das crianças da amostra, com atitudes como: participação nas reuniões escolares, estar em contato com os professores para saber sobre o desempenho da criança, se preocupando em separar um local adequado para o estudo do aluno em casa, entre outros. Foi observado também um melhor desempenho acadêmico entre estudantes de escolas que (i) incluíram mais os pais/responsáveis no processo acadêmico, (ii) que valorizaram mais a presença dos mesmos e (iii) que contavam com melhores recursos humanos e físicos. Finalmente, verificou-se que a postura do próprio aluno, principalmente quanto à sua responsabilidade nos estudos em casa, também se mostrou associada estatisticamente ao seu melhor desempenho.Assim, esse estudo permite concluir que a escola e a família são fundamentais no processo educacional dos alunos do Ensino Fundamental I de Escolas Estaduais de São Paulo. Além disso, indica a importância da avaliação em larga Escala do SARESP, como relevante instrumento para identificação e reflexão sobre a realidade da educação pública brasileira.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-26T20:24:33Z No. of bitstreams: 1 brunocesardenazarethciribelli.pdf: 1919890 bytes, checksum: 7ad60d16635df11c2618e2edb1642fa5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-02T15:13:42Z (GMT) No. of bitstreams: 1 brunocesardenazarethciribelli.pdf: 1919890 bytes, checksum: 7ad60d16635df11c2618e2edb1642fa5 (MD5) / Made available in DSpace on 2016-06-02T15:13:42Z (GMT). No. of bitstreams: 1 brunocesardenazarethciribelli.pdf: 1919890 bytes, checksum: 7ad60d16635df11c2618e2edb1642fa5 (MD5) Previous issue date: 2015-06-29 / A presente dissertação, fruto da pesquisa realizada no Mestrado Profissional em Gestão e Avaliação da Educação Pública do CAED/UFJF, apresenta como temática a retenção e a evasão escolares no ensino superior, especificamente entre alunos do Bacharelado Interdisciplinar em Ciências Exatas da Universidade Federal de Juiz de Fora (UFJF). O termo evasão, para esta pesquisa, é considerado como sendo o desligamento do acadêmico de seu curso, tanto para fora da UFJF – abandono, cancelamento de matrícula, jubilamento, transferência –, quanto para outro curso da instituição – transferência interna ou novo ingresso por processo seletivo. Já em relação à retenção, este estudo a associa às reprovações sofridas pelo acadêmico ao longo de seu curso, ao qual se mantém vinculado, o que implica a ultrapassagem do tempo previsto para a integralização curricular da graduação pelo estudante. A partir da estrutura de pré-requisitos do referido curso, têm sido verificados casos frequentes de baixo rendimento acadêmico, especialmente nas disciplinas iniciais. A retenção nessas disciplinas tem dificultado a evolução do acadêmico dentro do curso, sendo possível, assim, levantar a hipótese de que o fato de o estudante não apresentar essa evolução contribua para os casos de evasão, bem como possibilite a investigação de fatores que tenham favorecido essa situação educacional preocupante. Assim, a realização deste estudo justifica-se por constatar-se que, tanto em nível local quanto nacional, as instituições de ensino superior vêm, ao longo dos anos, enfrentando problemas consideráveis relacionados à evasão e/ou repetência entre seus acadêmicos. Diante desse cenário, esta dissertação buscou analisar a retenção e evasão entre alunos do primeiro ciclo do Bacharelado Interdisciplinar em Ciências Exatas da UFJF, considerando pesquisa documental e referencial teórico sobre o tema, além de realizar entrevistas a professores e gestores da instituição. Por fim, foram propostas duas ações de intervenção – criação de uma atividade de apoio pedagógico e um programa de monitoramento do desempenho acadêmico –, visando à melhoria do desempenho dos alunos, e, como uma possível consequência, permitir que os acadêmicos concluam com êxito e no tempo adequado o seu curso, reduzindo os casos de reprovação e abandono escolar. / This dissertation, result of a research held in Professional Masters in Management and Evaluation of Public Education of CAED/UFJF, presents as its theme the retention and school dropout in higher education, specifically among students of Interdisciplinary Bachelor in Exact Sciences of Federal University of Juiz de Fora (UFJF). The term evasion, for this research is considered to be the shutdown of his academic course, both out of UFJF - abandonment, enrollment cancellation, dismissal, transfer - and for another course of the institution - internal transfer or a new entrance selective process. Regarding retention, this study associates the failures suffered by the academic along his course, which he remains tied, that implies the expected time is exceeded complete curricular graduation by the student. From the above mentioned course prerequisites structure, frequent cases of low academic performance have been checked, especially in the early disciplines. Retention in these disciplines has hindered the development of academic within the courseand it is possible thus raise the hypothesis that the fact that the student does not present such developments contribute to the cases of evasion, and allows the investigation of factors that have favored this worrying educational situation. Thus, this study is justified by noting that both the local and national level, higher education institutions have, over the years, facing considerable problems related to evasion and/or repetition among their academics. Considering this scenario, this thesis seeks to analyze retention and dropout among students of the first cycle of the Interdisciplinary Bachelor of Exact Sciences of UFJF considering documentary research and theoretical framework on the subject, in addition to conducting interviews with teachers and managers of the institution. Finally, two intervention actions were proposed - creation of a pedagogical support activity and a monitoring of academic performance program - aiming the improvement of student performance, and as a possible consequence, allow academics to successfully complete their course and in the appropriate time, reducing cases of failure and dropout.

L’on observe de plus en plus d’unions mixtes tant au Canada (Milan, Maheux & Chui 2010) qu’ailleurs dans le monde (Cooney & Radina, 2000 ; Kalmijn, 2010 ; Neyrand, 2006 ; Shih & Sanchez, 2005); toutefois la recherche sur ces couples mixtes et leurs enfants demeure peu développée, et elle est tout aussi rare au Québec. Ces études dépeignent généralement un tableau négatif mettant en évidence des problèmes d’identité, de santé mentale, de comportements problématiques et de difficultés scolaires (Hud-Aleem & Countryman, 2008 ; Udry, Richard, Rose, & Hendrickson-Smith, 2003 ; Unterreiner, 2011). Notre étude vise à comparer le vécu de jeunes adultes dont un des parents est québécois d’origine et l’autre immigrant, avec de jeunes adultes dont les deux parents sont québécois d’origine, comme groupe contrôle. Nous nous sommes intéressés tout particulièrement à leur identification ethnoculturelle et l’influence que cela pourrait avoir sur leur bien-être. Nous avons également voulu évaluer les aspects du bien-être psychologique de ces jeunes en tenant compte principalement de l’estime de soi, de la détresse psychologique et des comportements problématiques. Pour terminer, nous avons également voulu investiguer la performance académique de ces jeunes afin de voir si l’un ou l’autre groupe obtient de meilleurs résultats. / There are more and more mixed couples throughout Canada (Milan, Maheux & Chui 2010) and elsewhere in the world (Cooney & Radina, 2000 ; Kalmijn, 2010 ; Neyrand, 2006 ; Shih & Sanchez, 2005) ; however, research on mixed couples and their offsprings is still scarce, and even more so in Quebec. These studies generally portray a negative picture emphasizing identity problems, mental health issues, behavioral problems and educational problems (Hud-Aleem & Countryman, 2008 ; Udry, Richard, Rose, & Hendrickson-Smith, 2003 ; Unterreiner, 2011). Our study aims to compare the experiences of young adults with one parent is of Quebec descents and the other parent immigrant, with young adults of which both whose parents are from Quebecois origine, for our control group. We focused our interest on their ethnocultural identification, the potential stress linked to that identification and it’s effect on their well-being. We also wanted to evaluate different aspects of the psychological well-being of these young adults, especially regarding self-esteem, psychological distress and problematic behavior. And finally, we wanted to investigate the academic performance of these young adults and see if one group has better results than the other one.

Philosophiae Doctor - PhD / High attrition, low retention and low throughput are major problems facing South African higher education institutions. These problems have been attributed to student under-preparedness as a result of the legacy of apartheid education provision and associated limited academic opportunities available to working-class learners. South African studies indicate that black and working-class students are less likely to perform well than their middle-class peers. In the health sciences poor academic achievement is frequently associated with poor clinical competence. Diminished clinical competence has the potential to compromise patient treatment success. This study, therefore, set out to examine the influence of diversity, with particular reference to race and social class, and the educational climate in shaping the clinical competence of students in an oral health program at a Faculty of Dentistry in South Africa. The purpose of the study was to understand the relationship between diversity, educational climate, and clinical competence so as to better support the learning of all students in the oral health program. Two concepts informed the theoretical parameters of the study – diversity and educational climate. In addressing diversity, Bourdieu’s construct of economic and cultural capital provided the conceptual tools for examining the extent to which students’ race and social class locations shaped their readiness for higher education and hence influenced their experiences and performance in the program. In terms of the educational climate, Tinto’s constructs of social and academic integration, provided the lens for explicating students’ persistence in the program, taking into account their social and academic experiences. Set in a qualitative paradigm, a case study design was used, based on its characteristic principles of bounded place, context, time and activity. The cohort was the first-year class of 2007 in the oral health program. The students of the cohort were tracked longitudinally from 2007 to 2010. Data was gathered from a range of quantitative and qualitative sources, such as, analysis of faculty documents, observations, mark schedules, student reflective writing, focus group and individual interviews. Thematic analysis was used to analyse the data. This process involved drawing on the literature related to diversity and educational climate to identify emergent patterns and themes from the data, and then interpreting their meaning through the lenses of capital and social and academic integration. This study illuminated many ways in which student performance was affected by diversity, with particular reference to race and social class locations and associated access to economic and cultural capital. Differences between middle-class and working-class students were noted in their performance, their preparation for university and its academic demands as well as in how these two groups of students interacted in the classroom. Significant differences were also noted in their transition and integration experiences at a social, professional and academic level. In addition, the study explicated ways in which the faculty, through its culture, structure, and pedagogy, appeared to contribute to an educational climate which either supported or deterred student integration, both in social and academic ways. Cumulatively the challenges experienced by working-class students in particular appeared to have had real effects. The most significant effects were on their morale, their intent to engage and integrate and their consequent learning, academic performance and clinical competence. This study did not intend to solve but rather to understand the issue of differential performance. The findings of the study are envisioned to inform faculty and institutional strategies toward increasing effectiveness and responsiveness to differing student needs.

El presente estudio tiene como principal objetivo determinar el impacto del uso de las Tecnologías de la Información y Comunicación (TICS) en el rendimiento académico universitario, medido como el promedio ponderado como variable categórica. Para este estudio se han comprendido dos períodos de evaluación. El primero de ellos es un ciclo académico completamente presencial; mientras que, el segundo es completamente virtual. Esto, debido a la coyuntura del momento de la evaluación de la investigación. En específico, debido a las medidas de aislamiento social para la no propagación del COVID – 19. Asimismo, teniendo en cuenta la revisión de la literatura empírica, la presente investigación también tiene como objetivo evaluar posibles diferencias de género en el impacto del uso de las TICS en el rendimiento académico universitario. Con respecto a la data que se ha empleado, se elaboró una encuesta piloto, la cual fue suministrada a la Facultad de Economía de una universidad peruana, junto con un consentimiento informado del estudio. Por el lado de la alternativa metodológica, se ha optado por un modelo Logit Multinomial Ordenado, debido a la característica de la variable de dependiente de interés. Es decir, si la variable dependiente adopta una categoría más alta, promedio ponderado superior, el rendimiento académico también es mayor. En cuanto a las variables explicativas del estudio, se han considerado al género, características propias del estudiante, factores sociofamiliares, variables asociadas al uso de TICS y la motivación asociada al uso de TICS. Finalmente, los resultados reflejan que existe un impacto positivo en el rendimiento académico universitario, durante la transición de un ciclo completamente presencial a uno virtualizado. Esto se debe a que las variables asociadas a las TICS, son las que mejor explican la mejora en el output académico. No obstante, los resultados también reflejan que no existen diferencias de género en el impacto del uso de las TICS en el rendimiento académico universitario. / The main objective of this study is to determine the impact of the use of Information and Communication Technologies (ICTs) on university academic performance, measured as the weighted average as a categorical variable. For this study, two evaluation periods have been included. The first is a completely face-to-face academic cycle; while the second is completely virtual. This, due to the juncture of the time of evaluation of the research. Specifically, due to the measures of social isolation for the non-propagation of the COVID - 19. Likewise, taking into account the review of the empirical literature, this research also aims to assess possible gender differences in the impact of the use of ICTs on university academic performance. With respect to the data used, a pilot survey was developed and provided to the Faculty of Economics of a Peruvian university, along with an informed consent of the study. As for the methodological alternative, an Ordered Multinomial Logit model was chosen, due to the characteristic of the dependent variable of interest. That is, if the dependent variable adopts a higher category, higher weighted average, academic performance is also higher. As for the explanatory variables of the study, gender, student characteristics, social and family factors, variables associated with the use of ICTs and the motivation associated with the use of ICTs have been considered. Finally, the results reflect that there is a positive impact on university academic performance, during the transition from a completely presential cycle to a virtualized one. This is due to the fact that the variables associated with ICTs are the ones that best explain the improvement in academic output. However, the results also reflect that there are no gender differences in the impact of the use of ICTs on university academic performance. / Trabajo de investigación

This research investigates the vision of excellence in secondary schools leadership in Ekurhuleni East District (Gauteng East District) and the existence of a vision of excellence in schools. A literature study investigated models of leadership related to vision of excellence and aspects of vision of excellence in school leadership. An empirical investigation used both a quantitative and qualitative research design to collect data from a purposefully selected and stratified sample of participants and secondary schools in the Ekurhuleni East District (Gauteng East Education District). A questionnaire and focus group interviews were used to gather data from the respondents. Data were analysed and interpreted using quantitative and qualitative approach. The findings of both the literature study and the empirical research on the above-mentioned vision of excellence in secondary schools leadership in Ekurhuleni East District revealed that there is a lack of support from school leadership and the School Management Team (SMT) in realising a vision of excellence in secondary schools leadership. The main challenges that were identified by qualitative method were the lack of support by both the district office and school management or school leadership. The realisation of the vision of excellence is dependent on how the information is managed and disseminated by the school leadership, principals and SMTs. It appears that the realisation of the vision of excellence would enhance the level of understanding of new developments in the education system including the curriculum change and technological advancement. / Educational Leadership and Management / M. Ed. (Education Management)