The State of Texas implemented the No Pass-No Play Rule within House Bill 72 in the spring semester of 1985. The addition of this section to the state education code was a part of the state's efforts toward educational reform. The perceived rationale implied in House Bill 72 is that extracurricular activities can inspire student motivation and increase student achievement. The No Pass-No Play Rule seems to imply that there is a relationship between student achievement and extracurricular activities, and further implies that a student can be motivated to achieve by the desire to continue to participate in extracurricular activities. The problem of this study was a comparison of academic achievement for high school pupils involved in extracurricular activities and those who did not participate in extracurricular activities under the Texas No Pass-No Play Rule. The purpose of this study was to determine the impact of extracurricular activities on the academic achievement of high school students, specifically looking at the years 1983 through 1986, when the No Pass-No Play Rule was implemented. This study was an ex post facto study with data obtained from a cooperating Texas school district. Students were matched on critical variables, and their scores on a measure of achievement were analyzed to determine if there was any relationship between extracurricular activities and achievement. Repeated measures of achievement were also analyzed to determine if students involved in extracurricular activities scored differently from those not involved in extracurricular activities over this time period in which the No Pass-No Play Rule was implemented. Results indicated that for those students involved in this study, there was no significant difference on a measure of achievement for students involved in extracurricular activities and those who did not participate. Results also indicated that in the years 1983 through 1986 all students involved in the study declined slightly in their achievement scores, regardless of involvement with extracurricular activities.

L'étude présente une recherche portant sur les rythmes scolaires par une évaluation chronopsychologique des modalités organisationnelles du temps scolaire à l'école algérienne, elle compare entre la double et la simple vacation chez les enfants âgés de 11 à 12 ans. Les résultats obtenus dans cette recherche dégagent l'influence du type de modalité proposée-imposée sur les facteurs physiologiques et psychologiques des élèves algériens. Les résultats indiquent que sur le plan journalier et hebdomadaire les performances attentionnelles des enfants scolarisés en double vacation présentent une rythmicité classique qui témoigne d'une relative adaptation de cet emploi du temps aux rythmes de vie de l'enfant. En ce qui concerne l'étude des comportements, on conclue que les deux élèves scolarisés en double vacation s'adaptent mieux à la situation scolaire au cours de la journée scolaire. Par contre au cours de la semaine scolaire, c'est les deux élèves scolarisés en simple vacation qui semblent mieux s'adapter à la situation scolaire. Quelle que soit la modalité du temps scolaire simple vacation ou double vacation et quelle que soit l'heure d'entrée des enfants des deux sites, cela ne génère pas de perturbations du rythme veille sommeil ; les enfants des deux sites dorment plus que la moyenne établie par les recherches chronopsychologiques. Par contre, l'effet de la coupure de la demi-journée au cours de la semaine scolaire n'est pas bénéfique pour les élèves de la double vacation contrairement aux élèves de la simple vacation. La coupure du week-end permet de compenser la fatigue liée à la fin de la semaine chez les enfants des deux sites. En ce qui concerne les activités extra-scolaires, on ne peut que constater la similitude des deux modalités proposée-imposée aux enfants algériens simple vacation ou double vacation en matière d'organisation des temps extra-scolaires. / The purpose of this study is to make a chrono-psychological assessment of the type of time organization applied in Algerian schools. Comparison was made between the single and double vacation types of school timing organization based on a sample of pupils aged between 11 and 12 years. The results of the study highlight the physiological and psychological impact of the two types of school vacation on Algerian pupils. Furthermore the daily and weekly attention levels of pupils in the double vacation type of organization indicate that this type of time organization is well suited for Algerian pupils who seem well adapted to their school timing. With regard to the behavior of the two children observed during the study it was found that those in the double vacation type were better adapted to daily school life compared to their peers in the single type of vacation. However during the week it is the pupils in the single vacation type who showed a better level of adaptation. The results also indicate that regardless of the type of time organization and the time of school entrance the subjects showed no troubles with regard to time of sleeping or awaking: Pupils from the two types of time organization slept more than the average time indicated by chrono-psychological research. However it was also shown that the brake taken tuesday afternoon by pupils from the double vacation type - unlike their peers in the single vacation type- had no positive effects, but the brake taken in the weekend by all pupils regardless of the type of vacation was useful for since it enabled them to take a rest and overcome their fatigue. With regard to extra- curricular school activities they clearly appear to be the same for all pupils.

Die nur durchschnittlichen Ergebnisse vor allem in den Naturwissenschaften deutscher Schüler in internationalen Vergleichsstudien motivierten vielfältige Initiativen zur Gründung außerschulischer Lernorte. Diese haben u. a. das Ziel, dem schwindenden Interesse z. B. an Physik entgegenzutreten und so neben der Schule einen Beitrag zur naturwissenschaftlichen Grundbildung der Schüler zu leisten. Eine Variante dieser Lernorte sind so genannte Schülerlabore, in denen Schüler die Möglichkeit haben, sich intensiv mit naturwissenschaftlichen Fragestellungen zu beschäftigen und selbständig Experimente durchzuführen. Wenig erforscht ist jedoch die Wirksamkeit dieser Einrichtungen bezogen auf kognitive und affektive Ziele. Die vorliegende explorative Arbeit geht der Frage nach, wie sich das Interesse von Schülern der fünften und achten Jahrgangsstufe an Physik bei dreimaligen Besuchen eines Schülerlabors innerhalb eines Schulhalbjahres entwickelt. Zusätzlich ergründet sie am Beispiel der Anfangsoptik, wie sich eine von fachdidaktischer Seite geforderte Einbindung der Besuche in das laufende Curriculum auf die Interessenentwicklung auswirkt. Die Ergebnisse der auf Fragebogenerhebungen gestützten Studie lassen die Vermutung zu, dass Besuche eines Schülerlabors altersübergreifend lediglich kurzfristig positive Effekte hervorrufen. Das durch den Besuch gesteigerte Interesse geht bereits innerhalb weniger Wochen wieder verloren. Ein anfängliches Interessenniveau kann nur durch einen erneuten Besuch annähernd wieder erreicht werden. Die Besuche können somit nur den aus der psychologischen Forschung bekannten „Catch“-Faktoren zugeordnet werden. Diese können zwar als wirksames Mittel dienen, kurzfristig das Interesse zu wecken, sie sind jedoch nicht imstande, dieses mittelfristig aufrecht zu halten. Für eine Genese langfristig wirkender Interessen sind so genannte „Hold“-Komponenten erforderlich, die für eine Stabilisierung sorgen. Die vorliegende Arbeit gibt Hinweise darauf, dass dies durch eine thematische und methodische Einbindung der Besuche in das laufende Curriculum gewährleistet werden kann. Lehrer und Betreiber von außerschulischen Lernorten sollten dies daher zum Anlass nehmen, ihre Bildungsabsichten stärker miteinander abzustimmen. / International assessment studies revealed mediocre results of german students especially in science and thus motivated several initiatives to establish extracurricular learning facilities. Among others these facilities aspire to overcome the decreasing interest as for instance in physics and to contribute to students’ scientific literacy. One type of these informal learning settings are so-called science labs for school students. There, students have the chance to occupy themselves with scientific problems and to conduct experiments autonomously. Research concerning the effectiveness of these facilities regarding both cognitive and affective aims is scarce though. The present explorative study examines the impact of three visits to a science lab for school students on the development of interest in physics of 5th- and 8th-grade students. In addition, taking optics as an example it investigates the effectiveness of an integration of the visits into the current school curriculum as demanded frequently. Surveyed by questionnaires the results of the study give rise to the assumption that visits to a science lab cause positive effects only on a short time scale for all investigated age groups. The increased interest immediately after the visit declines within a few weeks. An initial level can only be reached by a subsequent visit. Hence, visits can only be assigned as “catch”-facets as known in psychological research. Therefore they can serve as an effective means to arouse interest but they are not capable of sustaining it on a mid term time scale. The genesis of long term interest requires so called “hold”-facets, which in turn stabilise the interest. The present study indicates that this stabilisation can be obtained by a thematic and methodical integration of the visits into the ongoing curriculum. Thus, teachers and carriers of extracurricular learning facilities should strive for a coordination of their educational objectives.

Made available in DSpace on 2016-12-08T17:06:40Z (GMT). No. of bitstreams: 1 NAJLA.pdf: 658506 bytes, checksum: 9087eed580f81bb75b7e69ec214dc834 (MD5) Previous issue date: 2012-03-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research sought to understand how choir practice occurs and the roles this activity plays in five elementary schools in the city of Florianopolis, Santa Catarina state, Brazil. The following specific objectives were established: map the elementary school choirs in the city of Florianopolis; identify how the choir practice is embedded in public and private schools; know the characteristics of different school choir groups; analyze the goals of principals, conductors, students and families in regards to the choir practice performance and identify possible relationships between the practices performed by the choirs and the roles they take in their respective contexts. In the literature review, there were different elements on school choir practice, highlighting the functions of music performed in society and schools. It was considered the social roles of music mainly as categorized by Alan Merriam, including other authors who also study the subject. The methodology used was the multiple case study within a qualitative approach. The instruments of data collection were observations, semi-structured interviews, focus groups and questionnaires. In each context we sought to understand the conceptions of principals, conductors, singers and families involved in this activity in the schools surveyed. These data were transcribed, organized and analyzed from three categories: 1) the choir as an extracurricular activity; 2) who could sing in the choir and 3) repertoire and rehearsals. The results reveal the existence of only twelve choirs among the ninety-nine elementary schools identified in Florianopolis. These choirs are all inserted as extracurricular activities in these institutions. Among the five choirs surveyed, some similarities and differences were identified in regards to the functions they perform in each context. In general, roles of institutional validation, contribution to societal integration and entertainment were predominant. The knowledge of these roles may contribute to better understand how this practice occurs in each school favoring decisions that enhance even more the offered proposals. Furthermore, the analysis and reflection in this work can foster understanding the relevance, presence and expansion of the choir practice as a tool for school music education / Esta pesquisa buscou compreender como ocorre a prática coral e que funções esta atividade exerce em cinco escolas de ensino fundamental no município de Florianópolis, no estado de Santa Catarina. Foram estabelecidos os seguintes objetivos específicos: mapear os corais das escolas de ensino fundamental da cidade de Florianópolis; identificar de que forma a prática coral está inserida nas escolas públicas e privadas; conhecer as características de diferentes grupos corais escolares; analisar os objetivos dos diretores, regentes, estudantes e familiares com relação à prática coral realizada; e identificar as possíveis relações entre as práticas realizadas pelos corais e as funções que estes exercem em seus respectivos contextos. Na revisão de literatura foram apresentados diferentes elementos sobre a prática coral escolar, destacando-se as funções da música exercidas na sociedade e na escola. Foram consideradas as funções sociais da música categorizadas principalmente por Alan Merriam, incluindo outros autores que também estudam o assunto. O caminho metodológico utilizado foi o estudo de casos múltiplos dentro de uma abordagem qualitativa. Os instrumentos de coleta de dados foram observações, entrevistas semi-estruturadas, grupos focais e questionários. Em cada contexto buscou-se compreender as concepções dos diretores, regentes, coralistas e familiares envolvidos nesta atividade nas escolas pesquisadas. Estes dados foram transcritos, organizados e analisados a partir de três categorias: 1) o contexto pesquisado; 2) o coral como atividade extracurricular e 3) práticas realizadas. Os resultados revelam a existência de apenas doze corais entre as noventa e nove escolas de ensino fundamental identificadas no município de Florianópolis. Estes corais estão todos inseridos como atividades extracurriculares nestas instituições. Entre os cinco corais pesquisados foram identificadas semelhanças e diferenças com relação às funções que os mesmos desempenham em cada contexto. De maneira geral, predominam as funções de validação das instituições, de contribuição para a integração da sociedade e de entretenimento. O entendimento dessas funções poderá contribuir para a compreensão mais aprofundada sobre como esta prática ocorre em cada escola favorecendo a tomada de decisões que aprimorem ainda mais as propostas oferecidas. Além disso, a análise e a reflexão realizadas neste trabalho poderá fomentar o entendimento da relevância, da permanência e da ampliação da prática coral como ferramenta para a educação musical escolar

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-21T18:50:49Z No. of bitstreams: 2 Juliana_Ubinski2016.pdf: 1928264 bytes, checksum: 5f09b48a3896e968b0f23b017ddb8c72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T18:50:49Z (GMT). No. of bitstreams: 2 Juliana_Ubinski2016.pdf: 1928264 bytes, checksum: 5f09b48a3896e968b0f23b017ddb8c72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-05-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / To provide an education that can form critical citizens, active and transformers of society, far from being a contemporary challenge, it permeates debates and inspires educational theories long ago. One of the proposals to contribute to the achievement of this goal is the expansion of the school day. Although the debates on the subject can refer to an idea of recent and innovative proposal, in Brazil, experiences with full-time education focused for less economically favored social classes are realities for at least five decades. During this period, there were beginnings and closures cycles with these experiences. However, although there are several debates between advocates and opponents of this educational policy, there are not so many researches that address the impacts of these activities for teachers and students involved in these proposals. Through research that discusses and reflects on expansion programs of the school day, it is expected to be possible to ascertain whether the practice performed contributes to the goals proposed for the program. In this sense, through this study, it is intended to determine whether the activities in the area of environmental education, linked to programs of expansion of the school day in state schools of Cascavel-PR, contribute to the achievement of the main objective of the journey expansion programs school: reduce educational inequalities (BRAZIL, 2010). Therefore, Scientific Literacy indicators will be used to enable verifying the level of scientific literacy of students in the subjects addressed in the extracurricular activities they are enrolled. Analysis of the legislation was made which regulates the expansion of the school day, in the proposals of activities in the field of environmental education and also interviews with teachers and students involved in the activities. The different stages of the research show that some gaps in the legislation that regulates the extracurricular activities can negatively impact the development and results of the activities. Among the five analyzed activities, it was possible to realize the contribution of only one for Scientific Literacy of the students. It is noticed that there is still a long way to go in order that the extracurricular activities, at least in most cases, contribute to student learning and, consequently, for education. / Proporcionar uma educação que possa formar cidadãos críticos, atuantes e transformadores da sociedade, longe de ser um desafio contemporâneo, há muito permeia debates e inspiram teorias educacionais. Uma das propostas que visam a contribuir para o alcance desse objetivo é a ampliação da jornada escolar. Embora os debates acerca do tema possam remeter a uma ideia de proposta recente e inovadora, no Brasil, experiências com o ensino em tempo integral voltado para classes sociais menos favorecidas economicamente são realidades há pelo menos cinco décadas. Nesse período, houve inícios e encerramentos de ciclos com essas experiências. No entanto, embora haja vários debates entre os defensores e opositores dessa política educacional, não há muitas pesquisas que contemplem os impactos dessas atividades para professores e alunos envolvidos nessas propostas. Através de pesquisas que discutam e reflitam sobre programas de ampliação da jornada escolar, espera-se ser possível verificar se a prática realizada contribui para os objetivos propostos para o programa. Neste sentido, através da presente pesquisa, pretendeu-se verificar se as atividades na área de Educação Ambiental, vinculadas aos programas de ampliação de jornada escolar nas escolas estaduais de Cascavel-PR, contribuem para o alcance do principal objetivo dos programas de ampliação da jornada escolar: diminuir as desigualdades educacionais (BRASIL, 2010). Para tanto, os indicadores da Alfabetização Científica serão utilizados para possibilitar verificar o nível da Alfabetização Científica dos alunos nos temas abordados nas atividades em contraturno em que estão matriculados. Foram realizadas análises da legislação que regulamenta a ampliação da jornada escolar, nas propostas das atividades na área de Educação Ambiental e também entrevistas com professores e alunos envolvidos nas atividades. As diferentes etapas da pesquisa mostraram que algumas lacunas na legislação que regulamenta as atividades em contraturno podem impactar de forma negativa o desenvolvimento e resultados das atividades. Dentre as cinco atividades analisadas, foi possível perceber a contribuição de apenas uma para a Alfabetização Científica dos alunos. Percebe-se que ainda há um longo caminho a ser percorrido para que as atividades contraturno, pelo menos em sua maioria, contribuam para aprendizagem dos alunos e, consequentemente, para a Educação

Cette étude examine, à partir d’un devis quasi-expérimental mixte de type concomitant triangulé, les effets de La classe enchantée, un programme parascolaire d’enrichissement musical non sélectif, sur deux dimensions de l’adaptation retenues à la lumière des objectifs du programme et des études précédentes sur celui-ci, soit les expériences positives à l’école et les difficultés intériorisées. Selon les prémisses du modèle de développement positif de Lerner (2005), il était anticipé que ces indicateurs d’adaptation évolueraient plus favorablement chez les élèves participant à La classe enchantée que chez leurs pairs n’y participant pas. Ces hypothèses ont été examinées auprès d’un échantillon comprenant 50 élèves (30% participant au programme, 66% de sexe masculin) majoritairement issus de familles immigrantes (90%) et fréquentant une école primaire située dans un quartier montréalais défavorisé socioéconomiquement. Ces élèves ont été suivis pendant 7 mois à partir du début de la 4e année (Mâge = 9,74). Les résultats quantitatifs montrent que la participation au programme est associée à une évolution favorable en matière de difficultés intériorisées, mais pas en ce qui a trait aux expériences positives à l’école. Les analyses qualitatives du discours des différents acteurs impliqués dans le programme (élèves inscrits et leurs parents, enseignants de musique et membres de la direction) suggèrent que l’atteinte partielle des effets attendus s’explique par une implantation inégale du programme, qui n’aurait pas permis l’avènement de tous ses bénéfices potentiels. Les résultats soutiennent l’idée que la participation à une activité parascolaire musicale de qualité a le potentiel de favoriser le bien-être chez les élèves issus de familles immigrantes. / This study examines the effects of La classe enchantée, a non-selective after-school music enrichment program, on two dimensions of adjustment identified considering the program's goals and previous studies of the program: positive school experiences and internalized difficulties. Based on the premises of Lerner's (2005) positive development model, it was anticipated that these indicators of adjustment would change more favorably for students participating in La classe enchantée than for their peers not participating. These hypotheses were examined in a sample of 50 students (30% participating in the program, 66% male) from immigrant families (90%) attending an elementary school located in a socioeconomically disadvantaged Montreal neighborhood. These students were followed for 7 months from the beginning of grade 4 (Mage = 9.74). Quantitative results show that participation in the program is associated with positive changes in internalized difficulties, but not in positive experiences at school. Qualitative analyses of the discourse of the various actors involved in the program (participating students and their parents, music teachers and members of the administration) suggest that the partial achievement of the expected effects can be explained by the uneven implementation of the program, which did not allow for the realization of all its potential benefits. The results support the idea that participation in a quality musical extracurricular activity has the potential to promote well-being among students from immigrant families.

Cette recherche trouve sa justification dans l’esprit d’ouverture vers les langues dans les pays de l’Union européenne. Comme, depuis janvier 2007, la Roumanie est entrée dans cette grande famille, l’enseignement des langues y est devenu, plus que jamais, une priorité. Notre questionnement porte sur : - la place des langues romanes et de l’anglais dans l’enseignement roumain actuel ; - la manière dont les documents officiels actuels (programmes scolaires, curriculum national, manuels scolaires) du ministère de l’Éducation et de la Recherche de Roumanie intègrent le nouveau dispositif du Conseil de l’Europe, le Cadre européen commun de référence pour les langues (CECR) ; - les manuels scolaires actuels pour les langues romanes (français, italien, espagnol) et l’anglais ; - les pratiques pédagogiques dans l’enseignement des différentes langues. Les façons d’apprendre et d’enseigner les langues à l’heure actuelle sont nombreuses, mais notre analyse reste dans le cadre théorique du CECR, dans l’objectif d’aider les enseignants, les élèves et les concepteurs de cours à coordonner leurs efforts pour augmenter la qualité de l’acte éducatif. Notre recherche ouvre la porte sur une réflexion plus approfondie concernant l’efficacité des méthodes utilisées aujourd’hui dans le domaine de l’enseignement des langues étrangères au lycée. La didactique moderne essaie de répondre aux demandes de la société, en proposant des stratégies multiples et adaptées pour former les élèves. L’expérience de la tradition associée à la capacité d’innovation sont les nouveaux repères de l’école pour une société multiculturelle. Si l’école roumaine veut s’inscrire dans la modernité, elle devra poursuivre le travail de fond engagé dans le respect et l’application du CECR, s’assurer que les professeurs y sont formés et leur donner les moyens d’intégrer cette modernité dans leurs pratiques scolaires / This research finds its justification in the spirit of the opening towards the modern foreign languages in the European Union. As, since January 2007, Romania has entered this big family, the teaching of modern foreign languages has become, more than ever, a priority. In this research we were interested in : - the place of the Romance languages and of the English language in the Romanian education system of today ; - the way in which the current official documents (school curricula, national curricula, school textbooks) of the Ministry of Education and Research of Romania integrates a new framework of the European Council, Common European Framework of Reference for Languages (CEFR) ; - the current school textbooks of the Romance languages (French, Italian, Spanish) and of English ; - the pedagogical activity in the teaching of various foreign languages. Nowadays, the ways of learning and teaching are numerous, but our analysis followsthe theoretical framework of CEFR, with the purpose of helping teachers, students and the authors of courses coordinate their efforts to enhance the quality of the teaching process. Our research opens the way for a deeper reflection as to the efficiency of the methods used today in the field of teaching foreign languages in high school. The modern Didactics tries to answer the requests of the society, proposing multiple strategies and adapted to form the students. The experience of the tradition associated with the capacity of innovation sets the new landmarks of school for a multicultural society. If the Romanian educational system wants to keep pace with the modernity, will have to continue the steps already made observing and applying the CEFR rules, to secure that the teachers are formed and are given the means to integrate this modernity in the actual teaching and practice in schools