Actualmente en el Perú, existe un déficit sustancial en el sistema educativo el cual se ve reflejado en los distintos rankings mundiales sobre educación y en la estadística. Este déficit está ocasionado por múltiples factores, por ejemplo, la poca capacitación del personal docente, la falta de materiales pedagógicos en las instituciones, un sistema administrativo inadecuado, entre otros. Además de los mencionados previamente, existe un factor que compete directamente al urbanismo y a la arquitectura: la alta brecha en infraestructura educativa en el país. La falta de infraestructura educativa de calidad, en definitiva, es uno de los principales causantes del déficit de educación. Esto se debe a que las poblaciones en edad escolar no tienen un espacio al que acudir todos los días a estudiar y aprender. Incluso si se analizan los centros educativos existentes cualitativamente, los mismos, no cumplen con los requerimientos esenciales para llevar a cabo una buena educación, moderna. Es por ello que como proyecto de tesis se realizará un colegio público. Este documento tiene como objetivo analizar un entorno en donde esté presente la brecha de infraestructura educativa. De esta manera, se podrá cuantificar la necesidad, así como contemplar y tomar en cuenta todos los factores que influyen en el diseño de una edificación. El análisis está organizado en 4 capítulos: presentación del tema, proyectos referenciales, programación arquitectónica y terreno y expediente urbano. En cada uno de los capítulos se expondrá información competente al tema. Todo ello con el fin de realizar posteriormente arquitectura real y adecuada. / At the present time, in Peru, there is a substantial deficit in the educational system, which can be seen reflected in the statistics of world education rankings. This deficit is caused by multiple factors, such as the lack of teacher capacitation, the lack of pedagogical material in institutions, an inadequate administrative system, amongst others. Besides from the problems previously mentioned, there is an existing factor that is directly involved with urban planning and architecture: the enormous gap in educational infrastructure in the country. The lack of quality educational infrastructure, in definitive, is one of the main causes for the national educational deficit. This is due to the fact that population in the school-age range do not have a space in which they can study and learn every day. It is important to mention that the ones that actually exist do not meet the essential requirements to offer an appropriate and modern education. This is why the thesis project developed in this current document is a public school. The purpose of this document is to analyse the surroundings in which the educational gap is present. In this way, it will be possible to measure the current necessity, and take in consideration all the multiple factors that influence in the design of an edification. The analysis is organized in 4 chapters: theme presentation, referential projects, architectural programming and terrain, and urban record. Each of the chapters will expose relevant information in relation to the subject, with the purpose of carrying out real and adequate architecture later on. / Tesis

This study presents the origin, growth, and development of the health and physical education progressive movement aimed at public high school girls in El Paso, Texas.

[pt] Esta tese estuda o papel que vem sendo desempenhado pela escola pública nos processos de socialização das novas gerações de brasileiros. Sua hipótese principal é a de que a atual centralidade da escola na vida brasileira estaria produzindo efeitos importantes na redefinição de seu papel institucional. Nesse sentido, a tese toma como pano de fundo teórico a discussão sobre a socialização e a institucionalização, e sobre como essas dimensões, tão caras ao debate clássico da sociologia, têm sido tratadas pela literatura contemporânea. A investigação acerca do novo lugar da escola pública na vida brasileira levou, como um dos desdobramentos da hipótese principal da tese, ao estudo da relação entre esta instituição, as famílias dos estudantes e a vizinhança, sabendo que esta relação está necessariamente permeada pela linguagem dos direitos da infância e da adolescência, em decorrência da promulgação da Carta Constitucional de 1988 e do Estatuto da Criança e do Adolescente (ECA), em 1990. Desse modo, tal percurso direcionou, ainda, à investigação do Conselho Tutelar, agência criada pelo ECA e encarregada da defesa e garantia dos direitos da infância e da adolescência no âmbito dos bairros e regiões das cidades. Buscando explorar estas relações, a pesquisa empírica da tese reuniu diferentes abordagens, quantitativas e qualitativas. Foi elaborada com dados extraídos do projeto de pesquisa coletivo Gestão escolar e territórios populares, centrado no estudo de escolas municipais do bairro Gávea e da favela da Rocinha, além de Conselhos Tutelares atuantes naquela região. O vazio institucional entre a escola, o estudante, a família e o Conselho Tutelar foi um dos principais achados da pesquisa. Este problema tem contribuído para a construção de trajetórias escolares e de vida dramaticamente desconectadas do programa de socialização estabelecido pela Constituição e pelo ECA. / [en] This thesis analyses the role that has been played by the public school in the processes of socialization of the new generations of Brazilians. The main hypothesis is that the current centrality of the school in Brazilian social life is producing important effects on the redefinition of its institutional role. In this sense, the thesis uses the discussion about socialization and institutionalization as theoretical background, and analyses how these dimensions, so cherished by the classic sociological debate, have been treated by contemporary literature. The investigation into the new role of the public school in Brazilian life led to the study, as a development of the main hypothesis, of the relationship between this institution, the families of the students and the neighborhood, acknowledging that this relationship is necessarily permeated by rights of infancy and adolescence established by the Constitution of 1988 and by the Statute of the Child and Adolescent (ECA) in 1990. This path of inquiry has also led to the investigation of the Tutelary Council, agency created by the Statute and that is responsible for defending and guaranteeing the rights of children and adolescents in the context of the neighborhoods and regions of cities. Seeking to explore these relationships, the empirical research of this thesis included different methodological approaches, both quantitative and qualitative. It was developed with data extracted from the collective research project School management and vulnerable territories, centered on the study of municipal schools in the Gavea neighborhood and the Rocinha slum, alongside the Tutelary Councils that are active in this region of the city of Rio de Janeiro. The institutional vacuum between the school, the student, the family and the Tutelary Council was one of the main findings of the investigation. This issue has contributed to the development of school and personal trajectories that are dramatically disconnected from the socialization program established by the Constitution and by the Statute of the Child and Adolescent (ECA).

No description available.

[pt] Esta pesquisa é uma análise das principais disputas sobre a educação escolar no campo da educação no Brasil após a promulgação da Constituição de 1988. O objetivo foi mapear os atores que atuam no campo educacional, com intuito de identificar não somente as suas agendas, mas ressaltar a diversidade e as disputas que permeiam esse cenário. Apoiando-se no conceito de campo de Pierre Bourdieu, o arcabouço teórico se fundamentou na aplicabilidade do conceito para o campo da educação no Brasil. Para além dos processos anteriores, como a promulgação da Constituição de 1988, a aprovação da Lei de Diretrizes e Bases de 1996 e o Plano Nacional da Educação (PNE) 2001-2010, o método utilizado teve como base a análise do discurso dos diferentes atores durante o processo de aprovação do PNE 2014-2014, momento chave para compreender os debates e as principais metas para a educação na próxima década. Por fim, esta pesquisa é um esforço no sentido de compreender como a educação escolar vem sendo disputada por atores dos mais diferentes lugares - tanto do setor privado quanto do setor público - e como essas relações têm se complexificado nos últimos anos. / [en] This research is a review of the main education disputes in the field of education in Brazil after the promulgation of the 1988 Constitution. The objective was to map the actors which participate in the field and what are their agenda, in order to analyze the disputes in which they are involved and how the field has been diversifying. The theoretical framework is based in the concept of field of Pierre Bourdieu, that is why the work has a detail analysis about the concepts of this author and its applicability in the Brazilian education field. The chosen method was to notice the speech of the different actors during the approval process of the National Education Plan 2014-2024, because it was the moment when these actors met themselves for discuss the education goals valid for the next ten years and for its news. To understand the actors and the places from where they speak, it was chosen to a study the history of the earlier cases, like the Promulgation of the 1988 Constitution, the approval of the 1996 Law Guidelines and Bases and the National Plan of Education 2001-2010. The second objective of this work was to understand the disputes about scholar education. Lastly, this research tries to understand how the scholar education are disputed between the different actors from different places, from the public and the private sector, and how these relations have become more complex at the last years.

The purpose of this qualitative, narrative study was to examine the stories of public elementary school teachers who hold doctorates and to discover what these stories tell about their understanding of education within the context of public schools. Specifically, investigation centered on reasons teachers in this group pursued doctorates. This study also examined the ways in which they describe their role as educators within the public school system; the ways in which they view their relationships with public school colleagues; and the ways in which the doctoral experience has influenced their beliefs about teaching, public schooling, and education. Participants included seven California elementary public school teachers who took part in two tape recorded interviews and contributed one story from their professional experience and/or a personal reflection on the interview process. Analysis of the data involved restorying the participants' stories, identifying segments of information, labeling the segments with codes that describe their meaning, grouping the codes into themes, and identifying examples from the data that supported the themes. Six themes emerged from the collected data: learning, connection and collaboration, conflict, leadership, satisfaction, and respect . The participants described their various learning experiences, how they connect and collaborate with others, the ways in which they experience conflict, the contexts in which they exhibit leadership skills, the circumstances that have brought about personal satisfaction, and the ways in which they have observed and experienced respect. Results revealed that the teachers pursued a doctorate in order to broaden their knowledge base and educational experience and that the doctoral experience has given them a broader perspective of education. They have assumed a leadership role within the public school system, and although they acknowledged that they have a different viewpoint of education and schooling than their colleagues, they see those with whom they work as valuable members of the school community. Implications from the results focused on the importance of change within the learning process and the responsibility of leadership that comes with advanced knowledge and experience.

<p dir="ltr">This dissertation studies the lived experiences and perceptions of Indiana public-school superintendents use of social media. This phenomenological qualitative study seeks to explore how superintendents use social media in their careers, why they use social media and how they respond to parents<a href="#_ftn1" target="_blank">[1]</a> and stakeholders on social media platforms.</p><p dir="ltr">This study uses semi-structured interviews with five Indiana public-school superintendents to gain insight into their experiences with social media in their professions. The Spiral of Silence theory developed by Elisabeth Noelle-Neumann (1974) was used as a lens to code and interpret the findings related to superintendent engagement with stakeholders on social media.</p><p dir="ltr">Superintendents explained the importance of having dedicated staff to create, post and monitor social media for the district due to it being time consuming and quick changing. They emphasized the critical importance of knowing the audience for posts and utilizing the best platform for communicating with that audience. Since social media is immediate communication, they emphasized the importance of celebrating students and staff along with keeping the public informed.</p><p dir="ltr">As a result, the assertions evolved to stress the importance of dedicating a position within a budget for a person to create, post and monitor on social media. As the key communicator for the district, the superintendent must focus on building relationships with the community to build a culture of trust and support for the district.</p><p><br></p><p dir="ltr"><a href="#_ftnref1" target="_blank">[1]</a> I am using “parent” to describe all primary caregivers, including grandparents, aunts, uncles, foster parents, legal guardians, etc.</p>

The recent breakthroughs in the research of brain trauma as it relates to athletics has revealed never before seen damage linked with football participation. Known as chronic traumatic encephalopathy (CTE), it is caused by activities inherent to the sport of football. School sponsored football has been granted immunity through case law and legislation in Texas. Recent research however indicates a different type of injury than those that school districts have been protected of liability from. This will provide a challenge to the immunity school districts have enjoyed regarding football. One route to abrogation of immunity is the state created danger provision established by the Supreme Court. The Fifth Circuit Court whose jurisdiction includes Texas has yet to officially adopt the state created danger theory. This research examined legal precedent to determine the challenge CTE may present the various layers of immunity surrounding school sponsored football in Texas.

"This study shows three things: (1) a precedent for the expenditure of public funds to teach electricity in our public high schools has already been established by the school system in the larger school systems of Texas, (2) the rural families living on electrified farms in the North Texas area want instruction of this type given to the boys and girls in their communities, and (3) both the rural people and the professional people of the North Texas area believe that instruction dealing with the use of electricity and electrical equipment had spread until by 1935 more than twenty-one million homes, about eighty percent of the total in America at that time, were electrified, only eleven American farms out of every 100 had central-station electricity. More than five million American farms lacked electric service. "--leaf 50.

Made available in DSpace on 2016-04-28T18:24:12Z (GMT). No. of bitstreams: 1 Renata Almeida Martins.pdf: 1453359 bytes, checksum: 8034082e67cead89b15f3a1453d9a0a1 (MD5) Previous issue date: 2009-10-09 / Secretaria da Educação do Estado de São Paulo / This research aims at describing and interpreting the phenomenon of participation of public school English teachers in a continuing education course. It is justified by the need to also understand what involves my own participation in many continuing education courses with the purpose of gathering subsidies that provide me directing, coordinating, supervising, and developing courses of this kind. This research is theoretically grounded on studies about pre-service teacher education (Imbernon, 2000, Vianna, 2004; Martins, 2004, Santos and Mendes Sobrinho, 2006; Gómez, 1995; Mizukami, 2002; Brito, 2006, Contreras, 2002; Brazil, 2002) ; continuing teacher education (Marin, 1995; Mizukami, 2002; Destro, 1995; Contreras, 2002; Smyth, 1991); English teachers education (Celani, 2002; Paiva, 2005; Dutra, 2003, Brazil, 2001, Castro, 1999 ; Celani and Collins, 2003) and concepts of reflection (Schön, 1995, 2000). The methodological approach adopted in this study was the hermeneutic-phenomenological one (van Manen, 1990, Freire, 2007). The description and interpretation of the phenomenon in focus was undertaken through textual registers obtained through questionnaires answered by 57 student-teachers enrolled in a three-semester continuing education course offered to public school English teachers. The research results reveal that participation of public school English teachers in that continuing education courses is unique, since it results in a constant search for improvement and also in change related to practice. The results also allow me to say that the research phenomenon was experienced in three different ways because each semester was played by a different group of student-teachers who was in a different period of the course and into a different reflective moment as well / Esta pesquisa tem por objetivo descrever e interpretar o fenômeno da participação de professores de inglês da rede pública de ensino em um curso de formação contínua e justifica-se pela necessidade de também entender o que envolve a minha participação em vários cursos de formação contínua com a finalidade de obter subsídios que me proporcionem dirigir, coordenar, supervisionar, bem como elaborar cursos dessa natureza. Fundamentam teoricamente esta pesquisa, estudos sobre: formação inicial (Imbernón, 2000; Vianna, 2004; Martins, 2004; Santos e Mendes Sobrinho, 2006; Gómez, 1995; Mizukami, 2002; Brito, 2006; Contreras, 2002; Brasil, 2002); formação contínua (Marin, 1995; Mizukami, 2002; Destro, 1995; Contreras, 2002); formação de professores de inglês (Celani, 2002; Paiva, 2005; Dutra, 2003; Brasil, 2001; Castro, 1999; Celani e Collins, 2003) e conceitos sobre reflexão (Schön, 1995, 2000) A abordagem metodológica adotada nessa pesquisa foi a hermenêutico-fenomenológica (van Manen, 1990; Freire, 2007). A descrição e interpretação do fenômeno em foco foi feita a partir de registros textuais, obtidos por meio de questionários respondidos por 57 professores-alunos, participantes dos três semestres de um curso de formação contínua oferecido a professores de inglês da rede pública de ensino. Os resultados da pesquisa revelam que a participação de professores de inglês da rede pública de ensino em cursos de formação contínua é único, pois decorre de uma constante busca por aprimoramento e mudança em relação à prática. Os resultados também me permitem afirmar que o fenômeno investigado foi vivenciado de três formas diferentes, pois cada semestre foi vivido por um grupo de professores-alunos que se encontravam em um momento diferente do curso e também em um momento reflexivo diferente