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The purpose of this qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexus of the policy of the No Child Left Behind Act (NCLB) (2001) with the pedagogy of the English as a Second Language (ESL) and content area teachers, and the practices employed by teachers to enable students to acquire a second language in an academic setting. This enabled the researcher to examine the contextual framework of a large urban school and factors converging to help Latino ELLs learn academic English to succeed in high school. By reviewing the policy, pedagogy, and practices used in this school, I observed the connectedness of an entire school and the relationships fostered by students and faculty to support a learning climate for ELLs. The findings of this study show that the sociocultural environment and the educational experiences play a significant role in the adaptive process of learning a second language for Latino English language learners. Pedagogy that was built on respect for the Latino English language learners' cultural identity, linguistic abilities, and critical thinking skills helped learners become actively engaged, and facilitated learning in the second language that was academically rigorous. The practices of caring teachers enabled them to serve as advocates for ELLs, helped forge relationships of respect and trust, and encouraged Latino ELLs to succeed academically as they navigated the high school environment. / Ph. D.

The thesis in the theoretical part with factors and phenomena that affect the school climate, the climate in the staff and classroom in relation to the teacher's personality, professional competences, motivation and self - esteem in a profession. I tis interested in teacher's satisfaction and its impact on teacher's interact with students and colleagues. The approaches to studying climate are collected at the end of the theoretical part. The practical part presents research based on observation describes the atmosphere of the school, which is an important indicator of school climate. The factors are analyzed here that affect the educational and pedagogical work of teachers and their satisfaction in working life. It summarizes the findings from interviews and questionnaires and compares them with insights obtained during the observation. Powered by TCPDF (www.tcpdf.org)

Doctor of Education / Department of Educational Leadership / Robert Shoop / Teachers and administrators are struggling. They must do more with less. Children come to school from a variety of backgrounds and experiences. These issues, as well as numerous others, provoke emotions that run rampant—sometimes out of control and sometimes minimized to the point of being destructive. In turn, the school climate and learning environment is affected. Teachers need support to enhance their understanding of emotional intelligence (EI). Application of EI competencies can positively influence school climate. The purpose of this intrinsic case study was to understand the perceived impact of enhancing teacher knowledge and application of emotional intelligence on school climate. The study explored teacher emotional intelligence, school climate, and the intersection of the two. Emotional intelligence instruction and education were provided to the teacher research participants during the study to support their personal growth. This study provided an understanding of the impact of teacher emotional intelligence on school climate. Results indicated that teacher emotional intelligence can be developed or enhanced and that it does affect their perception of the school climate. The impact was reflected in greater teacher awareness, intentional application of EI strategies, recognition of the benefits of EI on school climate, acknowledgement of factors impeding EI and school climate, and an altered perception of their role in the school climate. The study revealed a continued need for emphasizing and enhancing teacher emotional intelligence as a means of improving school climate. Utilizing a model such as the Six Seconds Model for Emotional Intelligence proved worth the time and effort because it enhanced teacher EI and changed teacher perceptions of school climate. A need for additional time and continued EI training was also noted as a means for additional growth in a more positive school climate.

This thesis is focused on the prevention of bullying through personality and social education courses Projekt Odyssea in elementary school. The goal of this work is to determine how pupils, educators and school leaders perceive the courses Projekt Odyssea and whether preventive courses have impact on collectives of individual classes. Data was obtained from interviews with pupils, teachers, school management and the questionnaire survey with pupils. Questionnaires detect the climate of individual classes, relationships between pupils in the classroom, or how students perceive community circles and classes Projekt Odyssea. The results of the research show a positive effect of classesProjekt Odyssea on the personality and social development of pupils. The effect of courses of personality and social education positively promotes good relationships between pupils themselves, between pupils and teachers and this is benefit to the overall school climate.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-27T12:27:10Z No. of bitstreams: 1 Cassia Christina Baptista.pdf: 1445282 bytes, checksum: f1cb05834ef576eee3553af0906a7295 (MD5) / Made available in DSpace on 2018-09-27T12:27:10Z (GMT). No. of bitstreams: 1 Cassia Christina Baptista.pdf: 1445282 bytes, checksum: f1cb05834ef576eee3553af0906a7295 (MD5) Previous issue date: 2018-08-31 / There is, for all contexts, a climate that acts on relationships and organizational culture. It is not something that can be seen, but it can be perceived by the actors of a certain place. In this sense, the problem of this research referred to the school climate identified in the periods of time destined to after-school projects and Middle School. The initial assumption was that the climate has strong connection with the learning process of students and should be studied as a way to understand this connection, so that the school community can establish actions to harness the strength of the climate for questions of pedagogical work. The objective was to analyze the relationship of the school climate with the pedagogical work developed in a public school of the Municipality of São Paulo. The references that supported the research were Libâ neo (2015), Lück (2011), Nóvoa (1992), Thurler (2001) and Vinha, Morais and Moro (2017). The research, of qualitative approach, used document analysis, questionnairesand discussion groups as instruments of data collection. The subjects were teachers,management team and students of Middle School of a Municipal School of São Paulo. The method for data analysis followed the assumptions of Prose Analysis (ANDRÉ, 1983). The results obtained showed that the subjects express predominantly positive perceptions of school climate to the Educational Unit, especially in the moments of after-school projects,although the actors recognize that there is much to be done to transform the climate of all spaces. The study also evidenced the need of curricular innovations, methodological innovations and in the practices of school organization and management with regard to the advance of the pedagogical process. Furthermore demonstrated that the projects developed in the after-school are assertive movements for this perspective of intentional intervention of the school climate change and, consequently, of the pedagogical process, considering the fields of interpersonal relationship and school organizations. / Há, para todos os contextos, um clima que age nas relações e na cultura organizacional. Não é algo que possa ser visto, mas pode ser percebido pelos atores de um determinado local. Neste sentido, a problemática desta pesquisa referiu-se ao clima escolar identificado nos períodos de tempo destinados a projetos no contraturno e no Ensino Fundamental II. O pressuposto inicial era que o clima possui fortes imbricações com o processo de ensino aprendizagem dos alunos e deve ser estudado como forma de entender essa ligação para que a comunidade escolar possa estabelecer açàes no intuito de aproveitar a força do clima para questões do trabalho pedagógico. O objetivo aqui foi analisar a relação do clima escolar com o trabalho pedagógico desenvolvido em uma escola pública de Ensino Fundamental do Município de São Paulo. As referências que apoiaram a pesquisa foram Libâneo (2015), Lück (201 1), Nóvoa (1992), Thurler (2001) e Vinha, Morais e Moro (2017). A pesquisa, de abordagem qualitativa, utilizou como instrumentos de coleta de dados a análise documental, questionários e grupos de discussão. Os sujeitos foram professores, equipe gestora e alunos do Ensino Fundamental II de uma Escola Municipal de Ensino Fundamental de São Paulo. O método para a análise de dados seguiu os pressupostos da Análise de Prosa (ANDRÉ, 1983). Os resultados obtidos demonstraram que os sujeitos manifestam Unidade Educacional percepções de clima escolar predominantemente positivas, principalmente nos momentos de projetos do contraturno, ainda que os atores reconheçam que há muito a ser feito para transformar o clima de todos os espaços. O estudo também evidenciou a necessidade de inovações curriculares, etodológicas e nas práticas de organização e gestão da escola no que se refere ao avanço do processo pedagógico. Demonstrou, ainda, que os projetos desenvolvidos no contraturno são movimentos assertivos para a perspectiva de intervenção intencional da mudança do clima escolar e, consequentemente, do avanço do processo pedagógico, considerando os campos das relações interpessoais e das organizações escolares

Ce projet porte sur l'étude et la prévention du phénomène de l'agression indirecte. Nous souhaitons développer un outil de mesure de ce phénomène et proposer un outil de prévention adapté au milieu scolaire français. Les études pour mesurer uniquement cette forme d'agression et ses conséquences sont presque inexistantes en France et sont encore rares au niveau mondial (Taki et al., 2008). Cette étude vise à combler le manque d'enquêtes et de programmes de prévention de l'agression indirecte (Verlaan, 2011). Nous souhaitons réaliser une première mesure scientifique portant uniquement sur l'agression indirecte pour mieux connaître l'importance de cette forme d'agression et comprendre l'impact d'un programme de prévention (la Trousse de Prévention de l'Agression Indirecte) auprès d'élèves de 6ème en France. Notre question vise donc à mieux comprendre : comment mesurer un phénomène complexe, subtil et qui ne se voit pas ; comment se combinent et se répètent les expositions les plus fréquentes (des témoins, des victimes ou des agresseurs) ; et enfin, comment une action de prévention permet d'améliorer le climat scolaire dans les collèges en France. Notre hypothèse, s'inspirant de notre expérience clinique, devrait nous aider à répondre à notre question de recherche : les enfants exposés à cette forme d'agression (comme victime, agresseur ou témoin) de manière répétée perçoivent négativement le climat scolaire. Nous avons interrogé 191 élèves de 6e, soit l'ensemble des huit classes d'un collège en France : 99 garçons (52.7%) et 89 filles (47.3%). La méthodologie utilisée est celle de l'enquête sur la victimation, sur le climat scolaire et sur la fréquence d'exposition. Nous avons développé un questionnaire original portant uniquement sur l'agression indirecte. Nous nous sommes inspirés des questionnaires sur le climat scolaire (Debarbieux, 2011), d'auto-évaluation (Verlaan, 2007), des motifs d'agressions indirectes (Owens, Shute & Slee, 2000) et du questionnaire de l'estime de soi (Rosenberg, 1979). Pour l'expérimentation, nous avons utilisé la méthodologie de l'accompagnement réflexif et de l'observation non participante avec des enseignantes volontaires. Nous avons adapté la Trousse de prévention à la culture française et l'avons expérimentée avec deux classes de 6e de ce collège (soit 48 enfants). Comme pour les formes les plus violentes d'agressions (Janosz et al., 2012), les résultats de notre enquête montrent que plus les enfants sont exposés à l'agression indirecte (comme témoin, victime ou agresseur) plus ils perçoivent négativement le climat scolaire. Il résulte notamment de notre enquête que 87,3% des élèves sont exposés directement à l'agression indirecte, comme témoins. Notre recherche montre donc que l'agression indirecte est un facteur de risque pouvant augmenter les problèmes de santé mentale des enfants / This project focuses on the study and prevention of the phenomenon of indirect aggression. We wish to develop a tool to measure this phenomenon and propose a prevention tool adapted to the French school environment. Studies to measure only this form of aggression and its consequences are almost non-existent in France and are still rare at the global level (Taki et al., 2008). This study aims to address the lack of surveys and programs to prevent indirect aggression (Verlaan, 2011). We wish to carry out a first scientific measure dealing only with indirect aggression to better understand the importance of this form of aggression and to understand the impact of a prevention program (the Indirect Aggression Prevention Kit) with 6th grade students in France. Our question aims to better understand: how to measure a complex phenomenon, subtle and not seen; how the most frequent exposures (witnesses, victims or perpetrators) are combined and repeated; and finally, how preventive action can improve the school climate in French colleges. Our hypothesis, inspired by our clinical experience, should help us answer our research question: children exposed to this form of aggression (as victim, aggressor or witness) repeatedly perceive the school climate negatively. We interviewed 191 sixth grade students, in all eight classes of a college in France: 99 boys (52.7%) and 89 girls (47.3%). The methodology used is that of the survey on victimization, the school climate and the frequency of exposure. We have developed an original questionnaire dealing only with indirect aggression. We used the questionnaires on the school climate (Debarbieux, 2011), self-evaluation (Verlaan, 2007), motives for indirect aggression (Owens, Shute & Slee, 2000) and the self-esteem questionnaire (Rosenberg, 1979). For experimentation, we used the methodology of reflexive support and non-participant observation with volunteer teachers. We adapted the Prevention Kit to French culture and experimented with two grade 6 classes at this college (48 children). As with the most violent forms of assault (Janosz, 2012), the results of our survey show that the more children are exposed to indirect aggression (as a witness, victim or abuser) the more they perceive the school climate negatively. In particular, our survey shows that 87.3% of students are directly exposed to indirect aggression as witnesses. Our research shows that indirect aggression is a risk factor that can increase children’s mental health problems

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2019-03-18T14:01:59Z No. of bitstreams: 1 Alessandro França Quadrado_.pdf: 3200856 bytes, checksum: 88645e579b082603455328b23eb9e09f (MD5) / Made available in DSpace on 2019-03-18T14:01:59Z (GMT). No. of bitstreams: 1 Alessandro França Quadrado_.pdf: 3200856 bytes, checksum: 88645e579b082603455328b23eb9e09f (MD5) Previous issue date: 2018-10-29 / Nenhuma / Esta pesquisa investigou fatores potencializadores da Gestão do Clima Escolar no ano final do Ensino Fundamental II (EFII) do Colégio Nossa Senhora Medianeira (CNSM), Curitiba/PR - Brasil. Identificaram-se condições para formação de/em uma comunidade de liderança que envolvesse diferentes sujeitos da instituição buscando viabilizar uma presença investigativa cíclica, sistêmica e cooperativa capaz de realizar, de modo autoconstitutivo, autoavaliativo e continuamente problematizador, a Gestão do Clima na referida Escola, mitigando sua inerente degenerescência (MORIN, 2011a). Empregou-se desenho metodológico de abordagem qualitativa, com objetivo exploratório-descritivo, adotando estrategicamente a pesquisa-ação, fundamentada em Thiollent (2011) e Coughlan e Coghlan (2002). Os dados foram tratados via análise textual discursiva (MORAES; GALIAZZI, 2006). Participantes do processo compuseram três subgrupos derivados de um grande grupo de sujeitos influentes no Clima Escolar do 9º ano do CNSM: 1) estudantes do 9º ano e do grêmio estudantil; 2) educadores; 3) equipe de coordenação. Para todos os subgrupos utilizou-se como critério a heterogeneidade dos envolvidos, provocando ambiente de cooperação, no qual a interdependência dos sujeitos gerasse comprometimento com o êxito coletivo e pessoal (JOHNSON; JOHNSON, HOLUBEC, 2007). Para os dois primeiros subgrupos, o processo de pesquisa-ação ocorreu por meio de Grupos de Reflexão, enquanto que para o terceiro adotou-se a função de monitoramento transversal e simultâneo à ação dos demais subgrupos. Os Grupos de Reflexão possuíam processo cíclico estruturado, proporcionando problematização do Clima Escolar no campo de pesquisa, elaboração de planejamento de ações, implementação do planejamento, (auto)avaliação do processo e proposição de um novo ciclo. A pesquisa corroborou a visão paradigmática da Gestão Educacional (LÜCK, 2015) em confluência com o pensamento complexo (MORIN, 2011a; 2011b; 2015), com a concepção de escola cooperativa (JOHNSON; JOHNSON, 1994; 1995; 1999; JOHNSON; JOHNSON, HOLUBEC, 2007), além do teorizado acerca da formação de liderança (KOMIVES et al., 2005; CABRAL; SEMINOTTI, 2009). A análise integrada de resultados, oriundos dos distintos movimentos da pesquisa-ação, apontou ausência de cultura de problematização sistemática do Clima Escolar no CNSM com tendência à sua secundarização. Também constatou necessidade de se considerar uma releitura de tempos e espaços de reflexão e de proposição de ação coletiva, como forma de proporcionar, institucionalmente, maior fluidez de ideias e adesão dos sujeitos à transformações que realmente desafiassem o status quo. Limitações da pesquisa incluíram dificuldades em se ampliar a discussão acerca do Clima e a capilaridade de participação para a totalidade da comunidade, em vista da multiplicidade de pautas institucionais para gestores e docentes, além de uma dinâmica curricular que exigiu do pesquisador busca por espaços intersticiais de modo a assegurar a execução da pesquisa-ação. Possibilidades de aprofundamento da pesquisa envolvem: a) investigação acerca da fidelização de estudantes e educadores da instituição via desenvolvimento de competências de liderança desses sujeitos; b) proposta de formação de/na liderança discente, proporcionadora de construção cooperativa de diretrizes de ações nos diferentes níveis escolares em espiralidade, com vistas à resultados de excelência humana e acadêmica no CNSM. / This research investigated potential factors of School Climate Management in the final year of Elementary School (EFII) of Colégio Nossa Senhora Medianeira (CNSM), Curitiba/PR - Brazil. Conditions were identified for the formation of/in a leadership community that involved different subjects of the institution seeking to make feasible a cyclical, systemic and cooperative investigative presence able to perform the School Climate Management in CNSM, in a self-constitutive, self-assessing and continuously problematizing way, mitigating its inherent degeneracy (MORIN, 2011a). A Methodological design was used involving a qualitative approach, with an exploratory-descriptive objective, adopting strategically the action research, based on Michel Thiollent (2011) and Coughlan and Coghlan (2002). The qualitative data generated were treated via discursive textual analysis (MORAES; GALIAZZI, 2006). Participants in the process composed three subgroups derived from a large group of influential subjects in the School Climate of the 9th grade of CNSM: 1) 9th grade students and the members of the student body of the institution; 2) educators; 3) coordination team. For all the subgroups, the heterogeneity of the participants was used as criterion, provoking an environment of cooperation, in which the subjects' interdependence generated a commitment to collective and personal success (JOHNSON, JOHNSON, HOLUBEC, 2007). For the first two subgroups, the action-research process occurred through Reflection Groups, and for the third, the monitoring function was transversal and simultaneous to the action of the other subgroups. The Reflection Groups had a cyclical structured process, which involved problematizing the School Climate in the field of research, planning of actions, implementation of planning, (self)evaluation of the process and proposition of a new cycle. The research corroborated a new paradigmatic vision of Educational Management (LÜCK, 2015) in conjunction with the complex thinking (MORIN, 2011a, 2011b; 2015), with the conception of cooperative school (JOHNSON, JOHNSON, 1994; 1995; 1999; 2007), besides theorizing about leadership formation (KOMIVES et al, 2005; CABRAL; SEMINOTTI, 2009). The integrated analysis of the results, derived from the different movements of the action research, pointed out the absence of a culture of systematic problematization of School Climate in CNSM with a tendency to secondary it. It also found a need to consider a re-reading of times and spaces for reflection and collective action, as a way to provide, institutionally, greater fluidity of ideas and adherence of subjects to transformations that really challenge the status quo. Limitations of the research included difficulties in broadening for the whole community the discussion about Climate and the capillarity of participation, due to the multiplicity of institutional guidelines for managers and teachers, as well as a curricular dynamics that demanded the researcher search for interstitial spaces to ensure the implementation of action research design. Possibilities for deepening the research involve: a) research on the loyalty of students and educators of the institution through the development of leadership skills of these subjects; b) proposal of formation of/in student leadership, making it possible a cooperative construction of directives of actions in the different school levels in a spiral manner, with a view to the results of human and academic excellence in CNSM.

Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.