Made available in DSpace on 2016-07-18T17:54:09Z (GMT). No. of bitstreams: 1 IONE_DISSERTACAO_IONE_29_07_2010.pdf: 6710290 bytes, checksum: 69b25d16a859485f06193c82e0cd6863 (MD5) Previous issue date: 2010-04-29 / The purpose of this study was to verify if the process of school municipalization in the Municipality of Martinópolis contributed for the quality improvement of municipal education. To such purpose, this research study tried to identify the policies and actions of the Municipal Secretary of Education of Martinópolis which targeted the quality improvement of education of the Municipality, to analyze the impact of these policies and actions on the activities of the municipal schools according to the perspective of the secretaries of education of two municipal administrations, of school supervisers and coordinators of the Municipality and of the principals of municipal schools, and finally to verify if, along the process of consolidation of school municipalization, the municipalized schools of Martinópolis presented significant improvement in their performance in the external evaluations Prova Brasil and SARESP , having as reference their performance in the previous condition of state school. This research used the case study approach of a predominantly qualitative nature for understanding, in a deeper way, the process of municipalization implemented by the Municipality of Martinópolis. For the qualitative data collection, a guide of semi-structured interview was used. For the analysis of the municipalized schools performance in Portuguese and Mathematics, the results of SARESP in the years 1996, 1997 (at the state administration), in the years 2004, 2005 and 2008 (at the municipal administration) and of the Prova Brasil in the years 2005 and 2007 were utilized. Among the main politics and actions implemented by the municipal government, three were unanimously cited by the interviewees: the continuity of the actions initiated by the previous government, the investment in teacher training and the student learning improvement. The analysis of the results of SARESP, in the years 1996, 1997, 2004, 2005 and 2008 and of the results of Prova Brasil, in the years 2005 and 2007, showed that the performance of the municipal schools of Martinópolis, in Portuguese Language and in Mathematics, displayed an evolution not significant and the municipal schools could not reach the standards established by these evaluation systems for characterizing a quality education. Many actions were implemented by the Municipality of Martinópolis for improving the quality of education, but they were not reflected in the results of the external evaluations. / O propósito desta pesquisa foi verificar se o processo de municipalização do ensino no município de Martinópolis contribuiu para a melhoria da qualidade da educação municipal. Para tal propósito, este pesquisa buscou Identificar as políticas e ações da Secretaria Municipal de Educação de Martinópolis que visaram à melhoria da qualidade da educação do município nas duas últimas gestões do governo municipal, analisar o impacto dessas políticas e ações sobre a atuação das escolas do município de Martinópolis, segundo a perspectiva dos secretários de educação de duas gestões municipais, dos supervisores e coordenadores de ensino do Município e dos gestores das escolas municipais e, finalmente, verificar se, ao longo do processo de consolidação da municipalização do sistema escolar, as escolas municipais de Martinópolis apresentaram melhoria significativa no seu desempenho nas avaliações externas Prova Brasil e SARESP , tendo como referência seu desempenho na condição prévia de escola estadual. Este trabalho foi um estudo de caso de natureza predominantemente qualitativa para entender de forma mais aprofundada o processo de municipalização realizado no Município de Martinópolis. Para a coleta dos dados qualitativos, foi utilizado um roteiro de entrevista semi-estruturada. Para a análise do desempenho das escolas municipalizadas em Português e Matemática, foram selecionados os resultados do SARESP, nos anos de 1996 e 1997 (na gestão estadual), nos anos de 2004, 2005 e 2008 (na gestão municipal) e da Prova Brasil, nos anos de 2005 e 2007. Entre as principais políticas e ações implementadas pela gestão municipal, três foram citadas de modo unânime pelos entrevistados: a continuidade das ações iniciadas pelo governo anterior, o investimento na capacitação dos docentes, e o plano de carreira para os profissionais da educação. Segundo os entrevistados, as políticas de valorização dos profissionais da educação e de melhoria da aprendizagem dos alunos foram as ações de maior impacto, embora seus efeitos ainda não se tenham manifestado nas avaliações externas da escolas. A análise dos resultados do SARESP, nos anos de 1996, 1997, 2004, 2005 e 2008 e dos resultados da Prova Brasil, nos anos de 2005 e 2007, mostrou que o desempenho das escolas do Município de Martinópolis, tanto em Língua Portuguesa como em Matemática, manifestou uma evolução pouco significativa, e as escolas pesquisadas não conseguiram atingir os índices estabelecidos por esses sistemas de avaliação para caracterizar uma educação de qualidade. Várias ações foram realizadas pelo Município de Martinópolis, na busca da melhoria da qualidade da educação, mas essas ações não se refletiram nos resultados das avaliações externas.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-07-28T15:20:08Z No. of bitstreams: 1 Haroldo de Godoy Bueno.pdf: 1914395 bytes, checksum: 0ee62ed32e41886e7b6248d9fa7c00b7 (MD5) / Made available in DSpace on 2015-07-28T15:20:08Z (GMT). No. of bitstreams: 1 Haroldo de Godoy Bueno.pdf: 1914395 bytes, checksum: 0ee62ed32e41886e7b6248d9fa7c00b7 (MD5) Previous issue date: 2015-04-23 / Seeking a comparison of the attitudes, beliefs and environmental concerns in a group of 405 high school students enrolled in private educational institutions and public from São Paulo and Diadema (Brazil), Porto (Portugal) and Ibiza (Spain), was developed a survey in the form of a survey. We interviewed 405 students of the last cycle of basic education. This work intends to contribute to analyze how they think and act the students surveyed. Thus, it was considered important to assess "what are the beliefs and environmental concerns of young high school students and how this impacts on their attitudes towards the environment in which they live? The concerns, beliefs and environmental attitudes are similar between groups of students in Brazil, Spain and Portugal? The school plays a key role in the formation and environmental awareness of these young people? The answer to these questions will achieve the following objectives: a) to identify students' attitudes to issues related to the environment; b) to characterize and differentiate the groups of students' behavior in Brazil, Spain and Portugal; c) verify the role of schools in the three groups of students, construction and training of individuals with social and environmental responsibilities. It can be concluded that this work achieved its objectives to raise the environmental awareness of graduating students of basic education in the countries surveyed by a research instrument. This research allowed for comparisons among the three national samples and verify, in general, strong concordance in relation to beliefs, attitudes and environmental concerns between Brazilian and Portuguese, and many differences of these two groups in relation to the Spanish group these same constructs. The results collected in this study revealed different views among the Portuguese-speaking students (Brazilian and Portuguese) and Hispanics (Spanish) in the dimensions of the environmental attitude, environmental beliefs, education in schools and influence of education. The cultural dimension is an important factor for understanding the results of the survey, as shown by many studies mentioned in the theoretical framework. / Procurando obter um comparativo das atitudes, crenças e preocupações ambientais em um grupo de 405 alunos de ensino médio matriculados em instituições de ensino privado e público das cidades de São Paulo e Diadema (Brasil), Porto (Portugal) e Ibiza (Espanha), foi desenvolvida uma pesquisa sob a forma de um survey. Foram entrevistados 405 alunos do último ciclo do ensino básico. Esse trabalho propõe contribuir para analisar como pensam e agem os alunos pesquisados. Assim, considerou-se importante avaliar “quais são as crenças e preocupações ambientais dos jovens estudantes do ensino médio e como isso impacta nas suas atitudes em relação ao meio ambiente em que vivem? As preocupações, crenças e atitudes ambientais são semelhantes entre os grupos de estudantes no Brasil, Espanha e Portugal? A escola tem papel chave na formação e conscientização ambiental desses jovens?”. A resposta a essas questões permitirá atingir os seguintes objetivos: a) identificar as atitudes dos estudantes frente às questões relacionadas ao meio ambiente; b) caracterizar e diferenciar o comportamento dos grupos de alunos no Brasil, na Espanha e em Portugal; c) verificar o papel da escola, nos três grupos de alunos, na construção e formação de indivíduos com responsabilidades sócio-ambientais. Pode-se concluir que este trabalho atingiu os objetivos propostos de levantar a percepção ambiental de alunos concluintes do ensino básico dos países pesquisados através de um instrumento de pesquisa. Esta pesquisa permitiu estabelecer comparações entre as três amostras nacionais e verificar, de maneira geral, fortes concordâncias em relação às crenças, atitudes e preocupações ambientais entre brasileiros e portugueses, e muitas divergências destes dois grupos em relação ao grupo de espanhóis nestes mesmos constructos. Os resultados levantados nesta pesquisa revelaram diferentes visões entre os estudantes lusófonos (brasileiros e portugueses) e hispânicos (espanhóis) nas dimensões sobre a atitude ambiental, crenças ambientais, educação na escola e influência da escolaridade. A dimensão cultural é um dos fatores importantes para entendermos os resultados obtidos na pesquisa, como revelam muitos trabalhos citados no referencial teórico.

This project focused on the enhancement of an existing school web page. Schools have jumped on the bandwagon in record numbers in the past couple of years publishing web pages about their schools. Cucamonga Middle School is no exception, having first published a web site in 1995. Utilizing information gathered from a survey, the author/webmaster created a redesign of the existing school webpage. The wants and needs of parents, as noted in the survey were the driving force behind the redesign.

The purpose of this study was to investigate the effects of parental educational involvement, acculturation and self-esteem on the academic performance and academic aspirations of Mexican American adolescents.

This diploma thesis describes the issue of teaching Peace Education in a Montessori School. It comprehensively characterises the concept of Peace Education, mapping the content of lessons and materials which form part of the prepared environment of a Montessori class. I was interested in the inclusion of Peace Education in the Montessori Curriculum because it has an important role in education as Marie Montessori believed that peace begins in children. For the elaboration of the practical part, I chose action research which took place in Orange Class at Duhovka Elementary School - Prague, where I have been working as a class teacher since September 2020. The research was conducted in a mixed age class of Gd 1-3 students aged 6-9 years. I focused mainly on trying out the lessons with my class having created the materials for the prepared environment. In conclusion, I will evaluate the contribution of Peace Education for the class team and the changes of dynamics within the students in terms of respecting others. In addition, I will also reflect on the lessons and write recommendations for teachers who would like to use them. KEYWORDS Marie Montessori, Montessori School, Peace Education, Peace Flower Model, respect, prepared environment, action research

(english): In the theoretical part, I deal primary with defining the concepts of doll production and it is history first in a global context and than specifically in the Czech Republic. I also cover historic all production technques by artisans, the revival of there traditional technques as well as various doll produstion techniques. I highlight some of today's craftsmen as well as their personal stories about getting started in the handmade doll production. Next, I delve into rules and guidelines for doll production as well as doll selection by the consumer. A the end of theoretical part, I deal with the different types of gameplay with dolls along wth gender aspect. The first part of the project deals with the relationship between the person hand making the doll and the doll itself. It also includes a small making project with childern. The second part is the project goes over a collection of dolls I have handmade in the last three years divided according to production technique and further subdivided need on material, labor and suitable age. The third part is the research, Which has determine whether the observation of the making process of dolls can influence the kids. It seems that it reflects on the relationship or the playing with the doll. Keywords: pre-school education, research, didactic...

For the analysis of changes in educational inequality, several quantitative methods have been developed in educational research. One of them is the school transition model (also known as the Mare model). The school transition model has been criticised on many grounds in recent years. In the following, I introduce the advantages of this model, its analytic conception, its critique and explain why this critique is not such a big problem in empirical analyses as is generally assumed. Finally, I give a summary.:1. Introduction 2. Advantages of the Mare model 3. Statistical conception of the Mare model 4. Critique of the Mare model 5. Summary

This diploma thesis focuses on the concepts of creativity and self-efficacy mainly in connection with self-directed education. In the theoretical part of the thesis, the phenomenon of free schools is introduced, their main principles and comparison with traditional schools are presented in more details. Attention is also paid to the definition of the concept of creativity, main perspectives and theoretical approaches and interdependence with the educational process. Furthermore, the concept of self-efficacy is described with an emphasis on its resources and its connection with the school environment. The main goal of the thesis is to compare selected psychological concepts (creativity and self-efficacy) in children undergoing self- directed education in democratic schools in the Czech Republic and those attending traditional primary school. The empirical part introduces the research, which was made with a sample of 198 sixth through ninth graders (60 from democratic schools and 138 from traditional school). The Torrance Tests of Creative Thinking was used to measure creativity, for the measurement of academic self-efficacy was used ASE questionnaire consisting of three self-assessment scales - Myself as a learner scale (MALS), Child's self-efficacy scale (ChSE) and a homework questionnaire (HW)....

The topic of the submitted thesis is the teaching of the Czech language at the Schulverein Komensky in Vienna as a part of the bilingual teaching system and the Centrope Schooling model. The Schulverein Komensky is an institution providing education in the Czech language to pupils aged between 6 and 18. It started its activities in 1872. Nowadays, it operates as a kindergarten, a primary school and a grammar school (secondary education school type called Realgymnasium) and is a local center for the compatriots. The thesis provides insight into the history of the association, it deals with the Czech minority in Vienna and its tradition, including the issue of education in the Austrian environment. Based on a practical analysis, several lessons were described and reconstructed, which were personally attended by the author of the thesis during the first half of the school year 2017/2018. The main research methods used were observation (teaching in the classroom), personal records and consultations with the local teachers. The key point of the thesis is the consideration of bilingualism of children in education.

This essay will address the introduction of programming as an element in the compulsory school curriculum and examine the extent to which teachers have been affected by the introduction of programming in curriculaand syllabi. The essay is based on two questions: "What difficulties and opportunities have arisen in the teaching after programming was implemented in the syllabus?" and "What forms of pedagogy can teachers use to best support the development of logical thinking, problem solving, creativity and a structured approach through programming skills?". The questions are answered using scientific literature and analysis of previous scientific research. The results of the study are, among other things, that there is a great deal of uncertainty in how programming should be implemented in the students' syllabi, but also how the teachers should feel comfortable in teaching such a new subject when there is a lack of proper training for the teachers. Another conclusion is that the biggest reason for the introduction of programming in schools is to strengthen students' digital skills as society becomes increasingly digital.