The growing prevalence of childhood and adolescent physical inactivity and obesity are major concerns in Canada. Physical activity promoted within schools should be seen as a way to address these problems, since the majority of children receive public schooling. Research highlighting in-school physical activity helps influence school board and public health officials to create a physically active school environment. Consequently, this study has two objectives. The first is to describe the prevalence of in-school physical activity and four dependent variables in a nationwide sample of 9717 students, using data from the Health Behavior in School–aged Children survey. Dependent variables include life satisfaction, self-rated health, academic performance, and out-of-school physical activity. The second objective examines the association between in-school physical activity levels and these dependent variables, while controlling for potential confounders. Using existing data from the 2005/06 Health Behaviour in School-aged Children Survey, a partial proportional odds model form of ordinal logistic regression was fitted in order to investigate the relationship between in-school physical activity and self-rated health, life satisfaction, academic performance, and out-of-school physical activity, while controlling for potential confounders. The results showed a significant positive relationship between in-school physical activity and life satisfaction (OR range: 1.18 – 1.50), in-school physical activity and self-rated health (OR range: 1.10 – 2.86), in-school physical activity and academic performance (OR range: 1.20 – 1.40), and in-school physical activity and out-of-school physical activity (OR range: 1.09 - 6.68). Consequently, it is recommended that school environments which encourage physical activity continue to be promoted, and future studies continue to explore the benefits of in-school physical activity. / Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2011-01-21 10:42:29.807

In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

In Malawi, an estimated 202 000 children are out of school and of those in school, less than 50 percent reach grade five. Increasingly, alternatives to the formal school system are gaining traction as a means to reach these excluded children. Recognizing the necessity, the Malawian government recently stipulated a non-formal provision in its education plan. As demand increases, it is important to consider what makes these programmes appealing and sustainable. Using qualitative interview methods, this study explores the lives of ten rural Malawian youth who are participating in an alternative initiative and investigates factors that have influenced the students to initially join and remain in the programme. The study sheds light on experience with alternative education initiatives as seen from the student perspective and provides insight into influences, motivation and successful non-formal programming by linking the theoretical framework to the findings.

ROCHA, Wellington Moreira da. Educação de jovens e adultos e a evasão escolar: o caso do Instituto Federal do Ceará - campus de Fortaleza. 2011. 155 F. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-05T16:51:42Z No. of bitstreams: 1 2011_Dis_WMRocha.pdf: 2411166 bytes, checksum: 3df192cb12412a7059627052bf47b44d (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T13:57:04Z (GMT) No. of bitstreams: 1 2011_Dis_WMRocha.pdf: 2411166 bytes, checksum: 3df192cb12412a7059627052bf47b44d (MD5) / Made available in DSpace on 2012-07-06T13:57:04Z (GMT). No. of bitstreams: 1 2011_Dis_WMRocha.pdf: 2411166 bytes, checksum: 3df192cb12412a7059627052bf47b44d (MD5) Previous issue date: 2011 / In this work, we aimed at identifying the stronger factors that contributed to the dropping out of high school integrated to the professional education. The analyzed sample group belongs to the EJA modality at Federal Institute of Ceará (IFCE) – Fortaleza Campus. In order to improve the probabilities of finding more reliable and consistent answers, we worked with all involved segments in the pedagogical process: current ones and students that drop out, teachers, administrative staff and the pedagogue. This research was defined as an empirical case study with descriptive and explanatory features. Moreover, we intended to analyze: a) the composition of the curriculum, b) the dynamic of the relationship between teacher and student, c) the infrastructure conditions of the IFCE regarding the good performance of the course, and d) the more relevant issues which motivate the student to abandon the course. The methodological process of investigation, composed of three phases, occurred sequentially from 2009 to 2011. Summarily, these phases were: bibliographic, documental, and field researches, helped by techniques of focus group; participative observations; and semi-structured surveys along the investigated segments. With the purpose of founding our possible findings, we made a review about the history of the EJA and of the professional education in Brazil. Additionally, we defined the IFCE’s aspects, its PROEJA system, and, particularly, its students. Considered as theorical, work of Makarenko (1987), Freire (2000) and (2001), Bourdieu (1992), McLaren (1992), the work of Haddad (2000), Kuenzer (1997), Frigotto (2005), Ciavatta (2008), Oliveira (2003), of Andriola (2003), Almeida (2008) and Marconatto (2009), among others. From content analysis, we obtained speech samples of participants, distinguishing 188 (32.41%) for questions related to pedagogical practice, 163 (28.10%) related to dropping out, 161 (27.76%) related to permanence and 68 (11.72%) related to infrastructure. Based on the speech samples, students’ profile, and overall observations, it was found that the "internal factors" from the institution had a high contribution to dropping out of that campus. / Esta dissertação procurou identificar os fatores que influenciaram, mais fortemente, os alunos evadidos dos cursos de nível médio integrados à formação profissional na modalidade EJA, no Instituto Federal do Ceará (IFCE) - campus de Fortaleza. Na busca de aumentar as chances de encontrar respostas mais confiáveis e consistentes, procurou-se trabalhar com todos os segmentos envolvidos no processo pedagógico: evadidos, alunos, professores, administradores e pedagoga. A pesquisa se caracterizou como um estudo de caso, empírica, do tipo explicativa, descritiva, e pretendeu analisar: a) o desenvolvimento do currículo, b) a dinâmica do relacionamento professor/aluno, c) as condições de infraestrutura do IFCE para o bom desempenho dos cursos e d) as questões de maior relevância que motivam o abandono por parte do aluno. O procedimento metodológico da investigação decorreu no recorte temporal entre 2009 e 2011 e se realizou em três tempos e formas: pesquisa bibliográfica, documental e de campo, subsidiadas pelas técnicas de grupo focal, de observação participante e de entrevistas semiestruturadas, junto aos segmentos investigados. Buscando uma fundamentação para os possíveis achados, foi feita uma revisão sobre as trajetórias da EJA e do ensino profissional no Brasil, caracterizou-se o IFCE, e realizou-se uma rápida incursão sobre o IFCE - campus de Fortaleza, o seu PROEJA e em particular sobre o perfil de seus alunos. Considerou-se como fundamentos teóricos, trabalhos de Makarenko (1987), Freire (2000) e (2001), Bourdieu (1992), McLaren (1992), os trabalhos de Haddad (2000), Kuenzer (1997), Frigotto (2005), Ciavatta (2008), de Oliveira (2003), de Andriola (2003), Almeida (2008), Marconatto (2009) entre outros. Obteve-se pela técnica da análise de conteúdo, um total de 580 recortes das falas dos participantes, destacando-se 188 (32,41%) para as questões relacionadas à prática pedagógica, 163 (28,10%) relacionados à evasão, 161 (27,76%) relacionados à permanência e 68 (11,72%) relacionados à infraestrutura. Na análise do conjunto de recortes, do perfil dos alunos e das observações realizadas, constatou-se que os “fatores internos” relacionados à instituição tiveram uma prevalência bastante acentuada no aumento da evasão naquele campus.

Made available in DSpace on 2014-12-17T14:36:06Z (GMT). No. of bitstreams: 1 CiceraRC.pdf: 295488 bytes, checksum: f585fd9cdb64dd6c5356348468ed6cde (MD5) Previous issue date: 2007-12-21 / For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions / A condi??o de alfabetizado, para jovens e adultos que ainda n?o conseguem dominar a leitura e a escrita, ? a coisa mais importante da vida , um sonho . A aprendizagem escolar ? entendida por eles como um saber hegem?nico na sociedade contempor?nea letrada. Por isso, entram na escola, buscam deter tal conhecimento e, atrav?s dele, sentir-se inseridos nesta sociedade. Entretanto, no decorrer desse processo de aprendizagem, v?o aos poucos desistindo, o que contribui tanto para elevar as estat?sticas da desist?ncia na Educa??o de Jovens e Adultos/Eja quanto para, lentamente, reduzir o contingente de analfabetos do pa?s. A partir dessa realidade, questionamo-nos sobre as raz?es ou motivos concretos e simb?licos que levam ? desist?ncia nas classes de alfabetiza??o da Eja. Para tanto, configuramos nosso objeto de estudo como os sentidos da desist?ncia entre alfabetizandos da Eja, cuja compreens?o ? nosso objetivo. A Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2004) foi a op??o te?rico-metodol?gica para subsidiar a busca, as an?lises e as interpreta??es dos dados, fazendo-nos perceber o significado do objeto de estudo para esses indiv?duos. Para captar tal conte?do simb?lico, realizamos entrevistas semi-estruturadas com onze alunos desistentes e dez repetentes dessa modalidade de ensino em escolas p?blicas de Natal/RN durante o ano letivo de 2006. A partir das an?lises tem?tica e categorial (BARDIN, 1977), identificamos elementos que suscitaram temas. Estes, posteriormente, levaram a tr?s categorias, sugerindo como sentidos da desist?ncia: dificuldades na aprendizagem por n?o compreenderem os conte?dos; exposi??o do n?o saber, trazendo ? tona os sentimentos de vergonha, humilha??o, constrangimento por n?o saberem ler e escrever em idade madura; trabalho/cansa?o e doen?as. Aqueles que conseguem permanecer na escola s?o os que se obrigam a conviver com os sentimentos de desadapta??o , e os que desenvolvem com a Institui??o uma adapta??o ao avesso , isto ?, a aceita??o das falhas e das omiss?es institucionais

A partir da alegação de uma crise educacional generalizada operando na atualidade, a presente investigação devota-se a explorar a conjectura de um expansionismo sem precedentes das práticas educativas no campo social, movimento este consubstanciado na crescente conversão das relações entre os homens em instâncias passíveis de conhecimento e intervenção pedagógicos. Com o fito de perspectivar esse horizonte argumentativo, o corpus do trabalho foi constituído por 930 artigos que evocaram temáticas educacionais extraescolares em 34 periódicos acadêmicos nacionais de destaque, considerados em um intervalo temporal que se estendeu de 1944 a 2015. Tal produção discursiva foi analisada de acordo com um duplo viés teórico-metodológico inspirado no pensamento de Michel Foucault. De um lado, ao perscrutar os textos publicados no período compreendido entre 1996 e 2015, a investigação visou dimensionar os movimentos fronteiriços do campo pedagógico contemporâneo por meio da composição de um inventário das práticas e dos saberes voltados a experiências não escolares, estas consideradas na ampla escala que o arquivo constituído possibilitou traçar. De outro lado, a partir de uma abordagem específica da Revista Brasileira de Estudos Pedagógicos, a qual abrangeu todos os fascículos publicados até 2015 desde sua fundação, em 1944, tratou-se de circunscrever os contextos de emergência/proveniência atinentes a tal espraiamento dos domínios educacionais. Como saldo analítico da investigação, desponta uma perspectiva adversativa às discussões atuais concernentes a processos reconhecidos como educacionalização, pedagogização e escolarização sociais, sobretudo em virtude da intensa permeabilidade das práticas escolares às múltiplas demandas do presente. Daí a assunção de que os processos de subjetivação contemporâneos redundariam em uma acentuada educabilização da experiência civil, esta consoante a determinados jogos de veridicção calcados em uma demarcada matriz pedagógico-escolarizante. / Considering the allegation of a widespread educational crisis taking place in the present, this investigation is dedicated to exploring the assumption of an unparalleled expansionism of educative practices in the social field, a process which is characterized by an increasing conversion of the relationship between individuals into objects susceptible to pedagogical knowledge and intervention. With the aim of inspecting this argumentative horizon, 930 papers evoking educational out-of-school themes formed the research corpus, all of them published in 34 national academic journals through the period 1944-2015. This discursive production was analyzed according to a double theoretical-methodological approach inspired in Michel Foucaults thought. On the one hand, by examining the texts published between 1996 and 2015, the investigation attempted to dimension the borderline movements in the contemporary pedagogical field by means of an inventory of practice and knowledge focused on out-of-school experiences, the latter considered within the wide scale the archive thus built enabled to outline. On the other hand, in accordance with a specific approach of the Brazilian journal Revista Brasileira de Estudos Pedagógicos, which comprised all the issues published from its foundation, in 1944, to 2015, the intention was to circumscribe the contexts of emergence/provenance regarding the enlargement of educational realms. As an analytic outcome of the investigation, what is offered is an adversative perspective before the current discussions on processes identified as social educationalization, pedagogization and scholarization, mostly by virtue of an intense permeability of school practices to current demands. Thus, the assumption that contemporary subjectification processes would promote a marked educabilitization of the civil experience, the latter in congruence with certain veridiction games based on a strong pedagogical-schooling emphasis.

The Internet has become a natural element in society and is constantly gaining ground in schools. The aim of this paper is to find out whether upper secondary school students in Sweden estimate that their Internet use affects their second language learning positively. The study was operationalized by means of a self-completion questionnaire which was distributed to 80 students from the same school. The results show that most of the informants estimated that they spend much time on the Internet in general, most often reading the news, and that they use Swedish and English to almost the same extent doing so.  The students' English use in school is estimated to be voluntary and controlled while the Internet is mostly used voluntarily for English homework. Besides engaging in information search both in school and at home, a considerable number of students estimate that translation is an activity exclusively for homework. Most students also find that they are receptive Internet users and that their general Internet use is in line with the comprehensive aims of the English subject listed in the curriculum. / Internet har blivit en naturlig del av samhället och är på ständig frammarsch i skolorna. Syftet med denna uppsats är att ta reda på om gymnasieelever i Sverige anser att användningen av internet påverkar deras andraspråksinlärning positivt. Studien har genomförts med hjälp av en enkät som delades ut till 80 elever från samma skola. Resultaten visar att de flesta av de tillfrågade ansåg att de tillbringar mycket tid på Internet, främst för nyhetssökningar, och att de använder både svenska och engelska. Elevernas användning av internet på engelsklektionerna i skolan tros vara både frivillig och kontrollerad medan internet används mest frivilligt för engelskläxor. Förutom att genomföra informationssökningar både i skolan och hemma, anser ett relativt stort antal elever att översättning utförs nästan uteslutande för läxor. De flesta elever anser dessutom att de är receptiva internetanvändare och att deras allmänna internetanvändning påverkar de förmågor som de ska tillägna sig i engelska enligt läroplanen positivt.

Students spend more time using English out-of-school compared to in school. Situated in previous research on Extramural English, this study will be drawing on interviews with a specially selected sample of upper secondary school students who engage in intense and personally meaningful interactions in English-mediated communities online. This qualitative research study seeks to answer how and where these students communicate. Furthermore, the students’ experiences of use of English in school and in online communities will be explored. Results are based on a thematic content analysis. Based on the result, students experience high confidence in their L2 English proficiency in online communities. However, some of the participants experience anxiety and worries when using English in school. Teachers need to be aware of their students’ Extramural English to understand challenges related to students’ in- and out-of-school L2 English experiences.

This study investigates if year 9 pupils’ vocabulary size correlates with how much they engage in out-of-school English activities, and whether any specific out-of-school English activities correlate more with vocabulary size. 32 second language learners in year 9 participate in this study and the students are from two classes in the same school in a medium-sized town in Sweden. Two standardized vocabulary tests are done, namely a picture vocabulary size test (PVST) and a vocabulary size test (VST). The students also answer a questionnaire with questions about how often they engage in the following spare time activities: watching TV, playing video games, listening to music, watching YouTube, speaking or writing and reading. Parametric statistics are used to compare a high vocabulary group and a low vocabulary group in relation to their engagement in out-of-school activities. Even if this is a very small study, and no conclusions can be drawn on a larger population, the results indicate that the students’ vocabulary size correlates with how much they engage in out-of-school English activities and that the most important activities are reading and speaking or writing in English. / Syftet med denna studie är att undersöka om ordförrådsstorlek hos elever i årskurs 9 har ett samband med hur mycket eleverna ägnar sig åt fritidsengelska. Den undersöker också om några av dessa aktiviteter har ett särskilt samband med storleken på ordförrådet. 32 elever med engelska som andraspråk i årskurs 9 deltar i studien och eleverna går i två olika klasser på samma skola i en medelstor stad i Sverige. Två standardiserade ordförrådstester genomförs; ett picture vocabulary size test (PVST) och ett vocabulary size test (VST). Eleverna får också svara på en enkät med frågor kring hur ofta de ägnar sin fritid åt följande aktiviteter på engelska: titta på TV, spela datorspel, lyssna på musik, titta på YouTube, prata eller skriva och läsa. Parametrisk statistik används för att jämföra elever grupperade efter höga och låga resultat på ordförrådstesterna i relation till hur mycket fritidsengelska de ägnar sig åt. Även om studien är mycket liten och inga slutsatser kan dras för en större population, indikerar resultaten att det finns ett samband mellan storleken på ordförrådet och hur mycket fritidsengelska elever ägnar sig åt. De aktiviteter som påverkar mest är att läsa, prata eller skriva på engelska.

Out-of-school time (OST) programs are under increasing pressure to improve student achievement. However, OST program administrators face a number of challenges to improving program effectiveness including inconsistent student participation, inexperienced staff members, and a lack of high-quality professional development. OST program administrators can address these challenges by implementing staff development practices that encourage the use of effective instructional strategies. Specific praise is a simple and effective instructional strategy that has been linked to improved student engagement, enhanced academic achievement, and stronger student-teacher relationships. Unfortunately, there have been very few studies examining the effects of interventions designed to increase OST staff members’ use of specific praise. One staff development strategy that could be both feasible and effective is the use of self-management. Although there are a variety of approaches to self-management designed for teachers, not all self-management strategies are effective. One strategy that might increase the feasibility and effectiveness of self-management programs is the use of student feedback. The process of comparing self-evaluations against a third-party standard such as student feedback is called matching in the self-management literature. Students can be a useful source of feedback because they observe their teachers frequently and can report the use of instructional strategies like specific praise. The purpose of this study was to examine the effects of a self-management procedure using student feedback on OST staff members’ use of specific praise. A multiple-baseline design across participants was used to examine the effects of the intervention on specific praise rates. All participants increased their use of specific praise after implementing the self-management procedures. General praise rates became more variable throughout the study. These findings provide evidence for a functional effect on specific praise but not for general praise. Teachers reported high levels of satisfaction with the feasibility and effectiveness of the intervention. A statistically significant correlation was found between specific praise rates and student reports of specific praise.