<p>This dissertation takes on a key and persistent challenge within teacher education: pre-service teacher learning in field experience. I approach this historical problem through its local manifestations, and this study examines an intervention that brought together three university supervisors and six classroom mentor teachers from one university-school partnership for seven meetings over the six months of student teaching. Framed by Cultural-Historical Activity Theory, the emergent design of the Mentoring Study Group intervention aimed to provoke expansive learning (Engestr&ouml;m, 1987; 2001) to transform how practitioners understand their work and to support them in constructing new tools and concepts for practice for themselves. Qualitative methods were used to examine the key problems of practice participants identified, the new tools and concepts for practice they developed, and to interpret learning in terms of the expansive learning conceptual model to understand how features of the model design enabled the group to broaden their understanding and coordinate their work. Results demonstrate that through participation in the structured collaboration offered by the emergent professional development approach, participants were able to uncover a fundamental contradiction embedded within teacher preparation, between goals of helping pre-service teachers develop ambitious instructional practice and preparing pre-service teachers to lead &ldquo;formula lessons.&rdquo; In attempting to confront and resolve this contradiction, the Mentoring Study Group devised a shared tool to coordinate their work, The Five High-Leverage Math Practices +1 Protocol and field-based pedagogical practices to guide modeling, observations, and feedback on teaching. This model of structured collaboration for teacher education practitioners holds promise for university-school partnership efforts to come together to develop shared approaches to mentoring and a common language of practice for the purpose of preparing beginning teachers for ambitious practice in the field. </p>

<p> The study uses a qualitative comparative case study design to study the adoption, implementation and integration of restorative justice in education (RJE) in public high schools as a remedy to the growing school-to-prison pipeline. Such zero-tolerance, exclusionary policies that dominate schools today adopt punitive tactics towards handling matters of conflict and justice within schools. The retributive approach is gaining harsh criticism as it disproportionately impacts minority youth and criminalizes student behavior. RJE along with other Social Emotional Learning (SEL) approaches is gaining traction within schools as a means of humanizing school environments and emphasizing a student centered perspective. Drawing on human service organizational theoretical frameworks, namely institutional entrepreneurship, innovation implementation, ambiguity-conflict model of policy implementation and diffusion of innovation, this study seeks to expand knowledge on RJE by providing a more critical examination of whether RJE has moved from a more marginal status towards becoming mainstream or standardized practices at schools. The study has a particular focus on the partnerships with community-based organizations (CBOs) many high schools form in order to carry out this work. </p><p> The study adopts a two-phased purposively sampled approach conducted over a period of a year. The primary mode of data collection comprised of conducting face-to-face semi-structured interviews with program managers of CBOs (n=10), central district personnel (n=3), which constitutes the first phase, and multiple school personnel across four high schools (n=60), which constitutes the second phase. Using the AtlasTi software, verbatim transcripts of audio-recorded interviews were analyzed using an inductive and deductive coding scheme. Additional sources such as school discipline data, observations, contract documents and other media sources were examined for data triangulation purposes.</p><p> The findings highlight the critical role played by CBOs to bring about RJE adoption at both the policy level as well as the local schools. However post RJE reform at the policy level, the role and the agency of the CBOs have diminished as evidenced in my findings. Despite the RJE seed being planted by CBOs at schools, the principals make the ultimate adoption decisions about catalyzing RJE reform within schools. Successful implementation of RJE within schools includes three main factors: leadership, effective communication on RJE programming and invigorating a positive school culture. Schools which diffuse and institutionalize RJE as a part of SEL compared to schools that integrate RJE as a part of discipline are more likely to be contributing to the care ethos and nurturing healthy school cultures. However, such a contribution has not redefined the notion of policing and justice within schools, as the study finds traces of the retributive approach still operational within these schools.</p><p> Using the various organizational theoretical frameworks I argue that there are five critical aspects that have come in the way of RJE reform dole out. Firstly, there is a discrepancy in RJE policy vis a vis practice because the CPS Central District Office is using coercive tactics and mandating the use of RJE within schools, which has resulted in resistance to RJE. Secondly, precarity of school-CBO partnerships are playing out largely because of resource dependency issues of CBOs who have lost their ability to effect change beyond adoption. Thirdly, findings highlight the constant state of urban flux in operation at these schools such as drastic leadership changes, staff attrition, neighborhood gentrification amongst others, which has made embedding RJE into the fabric of schools very challenging. Principals have emerged as being very crucial to the RJE change process, since they are contending with both policy level actors as well as CBOs to continue to inspire their own personnel to implement and institutionalize RJE reform. Finally, especially at the local school level personnel appear to be more misinformed about the key components of RJE, thus training efforts need to be reoriented with fidelity and quality control in mind. Thereby, RJE has definitely moved away from the margins but it is still not the mainstream practice at schools. RJE has failed to upkeep its promise and potential especially towards marginalized, communities of color.</p><p> Greater district engagement, continued CBO agency as well as sustained programmatic endeavors spearheaded by principals at the local school level are important for RJE to pose as a true alternative to punitive sanctions rather than being coopted by the retributive approach. Therefore, my study pushes the field of human service delivery, in that instead of focusing on the outcomes of RJE, per se, it looks at the process of and challenges in implementing this innovation, providing insight into improving contracting relations between partners and questions the sustainability of reform efforts within urban environments.</p><p>

<p> This research study examined the organizational identification process of lay church leaders. The organizational identification process is important to all organizations, as it increases an individual&rsquo;s connection to the organization and thus has the potential to increase attendance, commitment, group behaviors, and the enactment of organizational policies. Lay leaders are key to the success of churches, as the weight of leadership lies within these structured leadership positions of small, established ministries. </p><p> One research question guided this study: <i>What is the role of leadership development of lay leaders in enhancing their organizational identification? </i> The research site for this single descriptive case study was First Baptist Church of Highland Park, a large, African American Protestant church located near Washington, DC. Data were collected through interviews with lay leaders of three ministries of this church&mdash;deacons, ministers, and trustees&mdash;as well as observation and document analysis. Lay leaders were selected as the participants for this study since most roles and positions of leadership within the church involve this volunteer, lay leader base, and these individuals are trained for the ministry through an extensive leadership development process developed and provided by the church. </p><p> This study found that (1) the early life of lay leaders made a difference in how the leadership development program affected their organizational identification; (2) the associated ministry roles and responsibilities, as refined in the leadership development process, enhanced their process of organizational identification; (3) the self-esteem of the lay leaders developed through their leader training process and was an important factor in further enhancing their process of organizational identification; and (4) the church&rsquo;s identity and specific aspects of its mission and values were central in the organizational identification process.</p><p>

<p> Purpose. This study sought to identify, understand, and describe the decision-making processes used by school districts to determine the middle school science course sequence as part of the adoption of the Next Generation Science Standards. Additionally, this study explored and described the expressed comments, feelings, and beliefs of participants involved in the decision process about their experience in the decision-making process and the outcome. </p><p> Methodology. This multiple case study focused on four cases&mdash;three school districts that chose the integrated approach and one district that chose the discipline approach. Ten participants represented the four school districts. Data were collected from each participant utilizing personal face-to-face interviews. </p><p> Findings. Significant findings included: Administrators tended to defer to teachers, because of their expertise, to promote consensus and teacher buy-in; prolonged discussions led to expressions of demoralization among teachers; each of the four school districts used a different approach to the decision&mdash;one depended on expertise of a dedicated science education leader to make a command decision, while three districts included a broad set of participants to promote consensus; conceptual structuring devices facilitated decision making; science teachers with discipline-specific backgrounds tended to prefer the discipline model and were more reluctant to adopt the integrated approach; the professional identity of the science teacher influenced their preference and their feelings about the outcome; and each participant expressed unique perceptions of who was involved in the decision&mdash;teachers tended to downplay the importance of their own influence and to describe the ultimate decision as being in the hands of administrators. </p><p> Conclusions. There is no best approach to selecting a middle school science course sequence. Multiple decision-making approaches resulted in acceptable outcomes, but any approach can be improved by taking steps to promote levels of trust among constituents. </p><p> Recommendations. Educational leaders must understand how the <i> professional identity</i> and <i>science content expertise</i> of science teachers influence their preferences of curricular sequencing. Leaders interested in developing consensus should take careful steps to promote transparency and trust. Participants in the decision should be provided professional development to limit ambiguity, provide guidelines, and promote structuring devices to facilitate the decision.</p><p>

Nossa escola atual, apesar da crise que tem vivido nas últimas décadas, permanece com sua estrutura idêntica há mais de cem anos, ignorando as transforações da sociedade e dos objetivos a que se propõe. Esse modelo tradicional de escola, classifica os alunos perante um modelo de aluno médio e exclui aqueles que não se ajustam a tal modelo. As relações estão baseadas no autoritarismo e o conhecimento é encarado como verdade absoluta. Uma escola voltada para a sociedade atual, baseada em princípios democráticos, precisa rever seus objetivos e adequar sua estrutura e organização para alcançá-los. Assim, o presente trabalho analisa a experiência de uma escola municipal de São Paulo, que rompeu com a estrutura convencional de salas de aulas e criou salões de pesquisas onde alunos de idades diferentes e vários professores convivem cotidianamente descobrindo normas formas de lidar com as informações, de se relacionar, de tomar decisões e assumir responsabilidades coletivas, visando a formação de sujeitos com plena autonomia. A pesquisa revelou as especificidades dessa escola, o que torna seu percurso único e o Projeto Limongi Alves impossível de ser reproduzido por outras unidades escolares. Para esse Projeto a criação dos espaços coletivos foi fundamental, pois permite a todos que aprendam a conviver democraticamente e aos professores exercerem uma docência solidária que é uma possibilidade de formação baseada na ação-reflexão-ação. Contudo, a grande contribuição de tal experiência é demonstrar a possibilidade de se fazer uma escola diferente daquela que conhecemos e que realmente atenda a todas as crianças e adolescentes em suas singularidades. Através das soluções encontradas pelo Projeto Limongi Alves para atingir seus objetivos, fica exposta a falta de condições a que o poder público condena suas escolas. O presente trabalho procura identificar as ações imprescindíveis que uma política pública comprometida com a qualidade da educação deveria assumir. / Our present school, despite of the crisis experienced in the last decades, remains with the same one hundred years structure, ignoring the society changes and it\'s purposes. The traditional school model classifies the students by a standard student, excluding those who doesn\'t adjust to that model. The interpersonal relationships are based on authoritarianism and the knowledge is seen as absolute truth. A school directed to our present society, based on democratic principles, have to review it\'s goals, and change it\'s structure and organization to reach them. The present work analyses one São Paulo\'s public school experience, which broken the conventional classroom structure, and created big research rooms, where different ages students and several teachers have a daily interaction, discovering new forms to deal with informations, relationships, to take decisions and assume collective responsibilities, aiming the raise of plenty autonomous persons. The research showed this school idiosyncrasies what makes it\'s path unique, and the \"Limongi Alves Project\" impossible to be reproduced by other schools. For this Project the collective spaces creation was essential, because allows to everybody to learn the democratic interaction, and for teachers practice the solidary teaching, whick is a possibility to reach a professional knowledge based on actionthinking- action.Despite of this, the great contribution of that experience is demonstrate the possibility to make a school different than the others, and that really attend all children and adolescents in their specific needs. Through the solutions found by Limongi Alves Project to achieve it\'s goals, it\'s exposed the government poor conditions offered to schools. The present work identifies the needed actions that a education public policy commited with quality should assume.

Nossa escola atual, apesar da crise que tem vivido nas últimas décadas, permanece com sua estrutura idêntica há mais de cem anos, ignorando as transforações da sociedade e dos objetivos a que se propõe. Esse modelo tradicional de escola, classifica os alunos perante um modelo de aluno médio e exclui aqueles que não se ajustam a tal modelo. As relações estão baseadas no autoritarismo e o conhecimento é encarado como verdade absoluta. Uma escola voltada para a sociedade atual, baseada em princípios democráticos, precisa rever seus objetivos e adequar sua estrutura e organização para alcançá-los. Assim, o presente trabalho analisa a experiência de uma escola municipal de São Paulo, que rompeu com a estrutura convencional de salas de aulas e criou salões de pesquisas onde alunos de idades diferentes e vários professores convivem cotidianamente descobrindo normas formas de lidar com as informações, de se relacionar, de tomar decisões e assumir responsabilidades coletivas, visando a formação de sujeitos com plena autonomia. A pesquisa revelou as especificidades dessa escola, o que torna seu percurso único e o Projeto Limongi Alves impossível de ser reproduzido por outras unidades escolares. Para esse Projeto a criação dos espaços coletivos foi fundamental, pois permite a todos que aprendam a conviver democraticamente e aos professores exercerem uma docência solidária que é uma possibilidade de formação baseada na ação-reflexão-ação. Contudo, a grande contribuição de tal experiência é demonstrar a possibilidade de se fazer uma escola diferente daquela que conhecemos e que realmente atenda a todas as crianças e adolescentes em suas singularidades. Através das soluções encontradas pelo Projeto Limongi Alves para atingir seus objetivos, fica exposta a falta de condições a que o poder público condena suas escolas. O presente trabalho procura identificar as ações imprescindíveis que uma política pública comprometida com a qualidade da educação deveria assumir. / Our present school, despite of the crisis experienced in the last decades, remains with the same one hundred years structure, ignoring the society changes and it\'s purposes. The traditional school model classifies the students by a standard student, excluding those who doesn\'t adjust to that model. The interpersonal relationships are based on authoritarianism and the knowledge is seen as absolute truth. A school directed to our present society, based on democratic principles, have to review it\'s goals, and change it\'s structure and organization to reach them. The present work analyses one São Paulo\'s public school experience, which broken the conventional classroom structure, and created big research rooms, where different ages students and several teachers have a daily interaction, discovering new forms to deal with informations, relationships, to take decisions and assume collective responsibilities, aiming the raise of plenty autonomous persons. The research showed this school idiosyncrasies what makes it\'s path unique, and the \"Limongi Alves Project\" impossible to be reproduced by other schools. For this Project the collective spaces creation was essential, because allows to everybody to learn the democratic interaction, and for teachers practice the solidary teaching, whick is a possibility to reach a professional knowledge based on actionthinking- action.Despite of this, the great contribution of that experience is demonstrate the possibility to make a school different than the others, and that really attend all children and adolescents in their specific needs. Through the solutions found by Limongi Alves Project to achieve it\'s goals, it\'s exposed the government poor conditions offered to schools. The present work identifies the needed actions that a education public policy commited with quality should assume.

Summary Public health management EVALUATION OF THE ORGANIZATION OF HEALTH EDUCATION OF PATIENTS WITH PULMONARY DISEASES Dalė Smaidžiūnienė Scientific advisor: Assoc. Prof. Dr. Liudmila Bagdonienė. Department of Social Medicine, Faculty of Public Health, Kaunas University of Medicine.-Kaunas, 2005.- 63p. The aim of the study was to evaluate the organization of the health education of patients with pulmonary diseases. The objectives of the study were the following: 1) to determine the attitude of patients with pulmonary diseases towards the organization of health education; 2) to evaluate the attitude of physicians and nurses towards the improvement of health education of patients with pulmonary diseases; and 3) to compare the patients’ and health specialists’ attitudes towards health education of patients with pulmonary diseases. Key words: pulmonary diseases, health education organization. The methods of the study. The object of the study was the organization of health education of patients with pulmonary diseases. The methods used in this study were the analysis of scientific literature and legal documents, questionnaire-based inquiry of patients and healthcare personnel, and quantitative analysis of statistical data. Questionnaire-based inquiry was performed during 2005 in the Department of Pulmonology-Allergology in the Hospital of Kaunas University of Medicine (HKUM). Of 110 questionnaires distributed among patients, 104 were returned with full answers to all questions... [to full text]

Made available in DSpace on 2016-04-27T14:30:55Z (GMT). No. of bitstreams: 1 Alexandre Augusto Cals e Souza.pdf: 25619900 bytes, checksum: a38eba13decd3e33125aaedf1bfcdd3e (MD5) Previous issue date: 2012-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / with one of the biggest rivers in the World, tropical forest and several unknown specimens. Also, is a place where people fight daily for survival, with several social, politic and economic conflicts, that for many years plague huge part of this Country. The State of Pará and Marajó´s region have a peculiar socio economic, politic-cultural and ecology reality, related to its insertion at Amazon´s universe. However, a more accurate observation will not set aside the specificity that differ the several regions of State considering the historical diversity of social and economic occupations, cultural resignation of social groups that inhabit the geographic areas, the potential natural resources available and forms of use in different production scales. The purpose of this study was investigate the organizational dynamics of the education in Breves´s town, at Marajó Island, State of Pará. The interest in research this theme, arises from the needs in critically analyze the actions and social political articulations that are been accomplished for the realization of a democratic and participatory proposal in the sort of municipal education at Breves. The methodological option was the qualitative research approach, understanding that this kind of research indicates the ways for the individuals that belong to it, so they can be able to clearly respond to the problems they face and facilitate the search for solutions for real problems. As a research strategy, we have the case study, getting as theoretical and methodological support the critical perspective. The techniques for collecting the data were the observation, interviews and the document analysis. Were interviewed people that belong to executive, legislature and members of the organized civil society. The results allows to highlight that improvements has been happening at Breve´s educational politics, but for this to happen effectively , is necessary the democratization and participation of all involved at the education organization at Breves´s town / Estudar a Amazônia é um desafio. Pois, sem dúvida, ela é uma das maiores riquezas naturais da terra, com um dos maiores rios do mundo, floresta tropical e vários espécimes desconhecidos. Além disso, é também um espaço onde vivem populações que lutam diariamente pela sobrevivência, com diversos conflitos sociais, políticos, econômicos, que durante anos assolam esta imensa parte do país. O Estado do Pará e a Região do Marajó têm uma realidade sócio-econômica, político-cultural e ecológica bem peculiar relacionada a sua inserção no universo da Amazônia. A observação mais apurada não poderá, no entanto, deixar de lado as especificidades que diferenciam as diversas regiões do Estado ao levar em conta a diversidade histórica das ocupações sociais e econômicas, a conformação cultural dos segmentos sociais que habitam os espaços geográficos, o potencial dos recursos naturais disponíveis e as formas de seu aproveitamento em diferentes escalas de produção. O objetivo deste estudo foi investigar as dinâmicas de organização do ensino no município de Breves, no Arquipélago do Marajó, no Estado do Pará. O interesse em pesquisar esta temática surge da necessidade de analisar criticamente as ações e as articulações políticas e sociais que estão sendo realizadas para a efetivação de uma proposta democrática e participativa na ordenação da educação municipal em Breves. A opção metodológica foi a abordagem da pesquisa qualitativa, por compreender que esse tipo de pesquisa indica os meios para que os indivíduos que dela participem possam ser capazes de responder, com maior clareza, aos problemas da situação em que vivem e facilitar a busca de soluções para problemas reais. Como estratégia de pesquisa, o estudo de caso, tendo como suporte teórico-metodológico a perspectiva crítica. As técnicas para a coleta dos dados foram a observação, as entrevistas e a análise de documentos. Foram entrevistados sujeitos que fazem parte do Poder executivo, legislativo e integrantes da sociedade civil organizada. Os resultados permitem destacar que vem acontecendo avanços nas políticas educacionais do município, mas para que isso efetivamente aconteça, é necessário a democratização e participação de todos os envolvidos na organização do ensino no município de Breves

Made available in DSpace on 2016-06-02T19:39:33Z (GMT). No. of bitstreams: 1 5056.pdf: 3473710 bytes, checksum: 354e22c2028cee2bc71850de49dd12f6 (MD5) Previous issue date: 2013-02-28 / Financiadora de Estudos e Projetos / This paper addresses the contexts and processes regarding the implementation of the education proje Rural education, municipality of Matão and education project of the field.ct within the field of the Municipal Education Matão / SP. The city has three primary schools in the countryside, since the year 2005 work differently from the other three schools of the same level, located in the urban area. Organize educational work from generating themes and themed calendar. In developing the research we assume that to understand the contexts related to the field of education it is necessary to grasp before which the historical conditions of the field and the field worker. The investigation procedures adopted were the records of reports of different subject: Municipal Secretary of Education, principals and teachers of the three schools of the field, we also analyze the documents prepared in order to record the process of discussion and progress in project implementation Field school in the city. Then used to establish the configuration of the field Matão has traits of field configuration in Brazil, which has prevailed in the agroexport model, and with a shortage of workers who live in the countryside. We note that the proposed municipal school field has incorporated some proposals of the movement For A Field Education, and the organization of educational work of these schools is a movement of approach and departure from the hegemonic conception of rural education. Signaled the need to revisit the design of rural schools and invest in continuous training of teachers to better meet the defined objectives. / Este trabalho aborda os contextos e processos concernentes à implementação do projeto de educação do campo no âmbito da Secretaria Municipal de Educação de Matão/SP. O município têm três escolas de Ensino Fundamental no campo, que desde o ano de 2005 trabalham de forma diferenciada em relação às outras três escolas do mesmo nível, localizadas na área urbana. Organizam o trabalho pedagógico a partir de temas geradores e calendário temático. No desenvolvimento da pesquisa partimos do pressuposto que para compreender os contextos relacionados à educação do campo faz-se necessário antes apreender quais as condições históricas do campo e do trabalhador do campo. Os procedimentos de investigação adotados foram os registros de relatos de diferentes sujeitos: Secretário Municipal de Educação, diretores e professores das três escolas do campo; também analisamos os documentos elaborados com o intuito de registrar o processo de discussão e os avanços na implementação do projeto de Escola do Campo no município. Averiguamos que a configuração do campo em Matão possui traços característicos da configuração do campo no Brasil, no qual tem predominado um modelo agroexportador, e com escassez de trabalhadores que vivam no campo. Observamos que a proposta municipal de escola do campo tem incorporado algumas propostas do movimento Por Uma Educação Do Campo, e que a organização do trabalho pedagógico destas escolas faz um movimento de aproximação e distanciamento da concepção hegemônica de educação do campo. Sinalizamos a necessidade de revisitar a concepção das escolas do campo e investir na formação continuada de professores para atingir melhor os objetivos definidos.

Quality assurance of education in organizations providing further vocational education Dagmar Urbanová ABSTRACT The aim of the thesis is to analyze the possibilities of assurance of quality in private organizations providing adult professional education in the Czech Republic and to find out whether and with what impact these possibilities are currently used. The theoretical part puts continuing professional education into the context of lifelong learning, outlines the historical development of this segment of education, recalls important documents, organizations, and events that advocate autonomy, development and spreading of awareness of the importance of continuing professional education. In the second chapter of the theoretical part, the current possible tools and methods for the management and evaluation of the quality of adult education are defined and described. The research part uses a questionnaire survey to explore what methods for the improving the quality of their services the organizations providing adult education use, what the applied methods give to them, what requirements they impose to their instructors and the overall role played by the quality in their activities. Educational organizations focusing on adult professional education all over the Czech Republic are addressed. The source for...