Orientador: Marco Antonio Coelho Bortoleto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-20T12:08:51Z (GMT). No. of bitstreams: 1 OntanonBarragan_Teresa_M.pdf: 1459085 bytes, checksum: e787077db48f483bbf91903c6f04ff05 (MD5) Previous issue date: 2012 / Resumo: É notório o aumento do trato das atividades circenses como conteúdo na educação física escolar, dinâmica que pode ser observada igualmente no incremento da produção acadêmica. Tomando como ponto de partida o contexto anunciado anteriormente, o objetivo desta pesquisa consistiu, em primeiro lugar, em analisar "o estado da arte" no que diz respeito à produção acadêmica dedicada ao estudo das atividades circenses no âmbito educativo, particularmente na escola, para, num segundo momento, realizar um estudo de campo descritivo sobre como esta prática vem sendo abordada em duas escolas, uma no Brasil e outra na Espanha. Os resultados confirmam a tendência anunciada, isto é, de que as atividades circenses estão cada vez mais presentes nas aulas de educação física e de que existe um incremento da produção acadêmica sobre este assunto, embora a maior parte dos estudos ainda trate sobre relatos de experiência. Contudo, apesar do aumento da sistematização e da reflexão sobre a pedagogia das atividades circenses, percebemos que os avanços ainda são tímidos frente ao significativo aumento das experiências escolares. Por outra parte, a pesquisa revela como diferentes propostas pedagógicas, tanto na iniciativa privada quanto na pública, podem alcançar resultados expressivos, quer na dimensão conceitual como também na prática das atividades circenses / Abstract: We are attending to an increase in the treatment of circus activities as content in physical education during school years; this is a dynamic that can also be observed in the increase of academic output. Taking as a starting point the context previously announced, the aim of this research was, firstly, to analyze "the state of art" in terms of the academic output devoted to the study of circus activities within the educational field. This research is focused particularly on school years with the intention of, in a second step; carry out a descriptive field study on how this practice is developed in two different schools, one located in Brazil and the other one placed in Spain. The outcomes confirm the tendency previously announced, that means that the circus activities are increasingly present in physical education classes and that it also exists an increase in academic output on the subject, although most of the studies are still mainly based on experience reports. Still, despite the increasing of the systematization and reflection on the pedagogy of circus activities, we notice that the progress is still tepid compared to the significant increase in the school experiences. On the other hand, the enquiry shows how different educational proposals in both the private and public initiative can achieve significant results, either in the conceptual dimension, but also in practice, of the circus activities / Mestrado / Educação Fisica e Sociedade / Mestre em Educação Física

Dissertation is concerned with science educational excursions as one of ways of education at elementary school. Target of my studie thesis is to create a model of science excursions with use the opportunity of nature around the town Kladno. Another target is create work sheets and their practical use, to know how the students can improve their knowledge before and after the excursions. Dissertation contains field research all visited places. Excursions took place on Vinařická horka, Libušín castle former place, Educational centre of scientic training in Kladno Čabárna and rescue station Aves. During excursions we used the educational work sheets. Later we compared the results of pupils knowledge. The results we compare in diagrams and charts. Getting off the disertation is processing and adaptation three forms of these excursions including methods, using these methods and photographs. After evaluation all excursions we must say, that forms of education of science is more attractive and more useful. All models of excursions can be used by other teachers at elementary schools, alternatively like models situations of excursions in another places. KEYWORDS Educational excursions, elementary schools, Kladno region, working sheets, forms and methods of education, nature trails,fauna, flora

TITLE: Cloud Computing at the Secondary School AUTHOR: Bc. Aleš Přikryl DEPARTMENT: IT & Technical Education Dept. SUPERVISOR: Mgr. Petra Vaňková ABSTRACT: This diploma thesis focuses on one of the most important phenomena present in IT called cloud computing. Cloud computing has the potential to significantly affect the way of the use of digital technologies in education, by extension, in the school environment. The thesis deals with the possibilities of utilising cloud technologies in the secondary school environment. Questionnaire survey gathers the information about the use of cloud computing by the staff of secondary schools in the Czech Republic and proposes comprehensive solutions of cloud computing usage via the cloud-based service Google Apps for Education. KEYWORDS: cloud computing, digital technology, Google Apps for Education, secondary school, education

This dissertation reports on a qualitative study of school leadership with nine secondary-school headteachers (of maintained schools) or principals (of academy-type schools) in England. The project maps schooling provision and offers an empirical account of leaders’ identities and practices in neoliberal and neoconservative times. Informed by a critical policy-scholarship methodology, documentary data from primary and secondary sources supplement narrative and semi-structured interviews conducted over 18 months. The findings are reported in five journal articles and one book chapter. The first output maps school types through different lenses: legal status; curriculum; selection; types of academy; and school groupings. The mapping highlights the intersections between the reform agenda and historical diversity. I conceptualise the landscape holistically through locus of legitimacy and branding, arguing that diversification policies facilitate corporatised and religious interests. Second, I show how UTCs and studio schools construct children’s abilities as fixed and differentiable in terms of predicted economic value. They select, but the responsibility for this, following Bourdieu, is transferred discursively from the school through branding and habitus to the “consumers” where it is to be misrecognised as exercising ‘school choice’. Third, I typologise three effects on heads’ and principals’ agency and identities of a few elite multi-academy trust principals, or courtiers, who have won regional empires through expanding their academy chains to occupy the spaces opened up by the dismantling of LAs. Public-sector and school-leader identities and histories permit the promotion of their activities as “school led” and downplays their close relationship with central-state policy makers and private-sector networks. Fourth, I argue that corporatised leadership in schools in England is being promoted through new actors and new types of school. Corporatised leadership is characterised inter alia by the promotion of business interests and the adoption of business-derived leadership practices and identities. I use Bourdieu’s concept of field to explain the impact of business on educational leadership and the dissonance between leaders and led. Fifth, I argue with Gunter that school leaders are removing those who embody or vocalise alternative conceptualisations of educator by eradicating ‘inadequate’ teaching,and implementing the leader’s ‘vision’. We deploy Arendtian thinking to show how current models of school leadership enable totalitarian practices to become ordinary. Sixth, I develop Bourdieu’s concept of hysteresis through narratives from two heads to argue that rather than simply being an effect of change, hysteresis may be an actively sought outcome whereby the state intervenes to deprivilege welfarist headteachers and privilege corporatised principals through structurally facilitating their habitus and mandating its dispositions for the field. Collectively, these findings demonstrate how the diversification of provision in England and the demands of a performative, marketised regime have ontological and professional stakes for school leaders and for the led. Symbolic and economic capital is accruing to the capitalised, facilitated by corporate practices and corporate structural solutions through acquisitions and alliances. Resistance is possible, but a dissident habitus limits standing in the field. This hierarchisation is reflected in the relationship between school types and in how children are meant to self-select into that provision. This is a landscape constituted of positions, where pupils are expected to know their place and the purpose of education is to facilitate social segregation for economic efficiency.

The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

This diploma thesis deals with the methodology of teaching safety instructions in Health Education classes in schools. The theoretical part defines the key concepts of the subject. Subsequently, based on a research of a variety of academic sources, this thesis describes people protection and safety, both in emergency situations and everyday life safety hazards, taught in schools on primary and lower secondary level throughout the history up to the present. It also discusses the incorporation of this subject into the national curriculum. Furthermore, the thesis contains a concise overview of available teaching aids suitable for lesson preparation. In addition, the analysis of the present situation pertaining safety education in Czech schools, based on the audit data provided by the Department of Czech Educational Inspection, is introduced. The goal of the practical part of this work was the execution of a quantitative study, looking into the evaluation of the course Preparatory Training Proceeding Practical Teaching in the year 2019/2020. The evaluation was supplied by the participants of this course - the students of the Faculty of Education of Charles University. A survey was carried out, by means of a questionnaire, with a unanimous approval of the course, which the students viewed as beneficial....

(in English) The aim of this diploma thesis is focused on observation of communication behaviour between the teacher and pupils with autistic disorder spectrum and mental disability from the special primary school. The research is based on the analysis of audio recordings of verbal communication of pedagogical team and pupils. The nonverbal phenomena of this communication which were recorded by researcher is appended to this analysis. The thoretical part consists the information of mental disability and its etiology and classification as well as the information of autistic disorder spectrum and its etiology, classification and characteristic problematic domains. The most comprehensive part of this thesis deals with disruption of communication between children with autistic disorder spectrum. I also describe the pedagogical communication on the special primary school. The experimental part consists the analysis of communication behaviour of the teachers and pupils with mental disability and autistic disorder spectrum which was observed during five lessons of language education. The research also consists the analysis of two works heets which were worked out by pupils with autistic disorder spectrum and mental disability.

Title: Effect of extended physical education in children under school age. Objective: The project aims to find out whether pupils with extended physical education will achieve better results in functional muscle tests than children with standard two-hour physical education lessons per week. Methods: This is a pilot study where the quantitative nature of the research based on a comparison of the results of six functional muscle tests on shortened muscle groups predominates. Pupils were divided into two groups according to the number of physical education hours per week. Pearson's chi-square test was used to determine the level of muscle shortening, the significance level was set at α <0.05. Results: In the individual tests of functional muscle tests, pupils with three hours of physical education per week were better in most cases. Statistical analysis of the prevalence of individual types of muscle group weakness revealed a significantly better result (p ˂ 0.05) in three functional muscle tests. Specifically in postural stereotype according to Mathias, Thomayer exam and lateral flexion exam by pupils with extended TV. Key words: Muscular imbalance, younger school age, extended physical education.

This thesis examines the issue of elementary school attendance in later nineteenth century Bradford. It seeks to do this by means of a little used source: the school log book. The focus of the study is on the experiences of head teachers who faced a constant struggle to achieve and maintain an acceptable level of attendance in Bradford where child employment in the flourishing textile industry had long been an inherent feature of working class life. It investigates broader issues affecting attendance in the context of prevailing social, cultural, religious, and economic factors. While the significant and influential pressures on attendance in Bradford were to be found elsewhere (for example, parental apathy; hostility to compulsory attendance; child labour; health and welfare), this investigation discovers that the town’s problems were compounded and made difficult by its phenomenal growth and rapid emergence by the middle of the nineteenth century as the undisputed capital of the world’s worsted manufacturing trade. It concludes that in the study of Victorian elementary school attendance Bradford deserves greater recognition in consideration of the tension between the demands of the most prolific half-time system of employment in the country, and prevailing attitudes to the introduction of universal elementary education in England and Wales.

The purpose of this study is to evaluate the impact which changes in living environments (i.e., from homelessness, in a shelter unit, to the family's own dwelling unit) have on the academic achievement of school-age children. The study samples seven cases of public school children who were in grades 5 through 8, during the years 1988 to 1991. It compares the academic achievement scores of these children on the same standardized test during two points in their education: when they lived in a sheltered unit and when they returned to the family's own dwelling. The researcher hypothesized that homelessness adversely influences academic achievement in eight academic categories. The academic categories, as defined by the California Achievement Test, are: Word Analysis, Vocabulary, Comprehension, Spelling, Language Mechanics, Language Expression, Mathematics Computation, and Mathematics Concepts and Application. The case study technique is used along with pattern-matching (i.e., quasi-experimental) research methodology to compare and measure the achievement of children during the period in which they were classified as homeless. This study matched the academic achievement score to the norm academic achievement score in order to determine the impact of the homeless experience on each category listed on the California Achievement Test Battery. There were two possible outcomes for academic achievement--a positive performance or a negative performance. All scores over the district mean in each of the categories resulted in a positive, or increase in, performance and the conclusion that homelessness has "no effect" on academic achievement. Scores below the district mean for each of the categories resulted in a negative, or decrease in, performance and the conclusion that homelessness has "an effect" on academic achievement. The results of the study indicate that homelessness has an adverse effect on the academic achievement of school-age children. The study also suggests that if supportive educational services are not received while the school-age child is homeless, when he/she returns to living within a family unit, his/her academic achievement results on the standardized California Achievement Test would tend to show a negative deviation from the district mean.