Since its introduction in the 1980's, student engagement has been a popular topic in educational research. In the beginning, engagement was thought of as a simple construct; however, it is now believed that student engagement involves four separate, but equally important components (Appleton, 2012; Christenson, Reschly, Appleton, Berman, Spanjers, & Varro, 2008). The components of academic, behavioral, affective and cognitive engagement are each vital to the ongoing educational success of students, and ideally, these would remain high throughout all of the years that students are in school. Unfortunately, research shows that most students' engagement levels continuously decrease from elementary school until high school graduation (or dropout), with the biggest drops occurring when students transition to middle school and high school (Alexander, Entwisle, & Horsey, 1997; Dunleavy & Milton, 2008; Finn, Pannozzo, & Voelkl, 1995; Lopez, 2011; Roeser, Strobel, & Quihuis, 2002; Skinner et al., 2009). Much of the research is currently being done at the middle and high school level to try and re-engage students in their learning (Appleton, 2012; Appleton, Christenson, Kim & Reschley, 2006; Fredricks, Blumenfeld, & Paris, 2004). This research study, however, looked at the implications of engagement data collection with fourth grade students. This mixed-methods study had two main goals. The first goal of the study was to determine the benefits of providing teachers with a systematic approach to collecting and following data on students' affective and cognitive engagement levels over time. The second goal of the study was to begin to explore interventions that appeared to increase fourth grade students' affective and cognitive engagement levels. The data analysis showed that students consistently reported lower engagement scores in the areas of teacher and peer relationships at school. It was also found that teachers did not report using student engagement data to make whole class interventions, but teachers did report the desire to track individual student's engagement scores in order to implement individualized interventions, when needed. Three additional findings, as well as suggestions for future research, are also presented. In the end, the study concludes with a more broad view on how this research can be used to impact the field of education. The ideas of teacher awareness, power in schools, and the need to create safe and caring classrooms that include students in the decision making process are all discussed as important components needed to engage students. Final suggestions have also been given for both teachers and administrators on how best to increase student engagement in the school or school district where they are working.

As past research has found benefits of outdoor education and the current global society is facing a decline in access to beneficial natural spaces due to urbanization (Keniger, Gaston, Irvine & Fuller 2013), the aim of this master thesis research project was to explore the idea of an Outdoor Primary School, a way to provide children the access to beneficial natural spaces. In order to explore this idea, Professional Outdoor Educators (n= 61) were interviewed and asked to fill out a survey about the following aspects: outdoor and indoor spaces, learning activities, curriculum and challenges related to an Outdoor Primary School. There was a wide range of results showing that an Outdoor Primary School is a way to incorporate beneficial ways of learning, such as project-based learning, experience-based and practical learning, social learning, play and student-centered learning in formal schooling. Including learning content and activities that can aid children’s development such as food, animals and sustainability is also possible in an Outdoor Primary School as shown below. Furthermore, an Outdoor Primary School is an institution that can be equipped with beneficial learning environments, such as natural environments, a vast space, spaces for cooking, growing food and keeping animals, quiet zones, play zones and opportunities for creating, building and crafts. These results go in line with previous research about Outdoor Education and related fields, suggesting that an Outdoor Primary School both holds challenges but also is a possible model to bring together many beneficial ways of learning that are already being practiced today.

A educação ambiental constitui um valioso meio de despertar nos cidadãos e cidadãs, a partir de reflexões sobre a ética da relação ser humano-ambiente, a compreensão da necessidade de se investir em um modelo de gestão ambiental integrada e participativa dos municípios, como um passo importante para a consolidação de um modelo mais sustentável e justo de sociedade. A área escolhida para o desenvolvimento deste trabalho pertence a microbacia do córrego da Água Quente (São Carlos, SP), e se destaca pela beleza da paisagem e pela sua importância ambiental, em contraste com seu adiantado estágio de degradação ambiental, decorrente da interferência antrópica mal planejada. Através da caracterização ambiental desta área verde (com ênfase na qualidade da água e na biodiversidade) e do estudo da percepção e dos saberes locais da comunidade do entorno e de estudantes do ensino médio de três escolas estaduais inseridas na microbacia em relação a esse ecossistema, objetivamos gerar subsídios para o desenvolvimento de projetos de EA escolar e comunitária que visem a recuperação e conservação da área verde. A caracterização ambiental confirmou a má qualidade dos corpos d’água e a presença de um número bastante significativo de espécies animais e vegetais (considerando-se que é uma área impactada). A análise da percepção ambiental e dos saberes locais revelou que a maioria das(os) participantes possui com a área uma relação de topofilia, baseada principalmente no sentimento de pertencimento e na valorização estética desta paisagem, o que reflete em uma consciência ecológica. Entre as pessoas da comunidade, a maioria indicou o poder público como o responsável pela gestão da área verde e pelo atual estágio de degradação, desconsiderando o papel da população local, enquanto que a maioria das(os) estudantes acredita que cabe à comunidade local decidir sobre o manejo da área. Finalmente, apesar da evidente falta de participação política no que diz respeito às decisões sobre o manejo da área verde, ficou evidente, através das sugestões de manejo, que a maioria entende a importância da recuperação e conservação da área e percebe o seu grande potencial como espaço de lazer para a população sendo unânime, nos dois grupos participantes, o desejo de participar desse processo / Environmental education with an ethic basis performs a valious way to help citizens comprehension of the importance to invest in integrated and participative municipal environmental management model as an important step to consolidate a fairy and sutainable society. The choosen area to develop this study is located in Água Quente stream watershed (São Carlos, SP) which is distinguished by its landscape and environmental attributes which oppose to the advanced degree of environmental degradation due an anthropic action not planned. Through landscape characterization (with emphasis to water quality and biodiversity) together with environmental perception plus knowledge about this ecossystem from inhabitants of the surround area and students of three public high school located into the watershed, we aim generate subsidies to environmental education programs and projects in schools and with community which seek landscape restoration. Limnological studies of Água Quente stream confirmed the low water quality of water bodies. Avian survey showed that in the region occur a significative number of species despite area impactation. Vegetation studies showed that the area has a high variety of plant species althought few cerrado and forest vegetation sites remained. Environmental perception and people knowledge showed that majority of local dwellers has a topophilic relation based mainly in a belonging feeling, in ecological conscienciounes and valorization of landscape aesthetic. Among community people was mainly indicated that public government is responsible for area management while students believe that community should decide about area destinations. Analysing environmental management sugestions pointed by community and students is clear that everyone understands the importance of restoration and conservation importance for the watershed and notice its great potencial as a laisure place

O propósito do presente estudo foi o de investigar o efeito das dicas verbais na aquisição das habilidades rebater e driblar na Educação Física Escolar (EFE), com foco de atenção para os aspectos perceptivo e motor, como conhecimento escolarizado na aprendizagem do movimento. Participaram do estudo 165 alunos de seis salas de aula de uma escola da rede pública estadual (séries iniciais do ensino fundamental, na faixa etária de 6 a 8 anos). Cada sala correspondeu a um grupo, sendo três grupos para cada habilidade: sem dicas, com dica perceptiva e com dica motora. O experimento desenvolveu-se em três fases: pré-teste, aulas de EFE e pós-teste. Na tarefa de rebater, o Grupo 2 (com dica perceptiva) apresentou melhor resultado que os demais grupos, na variável estágio do padrão de movimento. Na tarefa de driblar, o Grupo 6 (com dica motora) apresentou melhora significativa nas três variáveis analisadas: padrão de movimento, número de perdas de controle de bola e tempo de realização do percurso. Verificou-se ainda, que o efeito das dicas depende da sua relação com a especificidade da tarefa no que se refere à demanda de processamento. Também foram coletados os registros iconográficos e escritos dos alunos e os registros do diário da professora das seis salas de aula, os quais evidenciaram a relevância do uso das dicas no processo de aprendizagem na escola. Concluiu-se que a dica funcionou como um conhecimento que orienta os alunos a respeito de como melhorar a qualidade do movimento e, isso ratifica a possibilidade de sua inclusão como conteúdo de ensino da EFE / The main purpose of this study was to investigate the effects of verbal cues on dribbling and striking skills acquisition, focusing on the perceptual and motor aspects of movements learning. The sample for this study was made of 165 public school students aged between 6 to 8 years old from six classrooms in the same school. Each classroom was classified into a group, three for striking skill, three for dribbling skill and each group received a different treatment regarding the skill learning cues: no cues, perceptual cues and motor cues. The experiment was carried out in three phases: pre-test, classes with determined cues and post-test. As the result for striking skill, the Group 2 (which received perceptual cues) had better results than others as it showed an improvement in the level of movement patterns. For dribbling skill, the Group 6 (which received motor cues) showed better results in all three dependent variables: movement pattern levels, ball controlling and time of execution. Thus, it was verified that the effects of cues depend on tasks specificity in relation to the information processing demand. Also, students iconographics and writings, and teachers diary registers of six classrooms showed the importance of cues in the process of learning at school. This study concludes that the cues worked as knowledge for the student which guided them towards improvement of movement performance and it can be seen as positive evidence in favor of their inclusion as content to be taught in the Physical Education classes

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-08-28T18:39:39Z No. of bitstreams: 1 LUCAS LOURENÇO SILVA.pdf: 1580671 bytes, checksum: 736e47559b1df9e3227967566ec89a9b (MD5) / Made available in DSpace on 2017-08-28T18:39:39Z (GMT). No. of bitstreams: 1 LUCAS LOURENÇO SILVA.pdf: 1580671 bytes, checksum: 736e47559b1df9e3227967566ec89a9b (MD5) Previous issue date: 2017-06-26 / This work is part of the research aimed at the universalization of basic education. The object of study is the analysis of the prisional school education developed at the Dona Lourdes Estivalete Teixeira State College (CEDLET), located at Odenir Guimarães Penitentiary (POG). It seeks to understand how the process of implementation of school education in this unit of the Prison Complex of Aparecida de Goiânia has taken place, as well as the contribution of CEDLET's school education to the process of humanization and emancipation of detainees. The theoretical basis is based on the analysis of the relationship between State and society, in the construction of public policies conducive to the universalization of basic education, in order to promote its implementation in areas of deprivation of liberty. In addition, it seeks to identify the role of prisons as total and social institutions, having as theoretical contribution the contributions of Goffman and Berger; Of Foucault, in disciplinary societies; And of Marx, in the relation education and work. Marxist categories were chosen, with work as an educational principle in the process of sociability of capital. The research is qualitative and quantitative and includes a study of CEDLET documents, procedures for the application of open and closed questionnaires, interviews, observation, mapping, field diary. It sought to unveil the existing contradictions about punishment as a pedagogical and social character and the process of schooling, humanization and emancipation in prisons. It was also sought to reveal the processes of the character of punishment as punishment and private revenge and imprisonment as a place of coercion and dehumanization. The survey found that education in the prison system has received a membership of less than 10% of the imprisoned population. Only 8.6% of POG's 3,955 prisoners are enrolled in CEDLET and only 4.1% attend regular classes. The school dropout rate reaches 45%. This is because the schedules of school education and work are coincident. Thus, work in the workshops is chosen to the detriment of education, since it allows the prisoner to have a remuneration, while the studies do not offer immediate financial gain. The Political Pedagogical Project is not in line with the national guidelines for the EJA Prisional and other guiding documents of the Education organization in the areas of deprivation of liberty. There are also insufficient investments to guarantee the implementation of a social quality public school in the prison system, with adequate physical space and adequate qualifications, since most of the teachers did not receive specific training to work with prison education and Are also taught outside of their area of qualification. In fact, it is concluded that there is still not enough compliance with the legislation. There is a lack of economic, social and political conditions to safeguard and enforce the right to social prison education with a view to humanizing and emancipating detainees. / Este trabalho se insere nas pesquisas voltadas à universalização da educação básica. O objeto de estudo é a análise da educação escolar prisional desenvolvida no Colégio Estadual Dona Lourdes Estivalete Teixeira (CEDLET), localizada na Penitenciária Odenir Guimarães (POG). Busca-se entender como tem ocorrido o processo de implementação da educação escolar na referida unidade, do Complexo Prisional de Aparecida de Goiânia, bem como a contribuição da educação escolar do CEDLET para o processo de humanização e emancipação dos detentos. O embasamento teórico se fundamenta nas análises da relação entre Estado e sociedade, na construção de políticas públicas propiciadoras da universalização da educação básica, de modo a promover sua implementação nos espaços de privação de liberdade. Para além disso, busca-se identificar o papel das prisões como instituições totais e sociais, tendo como aporte teórico as contribuições de Goffman e Berger; de Foucault, nas sociedades disciplinares; e de Marx, na relação educação e trabalho. Foram eleitas as categorias marxistas, tendo o trabalho como princípio educativo no processo de sociabilidade do capital. A pesquisa é de natureza quali-quantitativa e contempla estudo de documentos da CEDLET, procedimentos de aplicação de questionários abertos e fechados, entrevistas, observação, mapeamentos, diário de campo. Buscou-se desvelar as contradições existentes acerca da pena como caráter pedagógico e social; e o processo de escolarização, humanização e emancipação nos espaços prisionais. Procurou-se desvelar, ainda, os processos do caráter da pena como punição e vingança privada e da prisão como local de coerção e desumanização. A pesquisa constatou que a educação no sistema prisional tem recebido uma adesão de menos de 10% da população encarcerada. Apenas 8,6% dos 3.955 presos do POG estão matriculados no CEDLET e somente 4,1% frequentam regularmente às aulas. A taxa de evasão escolar chega a 45%. Isso ocorre porque os horários da educação escolar e do trabalho são coincidentes. Assim, o trabalho nas oficinas é escolhido em detrimento da educação, uma vez que possibilita ao preso ter uma remuneração, enquanto os estudos não oferecem ganho financeiro imediato. O Projeto Político-Pedagógico não se encontra alinhado com as diretrizes nacionais para a EJA Prisional e demais documentos orientadores da organização da Educação nos espaços de privação de liberdade. Igualmente, não existem investimentos suficientes para garantir de fato a implementação de uma escola pública de qualidade social no sistema prisional, com espaço físico adequado e com recursos humanos devidamente qualificados, pois a maioria dos professores não recebe formação específica para trabalhar com educação prisional e são levados a lecionar também fora de sua área de habilitação. Na realidade, conclui-se que ainda não há o devido cumprimento da legislação. Faltam as devidas condições econômica, social e política que resguardem e façam cumprir o direito à educação escolar prisional com qualidade social, a fim de possibilitar a humanização e a emancipação dos detentos.

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Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-25T11:37:59Z No. of bitstreams: 1 ROBERTO CARLOS ROSA.pdf: 1514794 bytes, checksum: a8fef0705f80f39e90bd915e38ede2ab (MD5) / Made available in DSpace on 2017-10-25T11:37:59Z (GMT). No. of bitstreams: 1 ROBERTO CARLOS ROSA.pdf: 1514794 bytes, checksum: a8fef0705f80f39e90bd915e38ede2ab (MD5) Previous issue date: 2017-08-30 / This dissertation, associated to the branch of research Education, Society and Culture, investigates which are the recurrences and meanings of the Body that are part of Physical Education in high school at the Goiás’ state school system, focusing mainly on the following theoretical and empirical corpus: Pierre Bourdieu’s sociology of culture; David Le Breton’s sociology of the body; the knowledge about the theme produced from the year 2007 to 2016 that is available at the Database of Theses and Dissertations (BTD) of CAPES; the issues published between 2012 and 2016 of the academic publication Revista Brasileira de Ciências do Esporte (RBCE); the national curriculum parameters; and the curriculum of Physical Education stablished by Goiás’ state high school system. Unquestionably, this is a relevant theme, with vast room for research. According to a critical-qualitative methodological standpoint, a bibliographical and documental corpus was selected. The data, interpreted in the light of the theoretical references mentioned, unveiled the meanings of the Body in each period of humanity’s history. In addition, the analysis of the documents indicated contradictions between the theoretical proposal of the curriculum of Physical Education stablished by Goiás’ high school system and its manifestation as a curricular matrix, thus allowing the verification of a clearly biologistic abduction of Physical Education in schools that, in this way, favors a view that is promoted by the media and the “industry of the body”. / Esta dissertação, integrada à Linha de Pesquisa Educação, Sociedade e Cultura, investigou quais são as recorrências e sentidos do Corpo presentes na Educação Física Escolar no Ensino Médio na Rede Estadual de Ensino de Goiás, priorizando o seguinte corpus teórico - empírico: a Sociologia da Cultura de Pierre Bourdieu, a Sociologia do Corpo de David Le Breton, o estado de conhecimento do tema por intermédio da fonte Banco de Teses e Dissertações (BTD) da CAPES entre os anos de 2007 a 2016; Revista Brasileira de Ciências do Esporte (RBCE) entre os anos de 2012 a 2016; Parâmetros Curriculares Nacionais e o Currículo Referência de Educação Física para o Ensino Médio da Rede Estadual de Ensino de Goiás. Trata-se de uma temática relevante, com amplo espaço para pesquisa. Com um delineamento metodológico crítico-qualitativo, estruturou-se por um corpus teórico bibliográfico e documental. Os dados, interpretados à luz das referências teóricas desvelaram os sentidos do corpo em cada período histórico da humanidade. A análise documental apontou contradições entre a proposta teórica do Currículo Referência de Educação Física para o Ensino Médio em Goiás e, sua manifestação como matriz curricular, possibilitando a comprovação de uma espécie de sequestro da Educação Física Escolar marcadamente biologista no ambiente escolar, para outros espaços culturais fora da escola, atendendo assim, as demandas de mídias eletrônicas e da “indústria do corpo”.

This thesis examines futōkō (school non-attendance) in Japan from the perspective that futōkō is a social movement. It analyses citizens’ activism in support of futōkō students over the twenty year period from 1984. Drawing upon social movement approaches the thesis examines how futōkō citizens successfully grasped political opportunities, established a network of organizations, launched a new interpretive frame for futōkō, and challenged the dominant representation of futōkō in society –that 'futōkō is an illness’. To explore in detail the ideological aspect of the futōkō movement’s framing, a content analysis of 140 editorials in the movement newspaper – the Futōkō Shimbun (School Non-attendance Newspaper) was conducted. Commencing with a critique of schooling practices that create futōkō, over the survey period Futōkō Shimbun expands its analysis to develop a critical appraisal of Japanese society that has broad implications for many different aspects of the everyday life of its citizens. Adopting the typology of movement outcomes, this thesis assesses the outcomes of futōkō movement framing through two sets of factors: first, changes in government policies and attitudes and second, cultural and ideational changes as experienced by the movement organizations, futōkō activists and children, and as represented in shifts in media representation of futōkō. Government policies in the handling of futōkō students have become more flexible although not always positive, while government interactions with the movement are suggestive of recognition that futōkō citizens are valid spokespersons with a legitimate set of interests in relation to futōkō children. Futōkō movement activists have been successful in framing their movement in terms of: expanding and increasingly sophisticated networks of futōkō movement organizations; the professional development of activists; and a more positive media discourse. The thesis concludes that the futōkō movement has influenced government policies, the media and wider social commentary about the phenomenon of and responses to futōkō. The thesis contends that the social movement perspective enables us to understand the issue of futōkō beyond the educational context, in its wider social, cultural and political contexts. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1330998 / Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2008

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references. Also available in print.

Career and technical education (CTE) is faced with numerous forces that may impact its future. A variety of forces directly or indirectly affect CTE, ranging from the persisting stigma or negative image of career and technical education, the schools' curricular structure and requirements, along with federal laws such as No Child Left Behind (NCLB) and Perkins. Federal laws guide administrators' decisions at the local level that affect CTE. With NCLB goals for all students to improve academic achievement, reach high standards, and graduate from high school (HS), much pressure is placed on schools. NCLB emphasizes increased academic rigor and progress on students' state assessments, holding schools accountable to annual yearly improvement. With more accountability, more emphasis is being placed on core academics that may in turn reduce or eliminate elective career and technical education programs. With continued negative perceptions associated with career and technical education, reinforced by curricular tracks and coupled with the impact of NCLB, CTE is left in a precarious position. Some of these forces may have deleterious effects upon CTE depending upon decisions and reactions of local administrators. <br>A quantitative survey research study was completed with Pennsylvania administrators from CTE schools and HSs. HS principals and CTE directors were surveyed as to how they perceived the effects of NCLB on role, image, and curriculum changes affecting career and technical education. Surveys were mailed to the directors of shared-time CTE schools and their respective sending HS principals. <br>The results of the study revealed the perceptions of HS and CTE administrators concerning the ramifications of No Child Left Behind as it relates to CTEs image, the effects on curriculum, and CTEs role in helping schools meet the goals of NCLB. There were significant differences found between CTE directors and HS principals regarding their perceptions of the role and image of CTE as affected by NCLB. In addition, there were no significant differences found between administrators regarding their perceptions of curriculum changes affected by NCLB. Finally, there were no significant differences in perceptions found across settings or regions. / School of Education; / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD; / Dissertation;