xi, 91 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study used the existing database of 1,052 schools contained in the National Education Longitudinal Study of 1988 to examine the predictors that were related to high school students' enrollment in postsecondary education (PSE). In order to determine which school-related experiences had an impact on the students' enrollment in PSE, a multiple regression analysis was conducted. The results indicate that student attendance rates and "being held back" are significant predictors for predicting postsecondary enrollment across all analyses and for subpopulations disaggregated by race, SES, and gender. Recommendations to encourage student enrollment in postsecondary programs include providing grade level interventions to avoid the detrimental effects of a student repeating a grade, as well as developing programs to increase student engagement levels in the high school setting. Limitations to the study include control strategies for confounding factors. The inclusion of additional control variables, such as parents' level of education, would increase the validity of the findings. / Adviser: David Conley

Submitted by Mariana Dutra Zafani null (marianadz@ig.com.br) on 2017-10-15T19:15:06Z No. of bitstreams: 1 mariana zafani tese doutorado.pdf: 2859410 bytes, checksum: 76871bb2bdbea1d17e1f482edc6ca2fe (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-10-18T17:23:53Z (GMT) No. of bitstreams: 1 zafani_md_dr_mar.pdf: 2859410 bytes, checksum: 76871bb2bdbea1d17e1f482edc6ca2fe (MD5) / Made available in DSpace on 2017-10-18T17:23:53Z (GMT). No. of bitstreams: 1 zafani_md_dr_mar.pdf: 2859410 bytes, checksum: 76871bb2bdbea1d17e1f482edc6ca2fe (MD5) Previous issue date: 2017-09-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A tarefa de casa (TC) pode ser um importante recurso no processo de escolarização do aluno com deficiência, merecendo atenção especial nas discussões relacionadas à Educação Inclusiva. O objetivo geral deste estudo foi o de investigar como a TC é utilizada no processo de escolarização do aluno com deficiência física (DF), sob a perspectiva dos professores. Os objetivos específicos foram: identificar e analisar a concepção dos professores acerca da TC; identificar e analisar como a TC está sendo proposta para os alunos com DF inseridos no ensino regular; identificar e analisar a concepção dos professores sobre a parceria colaborativa entre a família e a escola; identificar e avaliar as atitudes sociais dos professores em relação à inclusão; e identificar e analisar a concepção dos professores sobre a parceria colaborativa entre a área da Saúde e a da Educação. Participaram deste estudo 15 professoras de alunos com DF. Para a coleta de dados, foram utilizados seis instrumentos: uma Ficha de Caracterização do Professor Participante (FCPP), um roteiro de entrevista semiestruturado, o Sistema de Classificação da Habilidade Manual (MACS), o Sistema de Classificação da Função Motora Grossa (GMFCS), a Viking Speech Scale e a Escala Likert de Atitudes Sociais em Relação à Inclusão (ELASI). Os dados foram analisados quantitativa e qualitativamente. Os resultados revelaram que quatorze professoras enviavam TC. Onze professoras solicitavam TC para o aluno com DF com a mesma frequência que dos demais alunos. Sete professoras explicitaram realizar diferentes adaptações na TC em função das especificidades apresentadas pelo aluno com DF e nove professoras apontaram ter dificuldade para o desempenho de tal atribuição. As professoras revelaram que nem todos os alunos com DF faziam sempre a TC e que nem todas as famílias participavam sempre de sua realização. Todas as professoras foram favoráveis ao estabelecimento da parceria entre a área da Saúde e a da Educação e apenas duas não identificavam contribuições destes profissionais no que concerne à prática da TC. As dificuldades das professoras para fazer as adaptações na TC estavam significantemente relacionadas ao nível de habilidade manual dos alunos e às atitudes sociais delas em relação à inclusão. Os resultados do estudo fornecem um panorama em relação ao emprego da TC no âmbito geral e, especificamente, para os alunos com DF. Auxiliam a identificar os desafios e possibilidades para o delineamento de uma TC mais eficaz para o aluno com DF e para uma relação mais produtiva entre a escola e a família por meio dessa atividade. Sinalizam, também, a necessidade de conhecimentos específicos acerca da DF reforçando a importância de ações intersetorias entre a área da Saúde e a da Educação, bem como de investimento na capacitação do professor para o atendimento às necessidades educacionais dos alunos com DF e da oferta de oportunidades para a construção de atitudes sociais genuinamente favoráveis à inclusão em sua formação. / The homework (HW) can be an important resource in the school process of students with disabilities and it deserves special attention in the discussions regarding Inclusive Education. The general objective of this study was to investigate how the HW is used in the schooling process of the student with physical disability (PD), from the teachers' perspective. The specific objectives were: to identify and to analyse the teachers' conception regarding the HW; to identify and to analyse how the HW is being proposed for students with PD inserted in regular education; to identify and to analyse the teachers' concept of the collaborative partnership between the family and the school; to identify and evaluate teachers' social attitudes towards inclusion; and to analyse the teachers' concept of the collaborative partnership between Health and Education. Fifteen teachers of children with PD participated in this study. Six instruments were used in order to collect data: a Participant Teacher Characterization Sheet (PTCS), a semi- structured interview script, the Manual Ability Classification System (MACS), the Gross Motor Function Classification System (GMFCS), the Viking Speech Scale and Likert Scale of Social Attitudes towards Inclusion (ELASI). The data were analysed quantitatively and qualitatively. The results revealed that fourteen teachers usually sent HW. Eleven teachers requested HW for the student with PD with the same frequency as for the other students. Seven teachers made explicit different adaptations in the HW according to the specificities presented by the child with PD and nine teachers pointed out that they presented difficulties in their performance of the assignments. The teachers revealed that not all the students with PD would always do the HW and that not all the families would always participate in its accomplishment. All the teachers were in favour of establishing a partnership between Health and Education and only two did not identify the contributions of these professionals regarding HW doing. The teachers' difficulties in adapting the HW were mostly related to the students' manual ability level and to their social attitudes towards inclusion. The results of the study provide an overview of the use of HW in the general context and specifically for students with PD. They helped to identify the challenges and the possibilities for the design of a more effective HW for the student with PD and for a more productive relationship between the school and the family through this activity. They also point out the need for specific knowledge about PD, emphasizing the importance of inter-sectoral actions between Health and Education, as well as investments in teachers training to meet the educational needs of the students with PD and the offer in their formation of opportunities for the construction of social attitudes genuinely favourable to inclusion in their education.

Orientador: Rosely Palermo Brenelli / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T22:41:42Z (GMT). No. of bitstreams: 1 Dell'Agli_BetaniaAlvesVeiga_D.pdf: 1712016 bytes, checksum: 5d78670b63d652ada93eed5c6ef63e93 (MD5) Previous issue date: 2008 / Resumo: Embasados na teoria psicogenética que preconiza a existência de paralelismo entre aspectos afetivos e cognitivos da conduta, a presente pesquisa teve como objetivo verificar as relações entre esses aspectos em crianças com e sem queixa de dificuldade de aprendizagem. A amostra foi constituída por 12 crianças que cursavam a 3a série do ensino fundamental de uma escola da rede pública do interior do estado de São Paulo, sendo seis com queixa de dificuldade de aprendizagem e seis sem queixa de dificuldade de aprendizagem, segundo a informação da professora responsável. Os participantes são de ambos os sexos com idade entre 9 anos e 1 mês a 10 anos e 10 meses. O procedimento de coleta de dados pautou-se em observações em sala de aula com a turma toda, tanto nas tarefas escolares como nas atividades lúdicas. As tarefas escolares foram aquelas dadas pela professora e para as atividades lúdicas foram oferecidos jogos de regras. A fim de coletar informações a respeito das condutas das crianças no ambiente escolar e familiar, realizou-se uma entrevista com a professora e uma entrevista com a família. Aos participantes da pesquisa foram aplicadas individualmente as provas operatórias clássicas piagetianas e o jogo Descubra o Animal. Para a análise dos dados foram criadas categorias afetivas e cognitivas a partir das observações e das entrevistas. Os aspectos afetivos da conduta foram comparados entre os dois grupos e relacionados com o índice de operatoriedade, com o desempenho em conteúdos escolares e com o desempenho cognitivo no jogo. Ao comparar os aspectos afetivos em tarefas escolares e em atividades lúdicas, os resultados demonstraram que existem diferenças entre os grupos. Nas tarefas escolares, predominaram aspectos afetivos positivos nas crianças sem queixa de dificuldade de aprendizagem, enquanto que nas crianças com queixa de dificuldade de aprendizagem, predominou a ausência de afetos positivos. Nas tarefas lúdicas, em ambos os grupos, evidenciou-se predomínio de afetos positivos. No que se refere às relações entre os aspectos afetivos e cognitivos analisados, os resultados demonstraram a existência de relações entre esses aspectos nas tarefas escolares nos dois grupos. Já nas atividades lúdicas, no grupo com queixa de dificuldade de aprendizagem, essa relação não se manteve, isso porque esse tipo de atividade parece mobilizar condutas afetivas positivas, garantindo o interesse, sem, contudo, modificar os aspectos cognitivos. Por ser um estudo empírico, essa pesquisa contribuiu para melhor compreender a relação entre afetividade e cognição em crianças com e sem queixa de dificuldade de aprendizagem assim como compreender que aspectos afetivos e cognitivos são complementares, indissociáveis e irredutíveis / Abstract: Based on the theory of psycho-genetics that shows the existence of a parallel between affective and cognitive aspects of behavior, the objective of this research is to verify the relationship between these aspects in children with and without learning disabilities. Twelve boys and girls with ages ranging from 9 years and 1 month to 10 years and 10 months were chosen to be observed. The children were attending 3rd grade in a public primary school in a suburban town in the state of Sao Paulo, Brazil. Based on the assessment by their teacher, half of the children showed gaps in learning and the other half had no learning disabilities. The test group was observed with other students in a classroom environment, performing teacher directed learning activities and playing activities such as rule games. In order to get further information about the children¿s behavior in school and in their family environment, both the teacher and family members were interviewed. Classical operational Piaget tests and the game Find the Animal were applied individually to all twelve participants engaged in the research. By analyzing the data obtained from observation and interviews some affective and cognitive categories were set. The affective aspects of the behavior were compared between the two groups and then were related to operational index, performance in school content and cognitive performance in the game. Comparing the affective aspects occurring in school work and in playful activities, it was shown that there were some differences between the groups. Children with no learning disabilities displayed more positive affective aspects concerning school work whereas the children with learning disabilities showed a lack of positive affection. It was clear that in both groups the positive affect was predominant in regard to playful activities. Regarding the relationship between analyzed affective and cognitive aspects the results showed that there was correlation between the aspects observed in the school work of both groups. However, with the group that exhibits learning disabilities, the relationship did not exist with the playful activities because these kinds of activities seem to require positive affective behavior, which guarantees interest without modifying cognitive aspects. Because this was an empirical study it contributes to a better understanding of the relationship between affection and cognition in children with and without learning disabilities as well as an understanding that affective and cognitive aspects are complementary, inseparable and irreducible / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

The essay is about the work environment at home, where the purpose is to examine the work evironment legislation at home and shed a light on the law's problem with the employer's work environment responsbility and whether there are regulations that prevent the employer's responsibility on the work environment at home work. Further the pupose is to analyze whether the work environment in homework is to noticed from an international perspective. The topic ”work environment at home work” has been selected beacuse it is topical as Covid-19 has forced organizations to reorganize their organizations, this may later lead to potential further changes in the future to increasingly allow workers to work at home. The legal dogamtic method has been used to analyze the issues and to achieve the purpose of the essay. Laws, regulations, propositions, public inquiries, lawsuits, sources of international law, literature, articles, reports and electronic materials have been used to analyze the legal aspects. EU-Osha and ILO are organisations that have been analyzed to achieve the international perspective of the essay. What can be stated after a careful analysis is that there are laws that regulate the work environment and work envirionment responsibility for work at home. The employer may finde it difficult to carry out his work for the work evironment when the workplace is at home for the employees. The reason is that there are other regulations that prevent the employer from performing certain actions in order to maintain it's work environment responsibility. Privacy is an important factor where the home should be a private sphere for the employee. What can further be stated is that the employee and the employer must have a good collaboration with each other where both parties illuminates and perform their work for the work environment, so this fulfills its pupose. From an international perspective, the analysis can state that both organizations have carried out work that draws attention to the work environment and its responsibilities when employees works at home. The organizations have many different points of view and tools for the work environment to help companies and employers to fulfill the responsibilities on work environment when the workplace is at the employees home.

The subject of this diploma thesis is to define the satisfaction of emloyees with teleworking in a selected company. The first part of the thesis defines the terms related to telework from a theoretical point of view. The second part contains information about the company itself and analysis about employee satisfaction with this type of work. The third part proposes measures which aim to increased employee satisfaction.

Homework is given to learners on a daily basis to practice a specific skill, to foster personal development and to develop planning and time management skills. Although learners in the Foundation Phase are encouraged to do homework on their own, the support and involvement of their parents are required in order to develop personal skills and to maintain a healthy social relationship. As homework is a time of the day when parents usually interact with their children, their attitudes regarding homework in the Foundation Phase impact the way in which a learner will experience the homework process. Some learners experience homework as more pleasant when parents are involved, while others feel that homework disrupt families and causes conflict and tension. Research has indicated that the early years of a child’s life are critical for development, as this is the time when learners acquire fundamental concepts, skills and attitudes and when parents pass on values such as respect, tolerance and appreciation, all of which are important to laying down the foundation for lifelong learning. Parents’ beliefs and behaviours thus have an important role to play in a child’s development, and their attitudes and actions influence the nature and course of their children’s development. Parents and families need to be encouraged to assist their children with homework and to see this as the time of the day when they can bond with their children. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

This report is based on a qualitative phenomenographic study that focuses on teachers’ experiences of young pupils’ study skills in primary school. The aim of this study was to increase the knowledge about how teachers perceive the concept “study skill” related to their pupils and also how they teach study skills. Data was collected by interviewing five primary school teachers according to the following research questions: What are good study skills for younger pupils, according to teachers? How do teachers describe their methods to support the learning of pupils? How is the learning process affected by study skills, according to teachers? The results show that the concept “study skills” is not used by the teachers, instead they use other words to describe how the pupils can increase their learning and become aware of their learning process. The teachers support the learning process in many ways, including giving concrete feedback and homework with clear instructions. Some of the participants think that homework can also increase the use of study skills. The conclusion drawn from this study is that the teachers interviewed believe that study skills raise pupils’ motivation, capacity, and control and make them more aware of how to take care ofthemselves and their knowledge.

Studiens syfte är att undersöka elevers läsintresse och vilket samband det kan ha med deras läsläxa. Resultatet grundar sig på kvalitativa intervjuer från 16 elever och två lärare från två olika skolor. På den ena skolan får eleverna själva välja litteratur till sin läsläxa och på den andra skolan har eleverna en gemensam läsläxbok i klassen. Studien undersöker huruvida elevernas läsintresse skiljer sig beroende på om de får välja litteratur själva eller inte. Tidigare forskning beskriver betydelsen av att eleverna får välja böcker som de är intresserade av men också att det finns många andra faktorer som påverkar elevers intresse för läsning såsom läsförebilder och hemmiljö. Under intervjuerna framkom det att alla elever som får välja sin litteratur själva gillar att läsa och att de elever som blir tilldelade bok har ett mer varierat intresse. Eleverna som får välja sin läsläxa själva läser också i större omfattning generellt sett än vad de elever som har en gemensam läsläxbok gör.

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