Since the early 1970's a rapid increase has been experienced in the number of Aboriginal homeland communities being established throughout the Northern Territory. While educational services commenced to many homeland communities as early as 1972/3, such services did not commence in the Elcho Island area until 1983/4. Since this time educational services have been provided to eleven homeland communities in the Elcho Island area. Of the eleven educational programs established, five continued to operate at the end of 1989. It is established that homeland schools in the Elcho Island area differ significantly in characteristics of student enrolment, frequency of student attendance and in the homeland school's ability to continue to function as a viable community initiative. On the basis of the data presented in the study, the following four levels of classification of homeland schools is established; highly functional homeland schools, moderately functional homeland schools, minimally functional homeland schools, and homeland schools that have ceased operating. It is revealed that enrolment and attendance data, traditionally utilised by government authorities to prioritise the allocation of limited resources between competing homeland communities, is in fact a poor indicator for assessing a homeland community school's long term viability. This study identifies the following three sociological characteristics as being strongly correlated to the long term viability of homeland schools in the Elcho Island area; land affiliation, parental residency, and family mobility. From the analysis of the data, three recommendations are proposed; 1. In assessing the long term viability (functional status) of a homeland community school, educational administrators should analyse the three sociological indicators; land affiliation family mobility, and parental residency as an alternative to the more traditional method of relying primarily upon enrolment and attendance data. 2. In the allocation of scarce resources, especially resources of a fixed capital nature, to homeland community schools, priority be given to those homeland community schools that fit the profile of a moderate to highly functional homeland school. 3. Minimally functional homeland schools need access to resources in order to provide the educational programs requested by the local community. Resources provided for this category of homeland school need to be easily re-located should the educational program be suspended at the homeland community.

Since the inception of the No Child Left Behind Act in 2001, schools with high populations of at-risk students who are not meeting academic standards must provide supplementary educational services (SES) to their struggling learners. This study examines the tutoring program of an urban Texas elementary school that rapidly improved its state accountability over the course of a few years. Through interviews with teachers and an analysis of their lesson plans and standardized assessment data, several themes emerged that were identified as factors leading to the school’s academic success. / text

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Gregory Chamblee. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 116-128) and appendices.

abstract: The purpose of this study was to examine the impact of individualized afterschool tutoring, under federal Supplemental Educational Services (SES), on mathematical and general academic intrinsic motivation and mathematical achievement of at-risk students. The population of this study consisted of two third graders and five fourth graders from an elementary school in the Reynolds School District in Portland, Oregon. One participant was male. The other six were female. Six of the students were Hispanic, and one student was multiethnic. Students' parents enrolled their children in free afterschool tutoring with Mobile Minds Tutoring, an SES provider in the state of Oregon. The participants were given pre- and post-assessments to measure their intrinsic motivation and achievement. The third graders took the Young Children's Academic Intrinsic Motivation Inventory (Y-CAIMI) and the fourth graders took the Children's Academic Intrinsic Motivation Inventory (CAIMI). All students took the Group Mathematics Assessment and Diagnostic Evaluation (GMADE) according to their grade level. The findings from this study are consistent with the literature review, in that individualized tutoring can help increase student motivation and achievement. Six out of the seven students who participated in this study showed an increase in mathematical achievement, and four out of the seven showed an increase in intrinsic motivation. / Dissertation/Thesis / M.A. Mathematics Education 2011

The purpose of this study was to determine what impact a No Child Left Behind-related afterschool tutoring program had on reading achievement of elementary students in a Mississippi rural school setting. The research questions that guided this study were (1) Is there a significant difference between the 2008 and 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of elementary students who participated in a No Child Left Behind-related afterschool tutoring program in a Mississippi rural school setting? and (2) Is there a significant difference between the 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of elementary students who participated in a No Child Left Behind-related afterschool tutoring program and those students who did not participate in a No Child Left Behind-related afterschool tutoring program in a Mississippi rural school setting, while controlling for 2008 MCT2 language arts scores? To address the research questions, a causal comparative research design was used. The researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and performed a paired sample t-test to answer research question one. To answer research question two, the researcher collected the state's language arts scores of 2008 and 2009 for elementary students who participated in the afterschool tutoring program and for eligible students who did not participate in the afterschool tutoring program and performed a univariate analysis of variance. The results of this study were twoold. The scores of the participants improved. Results of the paired sample t-test analysis indicated a significant difference in the scores between the 2008 and 2009 Mississippi Curriculum Test, 2nd Edition language arts. On the other hand, results of the univariate analysis of variance indicated that there was no significant difference between the 2009 Mississippi Curriculum Test, 2nd Edition language arts scores of participants and nonparticipants. Recommendations for further research include conducting an experimental research design on afterschool tutoring and reading achievement in a rural school or rural schools, analyzing parental involvement while conducting research on afterschool tutoring and reading achievement in rural schools, and observing a regular classroom setting with comparison with an afterschool tutoring while conducting research on afterschool tutoring and reading achievement in rural schools.

Public school districts in Virginia face increasing calls for academic and fiscal accountability due to societal and governmental concerns. School districts are being pressed by community and governmental agencies to offer more services to meet the unique demands of each locality. As demands on time, on service provision, and for instructional accountability rise, financial assistance is not increasing at a rate to offset the service costs. Historically public school districts have accepted the responsibility for management, supervision, and provision of services such as transportation, custodial services, and instruction. As stresses mount on the administrators of public schools in Virginia, districts must become creative in the provision of services. Privatization is an alternative management strategy that school districts are using to provide educational services. The purpose of this study was to present, through description and analysis, the current status of the privatization of educational services by contractual agreement in the public school districts in Virginia. The study provided information indicating the current status of privatization and factors associated with contracting out such as the perceived effectiveness of contracted services, the annual budget allocation, the contractual arrangement, and the future status of privatization. This research will benefit the professionals responsible for the financial and service delivery processes in the public schools. The research instrument was mailed to the superintendents of the 132 public school districts in Virginia. The superintendents were to complete the survey or to forward it to their designees. Effective responses were received from 85 school districts; this represents a 64.39% return rate. An analysis of the data revealed that the public school districts in Virginia privatized 44 instructional and non-instructional services. The services most often provided by the private sector are school audits (64.7%), physical therapy (62.4%), legal services (58.8%), occupational therapy (56.5%), and HVAC maintenance (24.7%). The most privatized services require specialized skill and training. For school districts in Virginia, school audits are required by law to be performed by an outside agency or contractor. This indicates the data might not be a complete representation of the services privatized in the public schools. Public school districts in Virginia contract with the private sector to increase service effectiveness, to reduce service costs, to acquire expert personnel, and to eliminate capital outlay. Of the respondents, 88.2% indicated that the school districts received at least the same or better services from the private sector. The respondents also reported an anticipated increase of 31.8% for contracted services in the future. The majority of school districts do not expect to change the mode of service provision. / Ed. D.

abstract: ABSTRACT When you have more students who are eligible for tutoring than those who are successfully meeting the academic requirements, then there is a problem. This study examined the impact that NCLB's federal mandates of providing Supplemental Educational tutoring services had on New Mexico’s Standards Based Assessment results for eligible elementary students in one district who participated in tutoring for three school years from 2008 to 2011. The quantitative study examined the archived Standards Based Assessment data for each tutored participant leading to the total average means scaled scores per year for four elementary schools in comparison to non-tutored students within the same schools. Research Question 1 asked if Supplemental Educational Services tutoring increased Standards Based Assessment scores. To generalize the results and state whether there was an increase in SBA test scores due to participation in the SES tutoring was not valid. Research Question 2 asked if the number of years tutored increased Standard Based Assessment scores. There were only three students who were tutored for two years consecutively. Research Question 3 asked if one group of providers were more effective than others. One provider was used from 44% to 88% of the time; however, there were no clear findings as to which SES provider was more effective as to SBA gains. Research Question 4 asked as to what services offered from SES providers was the parent choice for tutoring. The researcher found descriptions from the other SES providers to be similar to Club Z! Interviews were not part of the study and contacts made with the providers were not successful, pre- and posttest results of participating students were not available. The recommendation primarily was build internal monitoring and evaluation, collaborations with tutors, and continued study in area of tutoring. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2015

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-07-07T12:17:02Z No. of bitstreams: 1 arquivototal.pdf: 1547712 bytes, checksum: 30db9cb14265030b21ce1073411125bb (MD5) / Made available in DSpace on 2017-07-07T12:17:02Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1547712 bytes, checksum: 30db9cb14265030b21ce1073411125bb (MD5) Previous issue date: 2017-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The general objective of this dissertation is to understand the access to public policies which guarantee the rights in the life history of juveniles undergoing socio-educational services in a city the state of Paraíba. And its specific objectives are to identify the public policies that juveniles undergoing socio-educational services had access to in their lives before the infractional, to characterize the access pathway to the public policies of these juveniles, and to analyze the social context of the juveniles undergoing socio-educational services prior to the infractional. The theoretical framework of this work follows Vygotsky’s cultural-historical perspective. This field research took place in a public institution which performs socio-educational services in the state of Paraíba. The data were collected by way of open interviews and a questionnaire. Ten juveniles took part in the interview and six others in the questionnaire, since the rest of them were transferred to other institutions during data collection. Descriptive analyses were performed in the questionnaires and Thematic Content Analysis in the interviews. The results have shown that the participants had access to health, educational and social assistance policies before undergoing socio-educational services. However, despite this access, such policies did not present themselves as effectively protective spaces which guarantee the full conditions for the development of these subjects, since these juveniles are marked by experiences of denial of rights and absence of favorable conditions to their development, preventing them from seeing themselves as subjects of rights, resulting in processes of exclusion and criminalization of the impoverished youth. / Esta dissertação tem como objetivo geral: Compreender o acesso às políticas públicas de garantia de direitos na trajetória de vida de jovens em cumprimento de medida socioeducativa de internação em uma cidade do estado da Paraíba. E como objetivos específicos: Identificar as políticas públicas que os jovens em cumprimento de medidas socioeducativas acessaram em suas vidas antes do ato infracional; Caracterizar a trajetória de acesso às políticas públicas dos jovens em cumprimento de medidas socioeducativas e Analisar o contexto social dos jovens em cumprimento de medidas socioeducativas antes do ato infracional. A fundamentação teórica deste estudo é a perspectiva histórico cultural de Vigotski. A pesquisa ocorreu em uma instituição pública que executa medidas socioeducativas no estado da Paraíba. Para coleta dos dados utilizou-se entrevistas abertas e um questionário. Dez jovens participaram da entrevista e seis do questionário, pois os demais foram transferidos para outras instituições durante a coleta de dados. Foram realizadas análises descritivas nos questionários e Análise de Conteúdo Temática nas entrevistas. Os resultados revelaram que os participantes acessaram antes do cumprimento de medidas socioeducativas as políticas de saúde, educação e assistência social. Entretanto, apesar desse acesso, tais políticas não se apresentaram como espaços efetivamente protetivos e garantidores de condições plenas para o desenvolvimento destes sujeitos, de tal modo que estes jovens são marcados por vivências de negação de direitos e ausência de condições favoráveis ao seu desenvolvimento, impedindo que estes se enxerguem enquanto sujeito de direitos, resultando em processos de exclusão e criminalização da juventude pobre.

A presente dissertação constitui-se em um estudo qualitativo, delineado como estudo de caso, sobre as adequações curriculares, estratégias e procedimentos pedagógicos utilizados em sala de aula e em outros espaços escolares, a partir da utilização do software Boardmaker® com Speaking Dynamically Pro – SDP v.6, recurso de tecnologia assistiva, enviado às salas de recursos multifuncionais, na política pública brasileira de 2007 a 2012. Esta investigação verificou o modo como esse software foi utilizado pelos professores do Atendimento Educacional Especializado, de agosto de 2011 a dezembro de 2012, com alunos com paralisia cerebral que frequentam os anos iniciais (1º ao 5º ano) do Ensino Fundamental na Rede Regular de Ensino de Vacaria. O estudo é fundamentado por diferentes autores que apoiam a compreensão do objeto e do contexto de pesquisa, mais especificamente, abordando os temas da Educação Especial na perspectiva da Educação Inclusiva e dos recursos pedagógicos acessíveis de comunicação aumentativa e alternativa, além da apropriação das tecnologias de informação e comunicação direcionadas a pessoas com paralisia cerebral. Para análise dos dados, buscou-se ainda apoio na teoria sócio-histórica que fundamenta os processos de interação e mediação entre sujeitos, para o desenvolvimento dos processos mentais superiores. Os resultados apontam para a importância do software como ferramenta na comunicação alternativa dos alunos com paralisia cerebral, pois transforma o computador em um eficaz recurso de educação e comunicação. No entanto, evidenciam-se dificuldades para administrar esse recurso, frente à sua complexidade e ao grande espaço de tempo exigido para sua administração. Verifica-se ainda a necessidade de planejamento bem estruturado e articulado, para que os recursos utilizados possam servir como instrumentos mediadores na cultura, no desenvolvimento e nas aprendizagens dos alunos, podendo, desse modo, contribuir para que dificuldades relacionadas à educação na perspectiva da inclusão sejam ultrapassadas. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-29T16:23:01Z No. of bitstreams: 1 Dissertacao Adriana Aparecida de Almeida Marcolin.pdf: 2435705 bytes, checksum: c3ee52e2cdc9077226e38f1b14399095 (MD5) / Made available in DSpace on 2014-05-29T16:23:01Z (GMT). No. of bitstreams: 1 Dissertacao Adriana Aparecida de Almeida Marcolin.pdf: 2435705 bytes, checksum: c3ee52e2cdc9077226e38f1b14399095 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation consists of a qualitative study delineated as a case study about curriculum adaptations, strategies and pedagogical procedures used in the classroom and other school spaces, from the use of Boardmaker® with Speaking Dynamically software Pro – SDP v.6, resource of assistive technology sent to the multi-functional resource rooms in the Brazilian public policy from 2007 to 2012. This research verified the way this software has been used by teachers from the Specialized Educational Services, from August 2011 to December 2012, including students with cerebral palsy attending the early years (1st to 5th grades) in Regular Elementary Schools in Vacaria. The study is substantiated by several authors who support the comprehension of the object and the context of the research, more specifically approaching the topics of Special Education in the perspective of Inclusive Education and accessible educational resources of augmentative and alternative communication, besides the appropriation of information technologies and communication addressed to people with cerebral palsy. For data analysis, it was studied Vygotsky‟s theory that underlies the processes of interaction and mediation among subjects for the development of the superior mental processes. The results point to the importance of the software as a tool in alternative communication for students with cerebral palsy, because it turns the computer into an effective resource for education and communication. However, it is evident that there are some difficulties in managing this resource face to its complexity and the great amount of time required for its administration. There is still the need of a well-structured and articulated planning so that the useful resources can be served as mediating instruments in culture, development and student learning and may, though, contribute to difficulties, related to education in the perspective of inclusion, are gotten over.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2009. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-08-14T19:35:00Z No. of bitstreams: 1 marilei chiesa.pdf: 855347 bytes, checksum: b986c14ec79a9ad298ee205d7afa21a0 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-08-20T20:31:03Z (GMT) No. of bitstreams: 1 marilei chiesa.pdf: 855347 bytes, checksum: b986c14ec79a9ad298ee205d7afa21a0 (MD5) / Made available in DSpace on 2012-08-20T20:31:03Z (GMT). No. of bitstreams: 1 marilei chiesa.pdf: 855347 bytes, checksum: b986c14ec79a9ad298ee205d7afa21a0 (MD5) Previous issue date: 2009 / A presente dissertação de mestrado do Programa de Pós–Graduação em Educação Ambiental da Universidade Federal do Rio Grande busca compreender a implantação do atendimento educacional especializado como proposta de política pública da rede municipal de ensino de Pelotas/RS, da zona urbana e da zona de campo, no período de 2005 a 2008. O objetivo principal da pesquisa é analisar, os “indícios” da história da implantação das salas de recursos multifuncionais e como acontece a oferta do atendimento educacional especializado nesses espaços. Para tanto, foi feito uma reconstituição histórica dos principais acontecimentos políticos e pedagógicos orientados pela Política Nacional da Educação Especial sob a perspectiva inclusiva, utilizando como fio condutor a atuação da pesquisadora na condição de supervisora de educação especial, especificamente atuando na área das Salas de Recursos da Secretaria Municipal de Educação de Pelotas no período pesquisado. A experiência de supervisora nesse campo de atuação possibilitou contato junto aos dados arquivados do Centro de Apoio, Pesquisas e Tecnologias para a Aprendizagem, órgão responsável pela Educação Especial da Secretaria Municipal da Educação de Pelotas, bem como o acompanhamento do trabalho pedagógico realizado pelas professoras de atendimento educacional especializado que atendem os alunos com necessidades educativas especiais nos espaços das Salas de Recursos implantadas. A principal tarefa da análise nessa pesquisa qualitativa, mais precisamente um estudo de caso, é a reconstrução do processo desde o seu estágio primeiro, convertendo em análise o processo de (des)construção, (des)velamento do processo histórico, dialético e interpretativo da política pública de inclusão do município de Pelotas. Para corroborar com a discussão, Carlos Frederico Loureiro, um dos autores da Educação Ambiental, participa e nos ajuda a pensar sobre o papel da educação, para não sermos meros transmissores de conhecimentos e de valores vistos como ecologicamente corretos, pois somos mediados social e culturalmente, trazendo o diálogo como base dos processos educativos inclusivos. Além das contribuições teóricas da Educação Ambiental crítica e transformadora, a pesquisa está orientada pela teoria Sócio-histórica de Lev S. Vygotsky como subsídio para pensar a implantação do atendimento educacional especializado para as pessoas com deficiência no município de Pelotas/RS. A pesquisa realizada aponta resultados percebidos durante e na conclusão do investigar como: os investimentos; a busca da formação continuada dos professores; as mudanças pedagógicas dentro do ambiente educativo com a implantação das salas de recursos; a complexidade do processo de inclusão que se revela na dificuldade de diagnosticar as necessidades especiais; a capacitação de toda a equipe gestora da educação especial; o trabalho coletivo das professoras de atendimento educacional especializado e o apoio do gestor da educação das esferas municipal e federal. / The present master dissertation of the Post Graduation Program in Environmental Education of the Universidade Federal do Rio Grande aims comprehend the implantation of the specialized educacional service, as a proposal of a public politic of the municipal education in Pelotas/RS, in the urban area and in the country area, from 2005 to 2008. The main objective of this research is to analyze the “clues” of the history of implantation of the multifunctional research rooms and how the offer of specilized educational service happens in these spaces. In order to do this, it was done a historical reconstitution of the main political and pedagogical happenings oriented by the National Policy of Special Education within the perspective of inclusive education, using as a parameter the researcher’s role as supervisor of special education, playing a role specifically at the area of the Resource Rooms of the Municipal Secretary of Education in Pelotas at the period researched. The supervisory experience in this field enabled contact with the archived data of the Support Center, Research and Technology for Learning, institution responsible for the Special Education of the Municipal Secretary of Education in Pelotas, as well as the accompaniment of the pedagogical work realized by the teachers of specialized educational service that teach students with special educational necessities in the Resource Rooms implanted. The main task of the analysis in this quantitative research, more specifically a study of case, is the reconstruction of the process since its first stage, converting into analysis the process of (dis)construction, (un)veiling of the interpretative, dialetical and historical process of the public policy of inclusion of Pelotas City.To support/ corroborate with the discussion, Carlos Frederico Loureiro, one of the authors of Environmental Education, joins in and helps us to think about the role of education, in a way that we cannot be considered just transmissors of knowledge and values seem as ecologically correct, because we are measured socially and culturally, bringing the dialog as a base of the inclusive educational processes. Besides the theorical contributions of the critical and transformative Environmental Education, the research is oriented by the Socio-historical theory of Lev S. Vigotsky as a subsidy to think the implementation of specialized educational services for people with disabilities in Pelotas City/RS. The research points to results realized during and in the conclusion of the investigative act, such as the investiments; the search for continued teacher training; the pedagogical changings within the educational environment with the implementation of resource rooms; the complexity of the inclusive process and the difficulty of diagnose de special necessities;the training of the management team; the colective work of the teachers working with specialized educational services and the support of the manager of education of the municipal and federal.