Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T13:26:21Z (GMT). No. of bitstreams: 1 Baptistella_EsterCeciliaFernandes_D.pdf: 3786717 bytes, checksum: 6ae5f7bcd148b89d4f9c8747d8f6d58f (MD5) Previous issue date: 2009 / Resumo: O presente estudo caracterizado como uma pesquisa básica seguindo um modelo descritivo na área do Conhecimento Social, tem por objetivo principal conhecer os hábitos televisivos de pais e professores sobre a educação para a mídia na escola, estabelecendo relações sobre a forma como estes participantes compreendem a televisão e suas funções tanto no contexto familiar como na escola. A pesquisa foi realizada com uma amostragem, por conveniência de 100 pais e 100 professores do município de Americana/SP. Como instrumentos foram utilizados dois questionários: sendo um para os pais e outro e para os professores, elaborados a partir de pesquisas existentes sobre a temática deste trabalho. Para o tratamento estatístico realizou-se a análise exploratória dos dados por meio de estatística descritiva (frequência, porcentagem, média, desvio padrão, mínimo mediana e máximo) e gráficos de barras. Para a análise comparativa utilizou-se o teste t de Student; Teste Exato de Fisher e o Teste Qui-Quadrado e os estudos de sobre educação para a mídia (1997, 2005,2007). As hipóteses norteadoras foram assim expressas: As concepções que os pais e professores apresentaram sobre a educação para a mídia televisiva na escola são positivas e muito similares. A escolarização e o nível socioeconômico dos pais e professores influenciam seus próprios hábitos televisivos e as orientações dadas às crianças no que diz respeito è educação para a mídia televisiva. Tanto pais como professores sabem o que é Classificação Indicativa, mas não conseguem defini-la corretamente e, portanto, não a legitimam como uma das formas de proteger as crianças e os adolescentes de conteúdos midiáticos inapropriados. Além de possibilitar uma ampla idéia dos hábitos televisivos dos pais e professores e as questões relativas a educação para a mídia, os dados indicaram que as hipóteses foram comprovadas, evidenciando ainda uma associação significativa entre pais e professores (Qui-Quadrado; p-valor<0,001) sobre como a escola pode ajudar às crianças a se tornarem mais críticas e seletivas diante do que a TV lhes oferece. / Abstract: The present study that is characterized as a basic research, following a descriptive model in the area of Social Knowledge, has for main objective to know the televising habits of parents and teachers on the education for the media in the school, establishing relations on the way that these participants understand the television and its function both in the family and at school. The research was conducted with a sampling, for convenience of 100 parents and 100 teachers in the city of Americana / SP. Two questionnaires had been used as instruments: one for the parents and another one for the teachers, these questionnaires were prepared from existing research on the subject of this study. For the statistical treatment was carried out an exploratory analysis of data through a descriptive statistics (frequency, percentage, deviation standard, minimum, median and maximum) and bar graphs. For the comparative analysis, test t was used from Student, Fisher's exact test, "Qui-Square Test" and studies about education for the media (1997, 2005, and 2007). The guiding hypotheses have been expressed in this way: The conceptions that the parents and teachers had presented on the education for the televising media in the school are positive and very similar. The education and socioeconomic level of parents and teachers influence their television habits as well as the guidance given to children about the education for the televising media. Both parents and teachers know what Indicative Classification is but they can not define it properly, therefore they do not legitimize it as one of the forms to protect children and adolescents of inappropriate contents from media. Besides providing a broad idea of parents and teachers TV habits and issues relating to education for the media, the data indicated that the hypotheses were proven, evidencing a significant association between parents and teachers (Qui-Square; p-value< 0.001) on how the school can help children become more critical and selective about what TV offers to them. / Doutorado / Psicologia Educacional / Doutor em Educação

Diabetes mellitus (DM) is one of the most common chronic diseases affecting children under the age of 20, and it often leads to serious complications. In recent decades, there has been an increase in incidence of both types of DM among U.S. children. Having this chronic condition not only negatively impacts the health of these children but also their academic achievements. School health nurses struggle to manage these children appropriately and safely. The purpose of this project was to develop an evidence- based guideline for a standardized process in which school nurses coordinate the school and student health care teams to ensure a safe school environment for diabetic children. The Stevens star model of knowledge transformation was used to frame the development of this guideline. A team of experts, consisting of 10 ten school nurses, was assembled to provide formative and summative evaluations of the guidelines. Nine nurses completed and returned the questionnaires within the allotted time. The formative group feedback resulted in the revision of the guideline prior to distribution for the summative evaluation. The experts then participated in a summative evaluation using the Appraisal of Guidelines for Research & Evaluation (AGREE) II instrument. The revised guideline was approved and recommended for use by all of the experts without additional modification. Implementation of the guideline will result in social change by improving outcomes in students' health and academic achievement and in strengthening the role and autonomy of the school nurse. Dissemination will occur first in the school district through presentation and then to a larger audience through publication in journals focused on school nursing.

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Social Work / Master / Master of Social Work

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

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 95-96).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 95-96). Also available in print.

The purpose of this study was to assess the Parents as Teachers program and its relationship to literacy and school readiness among kindergarten students enrolled in three elementary schools in southwestern New Mexico, using the Dynamic Indicators of Literacy Skills assessment system. Data were collected by trained teachers and parent volunteers and used by the Parents as Teachers program as part of their program evaluation. Analysis of these data showed that the PAT program is having positive results for participating students in this school district in comparison to non-PAT kindergartners. The overall results from this study support continuing implementation of the PAT program in this area because it appears that PAT children are entering school with sufficient literacy readiness skills based on the Fall 2005 and Spring 2006 outcome of the DIBELS assessment outcome.

<p>In South Africa, some of the problems experienced in moving towards an inclusive education system are a lack of resources, a lack of commitment and a poor understanding of how to aid successful inclusion. The implementation of inclusion is a process that has been initiated by Education White Paper 6 (Dept. of Education, 2001) and is still in the process of developing the necessary education support. This study aimed to investigate the collaboration between the District Based Support Team, the School Based Support Team and the School Governing Body which represents the parents. The main objective was to investigate how the above bodies support and assist learners who experience barriers to learning, development and participation through a collaborative and consultative problem approach.</p>