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The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-toface classrooms and virtual settings. Surveys were also distributed to traditional brick-andmortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting. One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study’s small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.

Bakgrund: Miljontals människor världen över avlider årligen till följd av sepsis. Tidigare forskning har visat att det råder bristande kunskaper bland sjuksköterskor att identifiera, hantera och behandla sepsis därför ansågs behovet av att utbilda dem ytterligare föreligga. Omvårdnad är sjuksköterskans huvudområde. Det innefattar exempelvis ansvar och kunskap i att bedöma patienters hälsotillstånd. Ett septiskt tillstånd kan i ett tidigt skede identifieras genom avvikande vitala parametrar. Speciellt framtagna mätinstrument samt riktlinjer finns att följa, dock krävs det att sjuksköterskorna har kunskapen för hur dessa ska användas. Septiska tillstånd har ett snabbt och negativt sjukdomsförlopp, därför är tidig identifiering och snabba åtgärder viktigt. Syfte: Syftet med denna litteraturstudie var att sammanställa vilka utbildningsinsatser som kan öka sjuksköterskors kunskaper för identifiering av sepsis. Metod: En deskriptiv litteraturstudie med tematisk dataanalys vars resultat har baserats på 13 artiklar med kvantitativ ansats samt en med mixad metod. Huvudresultat: I resultatet framkommer det att samtliga studier använde någon form av muntliga och/eller digitala utbildningar, ”escape room” eller simuleringar som lyckade utbildningsinsatser eftersom det resulterade i ökade kunskaper bland sjuksköterskorna gällande identifiering av septiska tillstånd. Syftet med flertalet av utbildningsinsatserna var att de låg till grund för olika typer av förbättringsarbeten inom varierande vårdkontexter med det gemensamma målet att förbättra vården vid sepsis. Slutsats: För att minska de konsekvenser som uppstår till följd av bristande kunskaper gällande sepsis bland sjuksköterskor, kan olika utbildningsinsatser genomföras inom olika vårdkontexter då det är bevisat att kunskap räddar liv. / Background: Millions of people worldwide die annually as a result of sepsis. Previous research has shown that there is a lack of knowledge among nurses in identifying, managing, and treating sepsis, therefore the need to further educate them was considered necessary. Nursing is the nurse's main area and includes for instance, responsibility, knowledge and the experience of evaluating patients' health conditions. A septic condition can be identified in its early stage through abnormal vital parameters. Specifically developed measurement tools and guidelines are available to follow, but it requires that nurses have the knowledge of how to use them. Septic conditions have a rapid and negative disease progression; therefore early identification and rapid measures are essential. Aim: The purpose of this literature review was to compile educational interventions which could increase the nurses' knowledge of sepsis identification. Method: A descriptive literature review with thematic data analysis, the results were based on 13 articles with a quantitative approach and a mixed method. Result: The results reveal that all studies used some form of verbal and/or digital education, "escape room" scenarios and simulations as successful educational interventions. They all resulted in increased knowledge among nurses regarding the identification of septic conditions. The majority of the studies educational interventions where included in different types of quality improvement projects within different kinds of healthcare contexts, all with the common goal of improve the septic care. Conclusion: To reduce the consequences of inadequate knowledge about sepsis among nurses, different educational interventions can be implemented within different healthcare contexts because knowledge is proven to save lives.

Thesis (MMus)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: As a recent graduate, I feel that young educators are graduating from South African universities and are teaching in schools without adequate knowledge of the various learning disabilities and behavioural disorders that many children suffer from. In the context of the Arts & Culture or music classroom, educators especially suffer as they are taught to encourage creativity. However, how can one differentiate between creative behaviour and disruptive behaviour and be certain that bad behaviour is not a symptom of a behavioural disorder? Upon graduation and starting to teach in the southern suburbs in the Western Cape, the researcher was struck by the number of children diagnosed with behaviour disorders and taking the stimulant medication Ritalin. Yet the notion of medicating a child for a behavioural disorder is not agreeable to many parents and educators to whom the researcher has spoken while researching this topic. The general feeling seems to be that a child should be given space to be creative, but a teacher cannot control a class of at least twenty-five children who are all claiming their own creative rights. This research explores various steps that a music educator can take to control a class of both medicated and non-medicated learners. The effects of music on the behaviour of learners diagnosed with Attention Deficit Disorder (abbreviated to ADD) have been investigated in various ways over the years and these are described in this thesis. Likewise, information on various prescription medications and non prescription medications that are available in South Africa are presented to offer options to an educator/parent faced with a child demonstrating behavioural problems. There is also substantiation that by increasing the intake of essential fatty acids and adjusting a child’s diet, one can positively enhance behaviour and concentration. The researcher discusses the various foods that should be avoided and those should be enjoyed generously. The researcher observed learners who were considered problematic in the general classroom in the form of observation of behaviours before and after each musical activity. Class educators were asked to assist the researcher by further observing the selected children’s behaviour in the following lesson. / AFRIKAANSE OPSOMMING: As ‘n onlangsgegradueerde, voel ek dat jong onderwysers aan Suid-Afrikaanse universiteite afstudeer en onderrig in skole begin gee sonder voldoene kennis van die verskeie leergestremdhede en gedragsafwykings waaraan ‘n groot hoeveelheid kinders ly. In die konteks van die Kuns en Kultuur of musiekklaskamer is dit vir onderwysers besonder moeilik omdat hulle geleer is om kreatiwiteit aan te moedig. Die probleem is hoe om te onderskei tussen kreatief en ontwrigtende gedrag en hoe om seker te wees of slegte gedrag nie ‘n simptoom van ‘n gedragsafwyking is nie. Na graduering en die begin van haar onderrigloopbaan in die suidelike voorstede van die Wes-Kaap is die navorser getref deur die getal kinders wat die stimulant medikasie Ritalin gebruik. Tog sou die meeste ouers en onderwysers waarmee die navorser gepraat het gedurende haar navorsing nie die gebruik van medikasie vir gedragsafwykings verkies nie. Die algemene gevoel is dat die kind die geleentheid gegun behoort te word om kreatiefe te wees, maar ‘n onderwyser kan nie ‘n klas van minstens vyf-en-twintig kinders onder beheer hou wat almal hul kreatiewe regte eis nie. Hierdie navorsing ondersoek verskillende stappe wat ‘n musiekonderwyser kan neem om ‘n klas te beheer met leerlinge wat op en sonder medikasie is. Die effek van musiek op die gedrag van leerlinge wat gediagnoseer is met Aandagafleibaarheidsindroom (afgekort na AAS) is reeds in verskeie vorme oor die jare ondersoek en word in hierdie tesis beskryf. Inligting aangaande verskeie voorskrif en nie-voorskrif medikasie wat in Suid-Afrika beskikbaar is, word verskaf om opsies te gee vir ‘n opvoeder/ouer wat gekonfronteer word met ‘n kind wat gedragsprobleme demonstreer. Daar is ook bewyse dat deur om die inname van essensiële vetsure te verhoog en ‘n kind se dieet aan te pas, gedrag en konsentrasie positief beinvloed kan word. Die navorser bespreek die verskeie kossoorte wat vermy behoort te word teenoor dié wat vryelik geniet kan word. Die navorser het leerlinge waargeneem wie se gedrag as problematies in die algemene klaskamer beskou was, voor en na elke musikale aktiwiteit. Klasonderwysers is gevra om die navorser by te staan deur verdere waarneming van die kinders se gedrag in die volgende les.

Railway level crossing collisions in Australia are a major cause of concern for both rail and road authorities. Despite the fact that the number of railway crash fatalities in Australia has fallen in recent years, level crossing collisions constitute a significant proportion of the national rail toll. Although rail transport is presently one of the safest forms of land transport, collisions at level crossings are three times more likely to involve fatalities as compared to all other types of road crashes (Afxentis, 1994). With many level crossing fatalities and injuries resulting in coronial inquests, litigation and negative media publicity, the actions of rail and road infrastructure providers and the behaviour of motorists, pedestrians and rail users, come under close scrutiny. Historically, research in this area has been plagued by the rail/road interface and the separation of responsibilities between rail and road authorities reflecting the social and political context in which they are contained. With the recent rail reform in Australia, safety at level crossings has become a key priority area. Accordingly, there is a need to better understand the scope and nature of motorist behaviour at level crossings, in order to develop and implement more effective countermeasures for unsafe driving behaviour. However, a number of obstacles have hindered research into the area of level crossing safety. As with many road crashes, the contributing causes and factors are often difficult to determine, however a recent investigation of fatal collisions at level crossings supports the notion that human fault is a major contributor (Australian Transport Safety Bureau, 2002a). Additionally, there is a lack of reliable data available relating to the behavioural characteristics and perceptions of drivers at level crossings. Studies that do exist have lacked a strong theoretical base to guide the interpretation of results. Due to the lack of financial viability of continuing to approach risk management from an engineering perspective, the merits of human factor research need to be examined for suitability. In Australia, there has been considerable recognition regarding the importance of human factor approaches to level crossing safety (Australian Transport Council, 2003). However, little attempt has been made by authorities to scientifically develop and measure the effectiveness of road safety educational interventions. Therefore, there exists a significant need for developing targeted road safety educational interventions to improve current risk management solutions at level crossings. This research program is the first of its kind in investigating motorist behaviour at level crossings and the measuring the effectiveness of educational interventions for improving driving safety. Although other ‘educational’ campaigns exist in this field, no campaign or intervention has been guided by empirical research or theory. This thesis adopted a multidisciplinary approach to theory, reviewing perspectives from psychology, sociology and public health to explain driver behaviour at level crossings. This array of perspectives is necessary due to the variety of behaviours involved in collisions and near-misses at level crossings. The motivation underlying motorist behaviour determines to a large extent how successful behaviour change strategies (e.g. educational interventions) may be. Fishbein’s Integrated Model of Behaviour Change (IM) based largely on the health belief model, theory of reasoned action and theory of planned behaviour (Fishbein, 2000), assisted in the planning and development of a ‘oneoff’ targeted educational intervention specific for three different road user groups and in questionnaire development to ascertain the present context of motorist behaviour at level crossings. As no known research has been conducted that utilizes any psychosocial model to explain or predict level crossing behavior within different road user groups, this research program used this model as an exploratory tool rather than a tool to asses the model’s capacity in explaining such behaviour. The difference between this model and others is the inclusion of two important constructs in driving: skills (or abilities) and environmental factors. Fishbein (2003) suggests that the model recognises the lack of skills (or abilities) and/or environmental constraints may prevent a person from acting on their intentions, in light of the fact that intention is viewed as the primary determinant of behaviour. While the majority of behaviour change theories are limited by a range of conceptual and contextual factors (Parker, 2004), the IM was used to assist this research program as it appeared to be the most applicable model to examining level crossing safety. A variety of data collection methods were used in this research program as much of what is currently known about level crossing collisions is derived from coroner’s findings and statistics. The first study (Study One) was designed to extend this knowledge by undertaking a more thorough examination of contributing factors to level crossing crashes and the road user groups at risk. This study used the method of ‘triangulation’ (i.e. combining research methods to give a range of perspectives) whereby both qualitative (focus groups) and quantitative (modified Delphi technique) research designs were utilised (Barbour, 1999, Bryman, 1992). With the discipline of road safety research requiring methodological strategies that will enhance efforts to conceptualise the multi-faceted nature of motorist behaviour at level crossings, this application provided the robustness required. Results from the Delphi technique indicated that older, younger and heavy vehicle drivers are considered to be three of the highest risk road user groups by experts in the field. For the older driver group, experts agreed that errors in judgment were the most important issue for this group when driving at level crossings. Risk taking by younger drivers, such as trying to beat the train across the crossing, was viewed as the central issue for the younger driver group. Like the younger driver group, a concern by experts with the heavy vehicle group was intentional risk taking at level crossings. However, experts also rated the length of heavy vehicles a major concern due to the possibility of a truck over-hanging a crossing. Results from focus groups with train drivers in Study One indicated that there are unique problems associated with crossings in rural/regional areas compared to urban areas. The metropolitan train drivers generally experienced motorist behaviour at active crossings with flashing lights and boom gates while the regional train drivers experienced behaviours at active crossings with boom gates, crossings with lights only and passive crossings with stationary signs. In the metropolitan train driver group, experiences of motorist behaviour at level crossings included: motorists driving around boom gates, getting stuck under boom gates, queuing over congested crossings and driving through the crossing after the red lights commence flashing. The behaviour of motorists driving around boom gates was noted to occur quite regularly. The majority of metropolitan train drivers reported that it was a common occurrence for motorists to drive through a crossing when the lights are flashing both before and after the booms were activated and some crossings were named as ‘black spots’ (locations where motorists repeatedly violate the road rules). Vehicles protruding into the path of the train and motorists entering congested crossings and then panicking and driving backwards into the boom gates were also mentioned. Regional train drivers indicated that motorists not stopping or giving way to trains is a continual problem at passively controlled crossings (i.e. no boom gates or flashing lights). Regional train drivers generally agreed that the majority of motorists obey protection systems; however some motorists drive through flashing lights or drive around boom gates. Other high risk behaviours included motorists attempting to beat the train across the crossing, speeding up to go through flashing lights, and general risk taking by younger drivers in particular. Motorists not allowing enough time to cross in front of the train or hesitating (stopstarting) at crossings were also noted to be at high risk. There was a general perception by regional train drivers that motorists are unable to judge the speed and distance of an approaching train to determine a safe gap during which to cross. Local motorists were also reported to be a problem at level crossings for regional train drivers. A theme common to regional and metropolitan train drivers was the risk of catastrophic consequence associated with level crossing collisions. The reasons given for this were the threat of derailment, serious property damage, the high risk of a fatality, personal injury and, most earnestly, the potential for enduring psychological consequences. Drivers uniformly spoke about the continual fear they had of being involved in a collision with a heavy vehicle, and many spoke of the effects that such collisions had on train drivers involved. For this reason, train drivers were said to consider any near-miss incident involving trucks particularly serious. The second study undertaken as part of this research program (Study Two), involved formative research as part of the planning, development and delivery of behavioural interventions for each of the three road user groups identified in Study One. This study also used both qualitative and quantitative data collection methods to provide methodological triangulation and ensure reliability of the data. The overall objective of the qualitative data collection was to obtain rich data using a qualitative mode of inquiry, based on the key variables of attitudes, norms, self-efficacy (perceived behavioural control), perceived risk, environmental constraints and the skills/abilities of drivers. The overall objective of the quantitative data collection was to prioritise the issues identified in order to direct and allocate project resources for intervention planning, development and delivery. This combined recruitment strategy was adopted as it was an appropriate and practical data collection strategy within the qualitative and exploration methodology. Information obtained from each of the groups was critical in assisting, guiding, and identifying priority areas for message and material development. The use of focus groups and one-on-one interviews provided insights into why drivers think or do what they do at level crossings. The qualitative component of this study found that for the older driver group, regional drivers hold a greater perception of risk at level crossings than urban older drivers, with many recalling near-misses. Participants from the urban older driver group indicated that level crossings are not as dangerous as other aspects of driving, with many participants being doubtful that motorists are killed while driving at level crossings. Both urban and regional younger drivers tended to hold a low perception of risk for driving at level crossings, however many participants reported having great difficulty in judging the distance a train is from a crossing. Impatience for waiting at level crossings was reported to be the major reason for any risk taking at level crossings in the younger driver group. Complacency and distraction were viewed by heavy vehicle participants as two of the major driver factors that put them at risk at level crossings, while short-stacking (when the trailer of the truck extends onto the crossing), angle of approach (acute or obtuse angle) and lack of advance warning systems were seen as the major engineering problems for driving a truck at level crossings. The quantitative component of this study involving research with train drivers found that at the aggregate train driver level, it is apparent that train drivers consider motorists’ deliberate violations of the road rules and negligently lax approach to hazard detection as the predominant causes of dangerous driving at level crossings. Experts were observed to rank risk taking behaviours slightly lower than train drivers, although they agreed with train drivers that ‘trying to beat the train’ is the single most critical risk taking behaviour observed by motorists. The third study (Study Three) involved three parts. The aim of Part One of this study was to develop targeted interventions specific to each of the three road user groups by using Fishbein’s theoretical model (Integrated Model of Behaviour Change) as a guide. The development of interventions was originally seen as being outside of the scope of this project, however it became intertwined in questionnaire development and thus deemed to be within the realms of the current mode of inquiry. The interventions were designed in the format of a pilot radio road safety advertisement, as this medium was found to be one of the most acceptable to each of the road user groups as identified in the formative research undertaken in Study Two. The interventions were used as a ‘one-off’ awareness raising intervention for each road user group. Part Two involved the investigation of the present context of unsafe driving behaviour at level crossings. This second part involved the examination of the present context of motorist behaviour at level crossings using key constructs from Fishbein’s Integrated Model of Behaviour Change (IM). Part Three involved trialing a pilot road safety radio advertisement using an intervention and control methodology. This part investigated the changes in pre and post-test constructs including intentions, self-reported behaviour, attitudes, norms, selfefficacy/ perceived behaviour control, perceived risks, environment constraints and skills/ability. Results from this third study indicated that younger drivers recognise that level crossings are potentially a highly dangerous intersection yet are still likely to engage in risk taking behaviours. Additionally, their low levels of self-efficacy in driving at level crossings pose challenges for developing interventions with this age group. For the older driver sample, this research confirms the high prevalence of functional impairments such as increasing trouble adjusting to glare and night-time driving, restricted range of motion to their neck and substantial declines in their hearing. While factors contributing to the over-representation of older drivers in collisions at level crossings are likely to be complex and multi-faceted, such functional impairments are expected to play a critical role. The majority of heavy vehicle drivers reported driving safely and intending to drive safely in the future, however, there is a sub-set of drivers that indicate they have in the past and will in the future take risks when traversing crossings. Although this sub-set is relatively small, if generalised to the larger trucking industry it could be problematic for the rail sector and greater public alike. Familiarity was a common factor that was found to play a role in driving intention at level crossings for all three road user groups. This finding supports previous research conducted by Wigglesworth during the 1970’s in Australia (Wigglesworth, 1979). Taken together, the results of the three studies in this research program have a number of implications for level crossing safety in Australia. Although the ultimate goal to improve level crossing safety for all motorists would be to have a combination of engineering, education and enforcement countermeasures, the small number of fatalities in comparison to the national road toll limits this. It must be noted though that the likelihood of creating behavioural change would be increased if risk taking at level crossings by all motorists was detected and penalised, or alternatively, if perceptions of such detection were increased. The instilling of fear in drivers with the threat of punishment via some form of sanction can only be achieved through a combination of a mass media campaign and increasing police presence. Ideally, the aim would be to combine fear of punishment with the guilt associated with the social non-acceptability of disobeying road rules at level crossings. Such findings have direct implications for improving the present context of motorist behaviour at level crossings throughout Australia.

Magister Artium - MA / There is a high rate of parental referrals by teachers to doctors for children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD). The symptoms are inattentiveness, impulse control, concentration problems and learning disabilities. Studies suggest that often a learning disability is mistaken for ADHD. ADHD is usually diagnosed from the age of seven, when children start their schooling. In some cases it is identified much earlier in the form of over-activity in children during the pre-school years. Teachers are responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. Research suggests that mainstream primary school teachers may lack knowledge regarding ADHD and evidenced-based classroom interventions. This study therefore intended to determine primary school teachers’ knowledge of the symptoms and management of children diagnosed with ADHD in their classrooms. A quantitative approach with a cross-sectional research design was used to conduct the study. A selfadministered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect data from a sample of 200 teachers at 28 public schools in Kimberley. The data was analyzed by making use of frequencies and mean scores. The data obtained was useful in describing the knowledge base of teachers and in identifying the strategies that teachers mostly agreed to in managing children who have been diagnosed with ADHD in the classroom. The data was analysed by means of the Statistical Package for Social Sciences (SPSS). The results show that the majority of teachers are knowledgeable about the symptoms and diagnosis of ADHD but less so about the general associated features and treatment. Although the majority of teachers received training on ADHD, their knowledge about evidenced-based classroom interventions for ADHD can be improved.

The present study is a comparison of music and non-music students with respect to their response patterns on the Brief Symptom Inventory as well as several demographic questions. The sample consisted of 148 non-music students and 141 music students at three levels: (1) freshmen/sophomore; (2) juniors/seniors; and (3) graduate students. Music students consisted of volunteers from several different music classes and non-music students were volunteers from non-music classes. There were no significant differences found among or between groups for the BSI subscales. However, music students were significantly less likely to have gone to counseling in the past and to seek professional counseling for future problems. Recommendations for psycho-educational interventions with musicians are discussed as well as suggestions for future research.

It is estimated that autism affects 1% of the world’s population (Elsabbagh, 2012). Given the increased numbers of children being identified with the disorder, many believe that there is a global public health crisis looming. This is in part due to the need for expanded capacity in the area of professional development for teachers and improved educational service delivery systems in many parts of the world. The purpose of this paper will be to describe how to design effective educational interventions for children with autism with an emphasis on building capacity among professionals in underdeveloped regions of the world.

Swedish health care is currently facing problems, such as lack of financial resources, staff shortage and dissatisfaction among patients and professionals. Patients’ dissatisfaction was the point of departure for the present study, and one approach dealing with this problem was investigated. It was hypothesised that a patient-centred perspective could offer a possible solution. The aim of the study was to explore health care professionals’ and medical students’ understanding of their professional role and the patient encounter. A further goal was to determine whether these understandings could be developed by educational interventions. Students and professionals have been either interviewed or responded to a survey about their professional role and the patient encounter. Qualitative analysis was used. One group- and one individualised intervention were carried out. The participants’ understandings of their professional role were taken as the starting point for learning. The results showed that a minority of medical students and professionals in diabetes care had incorporated a patient-centred perspective. Nurses in telephone advisory services recognised the patients’ needs, but experienced conflicting demands of being both carer and gatekeeper. A non-optimal match between patients’ needs and what professionals understand as their role could cause some of the problems. Competence development could be achieved by taking the participants understanding of the professionals’ role and of the patient encounter as a starting point for reflection. The results have implications for changes in organisation and education in health care, to optimise outcomes of care. Time for reflection, mentoring and professional development is needed.

Made available in DSpace on 2016-08-03T16:16:24Z (GMT). No. of bitstreams: 1 angelapg1_30.pdf: 414916 bytes, checksum: 96aefbbd9b5bf6f1c0fd630ba5007c81 (MD5) Previous issue date: 2011-04-13 / In this master s degree dissertation research, we prioritize to value participatory educational interventions, in which both teacher and student learn and teach simultaneously, through dialogue, group reflection, the exercise of creativity, trying to see working relations that involves the participation of agents or players and other assistants, who represent the surrounding reality. This research can be characterized as a research based on another research. In a recovery procedure of the survey data NEPSO number 516, which had the theme "The community and school‖, held by a public school of Maua in 2007, indicators were extracted. They anchored a discussion based on the limits and possibilities on the use of opinion research in order to improve the school social quality. From this data recovery, which expressed the community opinion about the school, we got to know the community expectationsabout schooling and verify to what extent the school has used the research results NEPSO number 516. The interviews were organized and implemented by the group of students and school teachers, which, in this process, focused their attention to know the culture of their surroundings, in order to produce material for the school newspaper. The objectives of this research were based on academic need to recover what the community thinks about the school that lives in their surroundings and draw from those events, indicators that can contribute to an educational action of an effective joint sensitivity, promoting the relationship and the ability to provide welfare, between the school and all who are directly connected to it, so the school can play its role with social quality. / Nesta pesquisa de dissertação de mestrado, priorizamos valorizar ações educativas participativas, nas quais tanto educador como educando aprendem e ensinam simultaneamente, por meio do diálogo, da reflexão em grupo, do exercício da criatividade, buscando enxergar relações de trabalho que envolvam a participação de agentes ou atores e demais coadjuvantes, que representam a realidade circundante. Essa pesquisa pode ser caracterizada como pesquisa de pesquisa. Num procedimento de recuperação dos dados da pesquisa NEPSO de número 516, que teve por tema "A comunidade e a escola", realizada por uma escola pública municipal de Mauá no ano de 2007, foram extraídos indicadores que escoraram a reflexão desenvolvida sobre os limites e possibilidades do uso da pesquisa de opinião na melhoria da qualidade social da escola. A partir dessa recuperação de dados que manifestaram a opinião da comunidade sobre a escola, conhecemos as expectativas desta sobre educação escolar e verificamos em que medida a escola fez uso dos resultados obtidos na pesquisa NEPSO de número 516. As entrevistas foram organizadas e aplicadas pelo grupo de alunos, alunas e professores da escola, que, nesse processo, voltaram sua atenção para conhecer a cultura do seu entorno, com o fim de produzir matéria para o jornal da escola. Os objetivos desta pesquisa acadêmica assentaram na necessidade de recuperar o que pensa a comunidade sobre a escola que vive no seu entorno e extrair dessas manifestações, indicadores que possam contribuir para uma ação educativa de sensibilidade solidária efetiva, favorecendo o relacionamento e a capacidade de bem viver, entre a escola e todos e todas que estão diretamente ligados a ela, de forma que a escola possa desempenhar seu papel com qualidade social.