In this study I wished to understand whether my short-term training intervention enabled teachers to design and implement a lesson in which technology is effectively integrated. Participants were 22 teachers, some of whom held positions on their school’s management team, and 80 learners from 4 districts of the KwaZulu-Natal Department of Education. Teachers in the province have been trained in computer literacy; however, sadly, this did not automatically translate into classroom ICT integration. Overall, teachers do not integrate technology into their teaching. A number of reasons for this are identified. People involved in integrating technologies into the teaching and learning process have to be convinced of the value of the technologies, be comfortable with them, and be skilled in using them. Therefore, a short-term training intervention was designed to test whether it can benefit teachers by enhancing teaching and learning through communication and collaboration, by means of ICT. The results revealed that the teachers on the training programme gained knowledge of how to integrate ICT, that they collaborated, that their pedagogy also changed, and that their learners felt that their learning was improved. To ensure realistic and holistic solutions for policymakers, district and school officials, the factors that prevent teachers from making full use of ICT were also iterated. Detailed results and implications of the results are discussed.

Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-08-18Bitstream added on 2014-06-13T18:53:54Z : No. of bitstreams: 1 silva_fs_me_prud.pdf: 1340488 bytes, checksum: 02c49c631c2d2d62bb8641bd59cd7607 (MD5) / O objetivo da presente pesquisa é analisar o processo de formação em serviço de cinco (5) educadores do Ensino Fundamental (5ª e 6ª série), de uma escola da Rede Pública de Presidente Prudente, para fazer uso das Tecnologias de Informação e Comunicação (TIC) como mídias no desenvolvimento de projetos de trabalho. Para tanto, a abordagem metodológica adotada foi baseada no estudo de caso do tipo observacional e no ciclo da dialética definido por ação-problema-reflexão-ação, a fim de provocar mudanças na pratica pedagógica dos educadores, procurando criar um ambiente Construcionista, Contextualizado e Significativo - CCS para favorecer a construção do conhecimento dos alunos. A investigação foi realizada no ambiente escolar no período de março/2004 a dezembro/2005, buscando propiciar a troca, a reflexão e a cooperação entre os envolvidos, por intermédio de intervenções ocorridas semanalmente em três momentos: nas Horas de Trabalho coletivo (HTPC), Sala Ambiente de Informática (S.A.I.) e Sala de Aula (S.A.). Como resultados, destaca-se a mudança na prática pedagógica dos educadores que usaram recursos disponíveis na Internet (diário e jornal eletrônico, bate-papo e e-mail) como mídias pedagógicas no processo de ensino e aprendizagem e um melhor desempenho escolar dos alunos considerados inicialmente analfabetos funcionais, notados por meio dos exames: Sistema de Avaliação Rendimento Escolar Marietta (SAREM) e Sistema de Avaliação do Rendimento Escolar de São Paulo (SARESP). / This research analyses the on-site training process of five (5) educators of the Primary Education (5th and 6th grades) of a school in the Public Network of the city of Presidente Prudente, using Technology of Information and Communication (TIC) as a medias for project based learning. Research/training was on the study of case type observation and cycle of the dialectic defined for action-problem-reflection-action the methodological approaches chosen on the intent to provoke shifts in the pedagogical practice of the educators, aiming to create Constructionist, Contextualized and Significative (CCS) Environments, favoring the construction of the students' knowledge. The research was conducted in the school environment from march 2004 to december 2005, trying to improve interchange, reflection and cooperation among the participants, through interventions realized weekly in three situations: during Collective Work Hours (HTPC), Computing Environment Rooms (SAI) and Classrooms (SA). As results, I highlight the shift in the pedagogical practice of the educators which used resources available on Internet (weblogs, newsgroups, chats and email) as pedagogical medias of the teaching and learning processes and the improvement of the students grades which were initially considered functionally illiterates, detected through the tests: School Efficiency Evaluation System (SAREM) and São Paulo School Efficiency Evaluation System (SARESP).

The purpose of this study is to gain insight into the perceptions of the impact of trauma-informed care training in three Appalachian elementary schools. Childhood adversity can negatively affect a student’s experience in the classroom (van der Kolk, 2014; Ogata, 2019) with findings showing an estimate of one half to two-thirds of children experiencing at least one traumatic event before the age of 18 (CDC, 2016; Finkelhor, 2015; McInerney & McKlindon, 2021). Trauma, an event or occurrence that causes great distress by exposure to physical or psychological abuse, violence, crime, has been linked to academic failure, various illnesses, both physical and mental, substance abuse, and criminal behavior, and may impact concentration, memory, language skills and organization, which are considered necessary traits to achieve academic success (Center for Treatment of Anxiety and Mood Disorder, n.d.; Liberman et al., 2011; Ogata, 2012). Trauma can also affect social, self-regulation, and relational skills as well as cognitive abilities (National Child Traumatic Stress Network, 2016). As reported by O’Neill et al. (2010), these situations should be addressed through proper trauma education and training which include intervention strategies. The trauma-informed care (TIC) approach is a strengths-based framework based on the awareness of the impact of trauma that takes a universal precaution approach, emphasizing safety and reestablish control (Huckshor & LeBel, 2013).

Attention Deficit Hyperactivity Disorder (ADHD) is a very common disorder that affects 8% to 10% of South African children. It is thus prevalent in the classroom, and with the advent of inclusive education in South Africa, educators have to facilitate and support the needs of learners with ADHD. Educators play an integral role and provide essential information with regards to the identification, diagnosis and referral of ADHD. It is the responsibility of the educator to create an environment where every learner has the opportunity to succeed. However, uncertainty exists as to whether South African educators have an appropriate and adequate understanding of the disorder. This study therefore aimed to examine the knowledge and perceptions of ADHD held by foundation phase educators in a township in Gauteng. A sample of 100 female educators was used in the study and a mixed methods approach using a questionnaire was administered to the educators. Their knowledge and perceptions in the three content areas of ADHD (Associated Features, Symptoms/Diagnosis and Treatment) was explored. Data analysis reflected that the educators in the sample had inadequate and insufficient knowledge and understandings of ADHD. Educators seemed to know the most about the symptoms of the condition, less about the associated features and the least about treatment approaches. The implications of these research findings are discussed, within the South African context.

Made available in DSpace on 2016-04-27T14:48:44Z (GMT). No. of bitstreams: 1 Mariana Antoniuk.pdf: 1476220 bytes, checksum: 2da8524e7a7d9a37b350892fc910ed43 (MD5) Previous issue date: 2015-08-10 / In developing countries such as Brazil and Mozambique, the lack of properly trained and licensed teachers is a serious issue. As such, there is an urgent need in these places to provide training for these educators, many of whom have never had access to a formal, quality education. The goal of this study is analyze one experience with untrained teachers and educators in Mozambique with Paulo Freire's concepts, in order to improve the quality of their teaching and, consequently, raise the level of education within the country. The study and y personal experience researching and coordinating three separate teacher-training projects in Mozambique during 2011, 2013, and 2014. Additionally, the study w y y developed by Paulo Freire (1970, 1977, 1997, 2003a, 2003b, 2011, 2014a, 2014b), as well as the writings of António Nóvoa (1995, 1997), Carlos Marcelo García (1999, 2009), and Vera Placco (2008). This study takes a qualitative j experience and fieldwork along with other early-childhood educators in Mozambique. The results and conclusions of this study demonstrate that the success of training teachers who have never been formally trained depends on the dialogue, as knowledge building process, on the respect the identity of each teacher and the critical reflection on his or her education methods / A realidade de professores sem habilitação ainda é uma questão a ser enfrentada no Brasil e em países subdesenvolvidos, como Moçambique. Torna-se urgente a necessidade de uma formação para esses educadores, que não tiveram acesso à escolaridade. O objetivo desta pesquisa é analisar uma experiência de formação de professores sem habilitação, em Moçambique, na África, com o crivo de conceitos da pedagogia de Paulo Freire. Tomo como objeto de análise três momentos de formação de professores que coordenei em Moçambique, nos anos de 2011, 2013 e 2014, e, como fundamentos, a educação crítico-libertadora, cuja principal referência é o educador Paulo Freire (1970, 1977, 1997, 2003a, 2003b, 2011, 2014a, 2014b). Também serão consultadas as produções de António Nóvoa (1995,1997), Carlos Marcelo García (1999, 2009) e Vera Placco (2008). Trata-se de uma pesquisa de abordagem qualitativa, a partir de uma intervenção realizada pela pesquisadora junto a professores de educação infantil de Moçambique. Os resultados desse trabalho demonstraram que o êxito da formação de professores sem habilitação depende do diálogo, assumido como processo de construção de conhecimento, do respeito pela identidade desses professores e da reflexão crítica sobre a prática docente

This Master‟s thesis has been produced in the Postgraduate Program in Education of Universidad Federal de Santa Maria, Brazil. It focuses on the themes of training, knowledge, and professional development. Its main objective is to explore educational strategies to address drugs issues, considering the notion of workshop as the basis of the work. The study shows some of the movements for regulation and prohibition of drugs, and how these subjects are part of different societies, in different periods. Moreover, it contextualizes Harm Reduction historically. From the analysis, it is highlighted the notion that agents who act for harm reduction have about the practice in Rio Grande do Sul State, in the South of Brazil. From this, we present the project Ítaca: harm reduction as a tool for intersectorial practices in health. It is developed in partnership with Universidade Federal de Santa Maria, with funds from the National Ministry of Health. Divided into two series, the project proposes the training of educators for harm reduction and, in a second moment, the action of these educators in a course offered to graduation students of courses such as Social Communication, Law, Education and those of the Health fields. / A presente dissertação de mestrado está inserida na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria UFSM. Tem como objetivo principal explorar estratégias educacionais para a abordagem da questão das drogas, tendo como base a noção de oficina. Apresenta um pouco dos movimentos de regulamentação e proibição das drogas e sobre como fazem parte de diferentes sociedades em diferentes épocas. Além disto, é feita uma contextualização histórica da Redução de Danos. Destaca-se na análise o sentido de uma noção de redução de danos em funcionamento nas ações dos agentes redutores de danos do RS. A partir disto apresenta o Projeto Ítaca: redução de danos como ferramenta para práticas intersetoriais em saúde, desenvolvido em parceria com a UFSM através de recursos do Ministério da Saúde. O projeto, dividido em duas séries, propõe a formação de educadores em redução de danos e, depois, a atuação destes educadores em um curso oferecido a estudantes universitários de áreas tais como saúde, comunicação social, direito e licenciaturas.

O objetivo da presente pesquisa é analisar o processo de formação em serviço de cinco (5) educadores do Ensino Fundamental (5ª e 6ª série), de uma escola da Rede Pública de Presidente Prudente, para fazer uso das Tecnologias de Informação e Comunicação (TIC) como mídias no desenvolvimento de projetos de trabalho. Para tanto, a abordagem metodológica adotada foi baseada no estudo de caso do tipo observacional e no ciclo da dialética definido por ação-problema-reflexão-ação, a fim de provocar mudanças na pratica pedagógica dos educadores, procurando criar um ambiente Construcionista, Contextualizado e Significativo - CCS para favorecer a construção do conhecimento dos alunos. A investigação foi realizada no ambiente escolar no período de março/2004 a dezembro/2005, buscando propiciar a troca, a reflexão e a cooperação entre os envolvidos, por intermédio de intervenções ocorridas semanalmente em três momentos: nas Horas de Trabalho coletivo (HTPC), Sala Ambiente de Informática (S.A.I.) e Sala de Aula (S.A.). Como resultados, destaca-se a mudança na prática pedagógica dos educadores que usaram recursos disponíveis na Internet (diário e jornal eletrônico, bate-papo e e-mail) como mídias pedagógicas no processo de ensino e aprendizagem e um melhor desempenho escolar dos alunos considerados inicialmente analfabetos funcionais, notados por meio dos exames: Sistema de Avaliação Rendimento Escolar Marietta (SAREM) e Sistema de Avaliação do Rendimento Escolar de São Paulo (SARESP). / This research analyses the on-site training process of five (5) educators of the Primary Education (5th and 6th grades) of a school in the Public Network of the city of Presidente Prudente, using Technology of Information and Communication (TIC) as a medias for project based learning. Research/training was on the study of case type observation and cycle of the dialectic defined for action-problem-reflection-action the methodological approaches chosen on the intent to provoke shifts in the pedagogical practice of the educators, aiming to create Constructionist, Contextualized and Significative (CCS) Environments, favoring the construction of the students' knowledge. The research was conducted in the school environment from march 2004 to december 2005, trying to improve interchange, reflection and cooperation among the participants, through interventions realized weekly in three situations: during Collective Work Hours (HTPC), Computing Environment Rooms (SAI) and Classrooms (SA). As results, I highlight the shift in the pedagogical practice of the educators which used resources available on Internet (weblogs, newsgroups, chats and email) as pedagogical medias of the teaching and learning processes and the improvement of the students grades which were initially considered functionally illiterates, detected through the tests: School Efficiency Evaluation System (SAREM) and São Paulo School Efficiency Evaluation System (SARESP). / Orientador: Elisa Tomos Moriya Schlünzen / Coorientador: Maria da Graça Moreira da Silva / Banca: José Manuel Moran Costas / Banca: Rita Filomena Andrade Januário Bettini / Mestre

Educators and school staff often overlook students with intellectual disabilities and students who are LGBTQ+ within public schools. They recognize even less students who identify in both these areas. The purpose of this study is to add to a small pool of research about how to best support students with intellectual disabilities who are gender nonconforming. A review of literature found a gap in understanding the experiences of students with intellectual disabilities who are gender nonconforming. This study uses a qualitative research design and intersectionality as a theoretical framework. The researcher completed interview with four special education staff using open-ended questions to learn how they have observed ways schools have supported students with intellectual disabilities who are gender nonconforming. The researcher categorized responses into the following themes: gender expression, relationships, acceptance and representation, resources for students, training for educators, and policy. The researcher found through the experience, knowledge, and perspectives of these four special education staff that students can freely express their gender identity in school and have mostly positive relationships with their peers and school staff. Special education and school staff generally accept students with these dual identifiers in schools, but rarely represent them in curriculum. Schools support students through wellness centers and positive language. Educators are in need of training on existing policy and procedure and ways to better include and represent students with intellectual disabilities who are gender nonconforming in their classrooms.

Imerso no universo das culturas populares da área cultural caipira e ciente da aridez desses conteúdos e formas de transmiti-los nos espaços formais e informais de ensino, um grupo de artistas se debruça em pesquisas e vivências que dialogam com manifestações da cultura popular da região Sudeste. Após essa imersão, propõe o projeto Ecos da Paulistânia, um recorte de sonoridades e passagens históricas fundamentais sobre a formação cultural de uma região que muitos autores denominam como Paulistânia. Obtendo duas aprovações dessa proposta em editais paulistas no âmbito estadual, o grupo intensifica a pesquisa, envolvendo artistas e professores, especialmente músicos com significativa atuação na temática, para auxiliarem na concepção de arranjos musicais e narração de histórias a fim de se registrar todo o material em CD, intitulado com o nome do projeto. Assim, para difundir essa proposta, promovem apresentações musicais e vivências de cultura popular, as quais revelam um campo altamente fértil de atuação que dialoga com demandas educacionais. Dessa forma, o projeto encontra dois focos de atuação, em longo prazo, que despertam possibilidades de análise e argumentação para a presente pesquisa: uma formação de educadores, em Franco da Rocha/SP, dentro do Programa Mais Educação; e o trabalho com jovens e crianças no Projeto OCA (Oficinas Culturais Anchieta), em Embu das Artes/SP. Para esta dissertação, destacamos a reflexão sobre possíveis contribuições promovidas pelas vivências de culturas populares da área cultural caipira nos espaços educacionais citados e possíveis caminhos de formação para realização do trabalho de educação musical proposto. Ainda objetivamos constatar os méritos e as dificuldades da proposta, levando em conta prováveis vínculos dos conteúdos com referências da formação cultural do público-alvo. Para cada manifestação da cultura popular abordada nas formações, realizaremos um relato de experiência apoiado em suporte teórico, dissertando também sobre os grupos, artistas, comunidades e instituições que serviram de referência para o trabalho. / Immersed in the universe of the popular cultures of the provincial (\"caipira\") cultural area and aware of the sensitivity of this subject and of the means to transmit it in formal and informal education spaces, a group of artists focused on research and experiences that dialogue with popular culture manifestations in the Southeastern region of Brazil. After this immersion, the group proposed the project Echoes of Paulistânia, a clipping of sonorities and central historical landmarks of the cultural background of a region that many authors call Paulistânia. This proposal obtained two approvals in São Paulo state level public notices, and the group intensified the research involving artists and teachers, especially musicians with significant experience in acting on the issue, to assist in the design of musical arrangements and storytelling in order to register all the material on CD, which is titled with the project name. Thereby, to disseminate this proposal, they promote musical performances and popular culture experiences, which reveal a highly fertile field of action that dialogues with educational demands. Thus, the project has two long term action focuses that raise possibilities of analysis and argumentation for this research: an educator training program, in Franco da Rocha/SP, in the More Education (\"Mais Educação\") Program; and the work with children and young people in the OCA Project (Oficinas Culturais Anchieta, Cultural Workshops Anchieta), in Embu das Artes/SP. For this dissertation, we emphasize the reflection on the possible contributions promoted by the experiences with popular cultures of the provincial (\"caipira\") cultural area in the aforementioned educational spaces as well as on the possible training paths for carrying out the proposed musical education work. Also, our aim is to detect the merits and difficulties of the proposal, taking into account probable links of the content with references to the cultural background of the target audience. For each manifestation of popular culture addressed in training, we will conduct an experience report supported by theoretical basis, also remarking on the groups, artists, communities and institutions that served as a reference for the work.

Imerso no universo das culturas populares da área cultural caipira e ciente da aridez desses conteúdos e formas de transmiti-los nos espaços formais e informais de ensino, um grupo de artistas se debruça em pesquisas e vivências que dialogam com manifestações da cultura popular da região Sudeste. Após essa imersão, propõe o projeto Ecos da Paulistânia, um recorte de sonoridades e passagens históricas fundamentais sobre a formação cultural de uma região que muitos autores denominam como Paulistânia. Obtendo duas aprovações dessa proposta em editais paulistas no âmbito estadual, o grupo intensifica a pesquisa, envolvendo artistas e professores, especialmente músicos com significativa atuação na temática, para auxiliarem na concepção de arranjos musicais e narração de histórias a fim de se registrar todo o material em CD, intitulado com o nome do projeto. Assim, para difundir essa proposta, promovem apresentações musicais e vivências de cultura popular, as quais revelam um campo altamente fértil de atuação que dialoga com demandas educacionais. Dessa forma, o projeto encontra dois focos de atuação, em longo prazo, que despertam possibilidades de análise e argumentação para a presente pesquisa: uma formação de educadores, em Franco da Rocha/SP, dentro do Programa Mais Educação; e o trabalho com jovens e crianças no Projeto OCA (Oficinas Culturais Anchieta), em Embu das Artes/SP. Para esta dissertação, destacamos a reflexão sobre possíveis contribuições promovidas pelas vivências de culturas populares da área cultural caipira nos espaços educacionais citados e possíveis caminhos de formação para realização do trabalho de educação musical proposto. Ainda objetivamos constatar os méritos e as dificuldades da proposta, levando em conta prováveis vínculos dos conteúdos com referências da formação cultural do público-alvo. Para cada manifestação da cultura popular abordada nas formações, realizaremos um relato de experiência apoiado em suporte teórico, dissertando também sobre os grupos, artistas, comunidades e instituições que serviram de referência para o trabalho. / Immersed in the universe of the popular cultures of the provincial (\"caipira\") cultural area and aware of the sensitivity of this subject and of the means to transmit it in formal and informal education spaces, a group of artists focused on research and experiences that dialogue with popular culture manifestations in the Southeastern region of Brazil. After this immersion, the group proposed the project Echoes of Paulistânia, a clipping of sonorities and central historical landmarks of the cultural background of a region that many authors call Paulistânia. This proposal obtained two approvals in São Paulo state level public notices, and the group intensified the research involving artists and teachers, especially musicians with significant experience in acting on the issue, to assist in the design of musical arrangements and storytelling in order to register all the material on CD, which is titled with the project name. Thereby, to disseminate this proposal, they promote musical performances and popular culture experiences, which reveal a highly fertile field of action that dialogues with educational demands. Thus, the project has two long term action focuses that raise possibilities of analysis and argumentation for this research: an educator training program, in Franco da Rocha/SP, in the More Education (\"Mais Educação\") Program; and the work with children and young people in the OCA Project (Oficinas Culturais Anchieta, Cultural Workshops Anchieta), in Embu das Artes/SP. For this dissertation, we emphasize the reflection on the possible contributions promoted by the experiences with popular cultures of the provincial (\"caipira\") cultural area in the aforementioned educational spaces as well as on the possible training paths for carrying out the proposed musical education work. Also, our aim is to detect the merits and difficulties of the proposal, taking into account probable links of the content with references to the cultural background of the target audience. For each manifestation of popular culture addressed in training, we will conduct an experience report supported by theoretical basis, also remarking on the groups, artists, communities and institutions that served as a reference for the work.