New programming, such as the Specialist High Skills Major has been implemented in Ontario as part of the Student Success Learning to 18 Strategy to increase secondary graduation rates. Yet it has been unclear if this type of programming is actually improving student outcomes. As a result, this study asks: How does the implementation of the Specialist High Skills Majors (SHSM) contribute to student outcomes? Sub-research questions inquire about the consistency of the SHSM across Ontario, which students the SHSM has the greatest impact on academic success and if participation in the SHSM increases students’ academic success as defined by credit accumulation, marks, and graduation. The conceptual framework in this study is an amended version of Fullan’s (2007) critical factors that affect policy implementation. The study’s methods first included reviewing Ontario School Information System data on student achievement in the SHSM program. Interviews with thirty-four people also took place in eight schools from a mix of four geographically diverse Catholic and public school districts in Ontario that had high student enrollment in the SHSM program. While there were many findings within this study, four were key. The first finding was that there was great consistency to some aspects of implementing the SHSM program province-wide when there was top-down direction, while there was also great variability in other areas where there was increased flexibility. The second key finding centers around the role of leadership, including effective styles of leadership, consistency in leadership, and the importance of delegating leadership responsibility. The third finding highlights the importance of resources in implementing change. The last finding discusses the type of SHSM student that is most successful in the SHSM program and how program implementation directly affects student success.

New programming, such as the Specialist High Skills Major has been implemented in Ontario as part of the Student Success Learning to 18 Strategy to increase secondary graduation rates. Yet it has been unclear if this type of programming is actually improving student outcomes. As a result, this study asks: How does the implementation of the Specialist High Skills Majors (SHSM) contribute to student outcomes? Sub-research questions inquire about the consistency of the SHSM across Ontario, which students the SHSM has the greatest impact on academic success and if participation in the SHSM increases students’ academic success as defined by credit accumulation, marks, and graduation. The conceptual framework in this study is an amended version of Fullan’s (2007) critical factors that affect policy implementation. The study’s methods first included reviewing Ontario School Information System data on student achievement in the SHSM program. Interviews with thirty-four people also took place in eight schools from a mix of four geographically diverse Catholic and public school districts in Ontario that had high student enrollment in the SHSM program. While there were many findings within this study, four were key. The first finding was that there was great consistency to some aspects of implementing the SHSM program province-wide when there was top-down direction, while there was also great variability in other areas where there was increased flexibility. The second key finding centers around the role of leadership, including effective styles of leadership, consistency in leadership, and the importance of delegating leadership responsibility. The third finding highlights the importance of resources in implementing change. The last finding discusses the type of SHSM student that is most successful in the SHSM program and how program implementation directly affects student success.

The educational context, more precisely the school, has been the scene of several discussions, both with regard to working methods, teaching and public policies, as well as in relation to the subject that make up this space being noted that, currently, there are many differences with respect to the characteristics of the students who attend. In this sense, the present scientific interaction research theme is indigo children and with high skills/giftedness in the school context, considering the peculiar characteristics presented by these subjects. This research had as general objective to investigate which approaches and distances in the process of education of the students with high abilities/indigo and giftedness. Specific objectives are outlined: draw up a cast of features of the indigo child, directed to the school context, analyze how teachers perceive the indigo features and high skills/giftedness, evident in the school context and understand how the relationships of indigo and features high skills/giftedness interfere in the process of education of these subjects. To this end, the methodology of this research appears as a qualitative approach, since considering the relatively little explored theme using different data collection instruments. The background of this research is not to just get a new categorization of subject or behaviors, but in order to search for new knowledge that can help in the transformation of current education, still based on the principles of normalization of the subject. The analysis of the research included the examination of the indigo features cast, shortly after with the analysis of interviews given by teachers about the characteristics of their students. In the discussion were raised approaches regarding the characteristics and perceived indicators, culminating in the realization that there is a gap in the plan's discussion of spirituality, widely described by theoretical feature as an integral element of indigo and important features for complete understanding of the subject, as well as to meet the demand that the current society requires. Keywords: High skills/giftedness. Indigo children. Education / O contexto educacional, mais precisamente o escolar, tem sido palco de diversas discussões, tanto no que concerne às metodologias de trabalho, didática e políticas públicas, quanto em relação aos sujeitos que compõem tal espaço sendo observado que, atualmente, muitas são as diferenças no que tange às características dos estudantes que o frequentam. Neste sentido, a presente interlocução científica apresenta como temática de investigação crianças índigo e com altas habilidades/superdotação no contexto escolar, tendo em vista as características peculiares apresentadas por estes sujeitos. Esta investigação teve como objetivo geral investigar quais as aproximações e distanciamentos no processo de escolarização dos estudantes índigo e com altas habilidades/superdotação. Como objetivos específicos delineou-se: elaborar um elenco de características da criança índigo, direcionado ao contexto escolar, analisar como os professores percebem as características índigo e de altas habilidades/superdotação, evidentes no contexto escolar e compreender como as relações das características índigo e de altas habilidades/superdotação interferem no processo de escolarização destes sujeitos. Para tanto, a metodologia desta pesquisa configura-se como uma abordagem qualitativa, pois considerando o tema relativamente pouco explorado utilizou-se diferentes instrumentos de coleta de dados. A justificativa desta investigação está em não apenas buscar uma nova categorização de sujeitos ou comportamentos, mas na intenção de procurar novos conhecimentos que possam auxiliar na transformação da educação atual, ainda pautada em princípios de normalização do sujeito. A análise da investigação contou com a apreciação do elenco de características índigo, logo após com a análise das entrevistas concedidas pelas professoras a cerca das características de seus estudantes. Na discussão foram levantadas as aproximações a respeito das características e indicadores percebidos, culminando na percepção de que há um distanciamento na discussão do plano da espiritualidade, caraterística amplamente descrita pelo referencial teórico como elemento integrante das características índigo e importante para compreensão total do sujeito, bem como para atender a demanda que a sociedade atual necessita.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this is to discuss the continuity from old learners from research High Skills/ Giftedness characteristics (HS/G) in elderly scholars entered in higher education at Universidade Federal de Santa Maria and thus relate to matters of common sense about this age group as the idea that old age is directly related to the economic downturn of life in society. Justified the necessity and importance of this work because there are no studies regarding High skills/Giftedness related to elderly. The methodological option for this study was the qualitative approach and data collection was carried out through an interview structured way. Data analysis was developed in a proposal from content analysis, with the production of three frames that expose the narratives of senior academics inserted in Higher Education from UFSM, enabling the relationship with the features of the High Skills/Giftedness: above average skill, involvement with the task and creativity. The subjects of this research were 5 students which are more than 60 years, and they had vestibular in face mode in order to entry at UFSM, and now they regular students from the institution. Human beings requires that his areas of interest are recognized, being present in your daily life, motivation and incentives needed for challenges, regardless of their age, is always seeking something that leads to personal fulfillment. Thus, this study intends to insert the this population into the research line of High Sills/Giftedness. / Esse estudo teve como objetivo discutir sobre a continuidade da aprendizagem do indivíduo idoso a partir da investigação de características de Altas Habilidades/Superdotação (AH/SD) em acadêmicos idosos inseridos no ensino superior da Universidade Federal de Santa Maria-RS e, dessa forma, relacionar às questões de senso comum que envolvem esta faixa etária quanto a ideia de que a velhice está diretamente relacionada à desaceleração da vida em sociedade. Justifica-se a necessidade e importância desse trabalho pelo fato de não existirem estudos referentes às Altas Habilidades/Superdotação relacionadas às pessoas idosas. A opção metodológica para este estudo foi a abordagem qualitativa e a coleta de dados foi realizada através de uma entrevista semi-estruturada. A análise dos dados foi desenvolvida na proposta da análise de conteúdo, com a produção de três quadros que expõem as narrativas dos acadêmicos idosos inseridos no ensino superior da UFSM, possibilitando a relação com as características das Altas Habilidades/Superdotação: habilidade acima da média, envolvimento com a tarefa e criatividade. Os sujeitos dessa pesquisa foram 5 acadêmicos com mais de 60 anos, os quais tiveram como forma de ingresso na UFSM o vestibular na modalidade presencial e atualmente são alunos regulares da instituição. O ser humano necessita que suas áreas de interesse sejam reconhecidas, estando presente em seu cotidiano motivação, estímulos e desafios necessários para que, independentemente da sua idade, esteja sempre buscando algo que o leve a realização pessoal. Assim, esta proposta de estudo pretende inserir a referida população na linha de investigação das Altas Habilidades/Superdotação.

Made available in DSpace on 2016-04-04T18:29:57Z (GMT). No. of bitstreams: 1 Eliana Santos de Farias.pdf: 1151108 bytes, checksum: d8a60100a4bf3e58e4d3db0ecf8a6ca5 (MD5) Previous issue date: 2012-02-27 / The identification of students fitted and / or talent is characterized by a variety of possibilities. This identification may be multidimensional (areas, dimensions), multireferential (parents, teachers, psychologists and other staff), multi-method (methods, processes, tools), multi-temporal (time, stages of development), multi-contextual (tasks at school, at home and others), and multi-stage (stages or modules support). In this case, the figure of the teacher deserves, and effective participation through teacher nomination. In Brazil, there is no instrument with a favorable recommendation by the Federal Council of Psychology. Given this fact, the objective is to develop two studies, the first draw up a scale of appointing teachers for gifted and talented students as well as search for evidence of content validity, where as the second study, we sought evidence for the consistency of accuracy internal and validity based on internal structure and convergent and discriminant. After formulating the instrument (ENDI-p), the results of the first study indicate that the ENDI-p is ready for use, when looking at the kappa coefficient (km?dio= 0.778). The ENDI-p lost five items and had four items adapted to other areas other than the original. In the second study, by means of item-total correlation were removed 17 items from Endi-p showed that saturation index less than 0.30 (varimax rotation) which resulted in three major factors. With the removal of such items, the scale was a good value for the overall Cronbach's alpha (alfa= 0.801), but also for the three specific factors: F1 (alfa=0.892 with 23 items), F2 (alfa= 0.929 with 26 items), F3 (alfa= 0.727 with 7 items), given the goal 3. The Bartlett test of sphericity indicated a correlation between items (x2 0=4370,985; gl=1653; p<0,000). Since the measure of sampling adequacy for the application of factor analysis showed to be appropriate for the test of Kaiser-Meyer-Olkin (KMO = 0.498). The fourth objective was met through exploratory factor analysis (EFA) resulting in three factors. Objectives 5 and 6, about the search for evidence of validity based on relationships with external variables were partially met, which may suggest, for future studies using a larger sample. / A identifica??o de alunos dotados e/ou talentosos caracteriza-se por uma diversidade de possibilidades. Esta identifica??o pode ser multidimensional (?reas, dimens?es), multireferencial (pais, professores, psic?logos e outros agentes), multi-m?todo (meios, processos, instrumentos), multi-temporal (momentos, est?gios do desenvolvimento), multi-contextual (tarefas na escola, em casa e outros) e, multi-et?pica (fases ou m?dulos de apoio). Neste processo, a figura do professor merece destaque, e efetiva sua participa??o por meio de nomea??o docente. No Brasil, ainda n?o existe instrumento com recomenda??o favor?vel pelo Conselho Federal de Psicologia. Diante deste fato, objetivou-se por desenvolver dois estudos, no primeiro elaborar uma escala de nomea??o docente para alunos dotados e talentosos, bem como buscar por evidencias de validade de conte?do; j? no segundo estudo, buscou-se por evidencias de precis?o da consist?ncia interna, bem como validade baseada na estrutura interna e convergente e discriminante. Depois de elaborado o instrumento (ENDI-p), os resultados do primeiro estudo indicam que a ENDI-p est? pronta para uso, ao se observar o coeficiente de kappa (km?dio=0,778). A ENDI-p perdeu cinco itens e teve quatro itens adaptados para outras ?reas, que n?o as originais. No segundo estudo, por meio da correla??o item-total foram retirados 17 itens da ENDI-p que apresentaram ?ndices de satura??o inferiores a 0,30 (rota??o varimax) o que resultou em tr?s grandes fatores. Com a extra??o destes itens, a escala apresentou um bom valor para o Alpha de Cronbach geral (alfa=0,801), como tamb?m para os tr?s fatores espec?ficos: F1 (alfa=0,892 com 23 itens), F2 (alfa=0,929 com 26 itens), F3 (alfa=0,727 com 7 itens), atendendo ao objetivo 3. O teste de esfericidade de Bartlett indicou correla??o entre os itens (x2 0=4370,985; gl=1653; p<0,000). J? a medida de adequa??o da amostra para aplica??o da an?lise fatorial apresentou-se apropriada pelo teste de Kaiser-Meyer-Olkin (KMO=0,498). O quarto objetivo foi atendido por meio da an?lise fatorial explorat?ria (AFE) resultando em tr?s fatores. Os objetivos 5 e 6, a respeito da busca de evidencias de validade baseadas nas rela??es com vari?veis externas foram parcialmente atendidos, o que pode sugerir, para futuros estudos utilizar uma amostra maior.