Introdução As novas configurações da Educação escolar têm demandado do professor mais tempo e esforços. Esta profissão, assim como outras, possui riscos que facilitam o processo de adoecimento. No entanto, ser professor tem suas especificidades inerentes à natureza das atividades exigidas e tempos para executá-las. O presenteísmo e absenteísmo nesta função manifestam-se de forma peculiar e sua ocorrência tem importantes consequências. Objetivos Analisar as percepções das condições de trabalho de docentes do ensino fundamental e as possíveis associações com o adoecimento, absenteísmo e presenteísmo docente. Métodos Estudo de natureza qualitativa de associação sem interferência entre as variáveis. A coleta de dados foi realizada por meio de entrevistas individuais e análises documentais. Foram convidados a participar 20 professores de escolas fundamentais de Rio Branco, Acre. Dez professores que não registraram nenhuma ausência por doença no período de um ano anterior à coleta de dados; e dez professores que estiveram afastados por motivo de doença (superior a 15 dias) e que retornaram ao trabalho ou como professor ou em outra função (readaptados). Para análise dos dados foi realizado a técnica de análise de conteúdo. Resultados e discussão As categorias temáticas discutidas foram: 1- condições de trabalho; 2- trabalho, repercussões domésticas e saúde; 3- presenteísmo; 4- absenteísmo por doença; 5- o reconhecimento e o sentido do trabalho para um professor e; 6 - ações auxiliares na prevenção de doenças na visão dos professores. Os professores afirmaram a interferência do trabalho em seu dia a dia, fator este que dificulta os cuidados de si, sua família e sua saúde. Foram relatadas situações de desvalorização do trabalho do professor e os riscos que tal profissão oferece à saúde. O motivo mais enfatizado para ocorrência do presenteísmo foi a exigência escolar para repor sua ausência em sala de aula, quando esta for de até 15 dias, mesmo apresentando atestado médico. Os professores que retornaram ao trabalho perceberam o retorno na mesma função como um fator impeditivo de manter seus cuidados; aqueles professores que foram readaptados analisaram como benéfica sua saída da sala de aula, pois possibilitava a maior dedicação à família e cuidados pessoais. Conclusões As condições de trabalho do professor além de facilitar o processo de adoecimento, dificultam os cuidados que este deveria ter com sua saúde. É necessário repensar estratégias que possibilitem ao professor o uso do direito de se ausentar quando estiver doente. Ações de promoção à saúde, bem como estratégias de acesso ao serviço de saúde devem ser inseridas neste contexto / Introduction - The new configurations of school education led to greater demands of efforts and time. This occupation, like several others present workplace risks that facilitate the development of work-related diseases. However, being a teacher has its specificities. They are inherent to the nature of the work activities. Presenteeism and absenteeism among teachers are manifested in a peculiar way and its occurrence has important consequences. Aims- To evaluate perceptions of teachers\' working conditions of elementary schools and their association with illnesses, sick leave and presenteeism. Methods Qualitative evaluations took place without interference between the variables. Data collection was conducted through individual interviews and documentary analysis. The study was carried out among teachers of municipal schools of Rio Branco, AC. Twenty elementary school teachers were invited to participate. Two groups were formed: ten teachers who never asked for a sick leave during 12 months prior to the data collection; and ten teachers who have been on sick leave (short or long term absence) due to illness, and returned to work either as a teacher or in another function (re-adapted to perform another job in a fundamental school. Data analysis was performed using content analysis. Results and Discussion - The themes raised during the interviews belonged to the following categories: 1- working conditions; 2 work, home and health implications; 3- presenteeism; 4- sickness absenteeism; 5- the recognition and the meaning of work for a teacher and; 6 - support in the prevention of diseases. Teachers mentioned the interference of work in their daily lives, a factor which complicates their own care, family and health. A number of times teachers mentioned several health risks they face at work. The main reported reason for the occurrence of presenteeism was a school requirement that obliged teachers to replace their classes even if they were absent due to a medical reason. Returning to work at the same job (as a teacher in the classroom) was perceived as lack of incentive to preserve ones health; those who were readapted reported it was beneficial leaving a teaching job, as it allowed them a greater time to devote to their families and personal care. Conclusions- Teachers working conditions were associated with work-related diseases. Being a teacher was reported as an additional difficulty to maintain their health. It is necessary to rethink strategies that would allow teachers to use the right to be in sick leave without being punished for missing classes. Programs of health promotion, as well as easier access to health services should be inserted in this context

The problem with which this investigation is concerned is that of determining the extent to which the elementary schools in the province of Sukhothai, Thailand, reflect an open or closed organizational climate. This study has two purposes. The first is to identify the organizational climate of elementary schools in the province of Sukhothai, Thailand, as measured by the Organizational Climate Description Questionnaire (OCDQ). The second is to determine the differences between the organizational climate of elementary schools with enrollments of 300 students or less and elementary schools with enrollments of more than 300 students. The conclusions of the study indicated that the climate of the elementary schools in the province of Sukhothai, Thailand tended to be more closed than open. Principals tend to perceive the climate of the school to be more open than do the teachers. Teachers in elementary schools with enrollments of 300 or less perceived the climate of the schools to be more open than do teachers in elementary schools with enrollments of more than 300 students. And when the school size increases the climate is more likely to be closed.

The purpose of this study was to perform a qualitative analysis of an elementary school-based health clinic (SBHC). This situational analysis was performed to further understand the impact of accessible primary health care on an elementary school population. Data were collected through 30 participant interviews of parents, educators and medical personnel. Additional data were collected through the clinic files, and a t-test was used to compare the attendance and achievement data of clinic consumers for the clinic year against records from the previous year. The researcher presented information on the steps of SBHC development to include community campaign procedures. The investigation was performed to not only understand the procedural steps of clinic development, but also to document any issues which surfaced in the process. Some of the major recommendations as a result of this investigation were: (1) The health needs of community children must be viewed as a community concern and not one exclusively owned by the school. (2) The community as a whole, must come together in the form of an advisory board holding a broad representation of the community. (3) School communities should assess their school public to understand the level of need for instituting a SBHC. (4) A community needs assessment should be performed to understand the medical services currently available to children. (5) SBHC files and operations must meet the standards and norms of the profession.

In a qualitative study, grade three students in an urban classroom were introduced to Aboriginal children's picture-storybooks followed by "menoh," which are literary response activities. "Menoh" is defined as aesthetics, although, in this study "menoh" activities stem from Anishnabe and Cree cultural ways such as in traditional singing, dance, drumming, art and cooking.<p> The researcher used a reframing as a decolonizing methodology in order to reclaim Aboriginal voice and perspective. Reframing is taking greater control over the way Aboriginal research is structured, analyzed and written. The research data was collected over a period of several months within the classroom where the researcher read aloud and drew Aboriginal and non-Aboriginal listeners into the multi-layers of the stories. Through dialogue and critique, the students discussed the stories in literary circles. They shared meanings about the stories and made connections to their own lives and the lives of others. The stories contained messages about loyalty, respect, responsibility, honesty, humility, trust, and sharing-all those qualities that helped Aboriginal people live the life they did and still do today. Discussion was followed by a variety of "menoh," activities that introduced aesthetic ways of knowing from an Aboriginal perspective.

In a qualitative study, grade three students in an urban classroom were introduced to Aboriginal children's picture-storybooks followed by "menoh," which are literary response activities. "Menoh" is defined as aesthetics, although, in this study "menoh" activities stem from Anishnabe and Cree cultural ways such as in traditional singing, dance, drumming, art and cooking.<p> The researcher used a reframing as a decolonizing methodology in order to reclaim Aboriginal voice and perspective. Reframing is taking greater control over the way Aboriginal research is structured, analyzed and written. The research data was collected over a period of several months within the classroom where the researcher read aloud and drew Aboriginal and non-Aboriginal listeners into the multi-layers of the stories. Through dialogue and critique, the students discussed the stories in literary circles. They shared meanings about the stories and made connections to their own lives and the lives of others. The stories contained messages about loyalty, respect, responsibility, honesty, humility, trust, and sharing-all those qualities that helped Aboriginal people live the life they did and still do today. Discussion was followed by a variety of "menoh," activities that introduced aesthetic ways of knowing from an Aboriginal perspective.

In this study, a three phase Sequential Mixed Method Design was utilized to test a research based model explaining the relationships between technology integration and the factors affecting it. In the first phase, interviews were conducted with 20 elementary school teachers to identify the most common factors affecting elementary teachers&rsquo / use of technologies. The qualitative findings then guided the development of a survey instrument in the second phase. In the last phase, this survey was administered to 1080 classroom teachers in Ankara. In this phase, a path analytical approach was utilized to investigate the direct and indirect effects of teaching experience, computer use in years, principal support, colleague support, technology competency, teachers&rsquo / attitude and belief towards using technology and lack of time on technology integration to elementary school settings. Our findings indicated that technology integration is a complex process affected by many factors and these factors are highly related to each other. Within all factors, teachers&rsquo / technology competency has the largest direct effect on technology integration. Also, principal support, computer use in years, colleague support and teachers&rsquo / attitude and belief have important influences on technology integration. The technology integration model developed in this study provides a valuable tool for both policy makers and school principals to design and develop some strategies to bring success about integrating technologies in school environments. It will help the school principals in developing a vision and plan, indicating how technology will be integrated to the lessons and how the teachers are expected to use technologies.

Everyone understands that elementary schools in suburban areas are inaccessible and poorly sited. A compelling conclusion from this thesis is that only 12% of the approximately 40,000 elementary school children in Fulton County, Georgia, the focus of this study, are able to walk to school, given the school location and siting. Clearly, school location is a critical impediment for walkability, which is an emerging focus of public health. Three guiding questions are posed to explore the causes and consequences of elementary school inaccessibility. First, what influences the selection and design of elementary school sites in suburban locations? Second, what is the specific evidence that demonstrates inaccessibility? Third, what actions can be taken to address the problem? Schools located in Fulton County, Georgia are the subject of this thesis because Fulton County is typical of most suburban areas, in that the housing patterns are characterized by low density, cul-de-sac type development, large block size, and are designed with an assumption of total reliance on automobiles. Fifty-three elementary schools are included in this study. Recommendations and strategies are provided to correct the problems in existing schools to make them more accessible. The conclusions and recommendations follow the analysis and strategies are offered at three scales of analysis.

African American students are disproportionately underachieving in public elementary schools (National Center for Education Statistics, 2003). School staff and school leaders need to understand why an achievement gap still exists between the White and the African American students on their campuses (Kafele, 2009; Noguera, 2003; Denbo, 2002; Ferguson, 2001). A few schools have made a significant difference in school achievement for students of color and researchers and educators need to identify what these schools are doing differently to promote student success, especially for African American students (Chenoweth, 2009; Carter, 2000; Reyes, Scribner, & Scribner, 1999). The purpose of this study was to identify the practices that are in place at a diverse school where African American students have increased achievement. The study took a holistic look at one diverse elementary school in order to highlight the practices that assisted in the school’s success with African American students and their achievement. The research questions for this study are: 1. What practices are in place at a diverse school where African American students have increased achievement? 2. What policies are in place at a diverse school where African American students have increased achievement? The framework for the study is based on Samuel Casey Carter’s Study of 21 High-Performing, High-Poverty Schools. The methodology for this study used qualitative research guidelines, was ethnographic in nature, and used a single-case study approach. The data was gathered through observations, interviews, focus groups, and analysis of documental data. The findings for effective practices include: Supportive Leadership, Implementing Change, Staff Development, Distributive Leadership, Departmentalization, School-Wide Programs, Student Resources, Teacher Resources, Communication, and Planning and Teaming. The findings for effective policies include: Open Door Policy, Student Placement, Site-Based Decision Making Committee, Parent-Teacher Organization, and Grading. The conclusions are that policies and practices must be in place for schools to run effectively and increase achievement. The specific practices and policies that appear to support African American students may be beneficial to campuses with similar backgrounds or demographics. Schools that embrace practices and policies, such as these are in a better position to enhance the achievement for all African American students. / text

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education