This project is based on a study supported by the Canadian Education Association. The project examines how research activities have been implemented and carried out in nine secondary school districts across Canada. The main research questions are to understand how school districts organize to embed knowledge from external research in their secondary schools and to understand the impacts of small-scale interventions intended to increase the use of research in secondary schools and districts. This thesis documents a part of the greater project with a focus on educators’ knowledge about two main areas related to secondary school improvement: success factors for students and student pathways/trajectories. Data were collected through questionnaires, teleconference calls and individual communication with district leaders. The study concludes that it is difficult to know the impact of the interventions; impact seems modest but a few key elements have been identified that facilitate take-up of the research activities.

This project is based on a study supported by the Canadian Education Association. The project examines how research activities have been implemented and carried out in nine secondary school districts across Canada. The main research questions are to understand how school districts organize to embed knowledge from external research in their secondary schools and to understand the impacts of small-scale interventions intended to increase the use of research in secondary schools and districts. This thesis documents a part of the greater project with a focus on educators’ knowledge about two main areas related to secondary school improvement: success factors for students and student pathways/trajectories. Data were collected through questionnaires, teleconference calls and individual communication with district leaders. The study concludes that it is difficult to know the impact of the interventions; impact seems modest but a few key elements have been identified that facilitate take-up of the research activities.

Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-12-14T19:00:27Z No. of bitstreams: 2 Dissertação - Gabriela de Araújo Achegaua Salazar - 2016.pdf: 1867612 bytes, checksum: 2444ce3444e2753459478adf4d25d865 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-12-14T19:00:50Z (GMT) No. of bitstreams: 2 Dissertação - Gabriela de Araújo Achegaua Salazar - 2016.pdf: 1867612 bytes, checksum: 2444ce3444e2753459478adf4d25d865 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-14T19:00:50Z (GMT). No. of bitstreams: 2 Dissertação - Gabriela de Araújo Achegaua Salazar - 2016.pdf: 1867612 bytes, checksum: 2444ce3444e2753459478adf4d25d865 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-11-16 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This paper is a analysis about the academic research done in 2001 – 2012 periods in the postgraduate programs in Education and Education in Science and Mathematics on the teacher who teaches mathematics. The main goal of this paper was analyze and understand the academic literature on the teacher who teaches mathematics from a theoretical and methodological perspective to answer the following research question: Research has as subject to the teacher teaching math presented incoherence of cleat theoretical-methodological? It was used the meta-analysis like a kind of bibliographyc research like methodology. The theoretical framework is grounded in the activity’s theory of Leontiev which has theoretical and methodological bases grounded in Marxist thought. The main conception of research to investigate human phenomena was based on Vigotski who emphasizes the importance of considering the historicity of the phenomenon to explain the relationships that make up the whole. It was necessary to understand the evolution of research in Humanities (ALVES-MAZZOTTI; GEWAMDSZNADJDER, 1998; LAVILLE; DIONNE, 1999) and consequently in Education (GATTI, 2002) to understand the research in Mathematics Education in Brazil (FIORENTINI, 1994; FIORENTINI; LORENZATO, 2009). The problems encountered in educational research were treated based on Gatti (1983, 2002), Gouveia (1971), Souza, Magalhães and Silveira (2014) followed by the problems in Mathematics Education production (BICUDO, 1993; BICUDO; PAULO, 2011; FIORENTINI; LORENZATO, 2009). It was recorded 20 papers that studied the teacher who teaches mathematics, however, only those who presented the teacher as the subject of the research were analyzed. It was established as categories of analysis Coherence between problem and problematic, Theoretical-methodological Coherence and Coherence between problem, theoretical referential and methodology, in which 8 papers were analyzed in the postgraduate programs already mentioned. The main conclusions was that the majority of the academic works that has as focus of analysis the teacher who teaches mathematics presents theoretical and methodological. / Este estudo analisa a produção acadêmica realizada no período de 2001 a 2012 nos programas de Pós-Graduação das áreas de Educação e de Ensino de Goiás sobre o professor que ensina matemática. O principal objetivo foi analisar e compreender, a partir de uma perspectiva teórico-metodológica, a produção acadêmica sobre o professor que ensina matemática, para responder a seguinte questão de pesquisa: As pesquisas que têm como tema o professor que ensina matemática apresentam incoêrencias de cunho teórico- metodológico? Utilizou-se a pesquisa bibliográfica do tipo meta-análise como metodologia. O referencial teórico é pautado na teoria da atividade de Leontiev, que possui bases teóricas-metodológicas pautadas no pensamento marxista. Tomou-se como principal concepção de pesquisa aquela apresentada por Vigotski, que ressalta a importância de considerar a historicidade do fenômeno para se explicar as relações existentes que formam o todo, ao investigar os fenômenos humanos. Fez-se necessária a compreensão da evolução da pesquisa em Ciências Humanas (ALVES-MAZZOTTI; GEWAMDSZNADJDER, 1998; LAVILLE; DIONNE, 1999) e em Educação (GATTI, 2002) para que se pudesse compreender a pesquisa em Educação Matemática no Brasil (FIORENTINI, 1994; FIORENTINI; LORENZATO, 2009). Os problemas encontrados na pesquisa em Educação foram tratados com base em Gatti (1983, 2002), Gouveia (1971), Souza, Magalhães e Silveira (2014), seguido dos problemas na produção em Educação Matemática (BICUDO, 1993; BICUDO; PAULO, 2011; FIORENTINI; LORENZATO, 2009). Foram fichados 20 trabalhos que de alguma forma estudaram o professor que ensina matemática, porém, foram analisados apenas aqueles apresentavam o professor como sujeito da pesquisa. Estabeleceu-se como categorias de análise Coerência entre problema e problemática, Coerência teórico-metodológica e Coerência entre problema, referencial teórico e metodologia, em que se analisou 8 trabalhos realizados nos programas de pós-graduação já citados. Como principais conclusões, observou-se que a maioria dos trabalhos acadêmicos que tem como foco de análise o professor que ensina matemática apresenta coerência teórico-metodológica.

This thesis investigates the use of action research and activity theory to promote the professional development of teachers in an Icelandic upper secondary school. The purpose of the research was to develop a new model to foster professional development through enhancing the participants’ agency to transform their practice. It was carried out with an action research group of twenty-one school professionals and an outside consultant. The group’s aim was to find ways to increase students’ sense of responsibility for their studies. The project combined the ideas behind the Change Laboratory, one of the methods of developmental work research established by Engeström and action research as elaborated by McNiff. I termed our approach the Change Room. There activity theory and the theory of expansive learning provided the participants with a conceptual framework, historical analysis and tools to analyse what changes might be appropriate in our classroom practice. The action research provided the participants with the method and tools to guide the participants when carrying out and evaluating these changes. The research focus was on tensions the participants experienced in their classroom practice. Through creative resolutions of these tensions the intention was to develop better practices and contribute to school development. The research used both action research and case study methodology. The research tools were documentary analysis, interviews, surveys, research diary and observations. The findings were analysed using deductive process based on activity theory. The teachers experienced tensions in their classroom practice between students’ active and passive learning, didactic and dialogic teaching methods, and the requirement to cover the syllabus and to promote deep learning. To resolve these tensions the teachers have developed teaching practices that enhanced active student learning and given more weight to the students’ voices. Participation in the action research group enhanced both individual and collective learning of the school professionals. Their agency to change practice was increased and they also developed more cross curriculum agency. The combination of activity theory and action research in the Change Room provides a new model for enhancing teachers’ professional development and collaboration that has potential to transform classroom practice.

The problem of this study was to determine the degree and level of research activity in the College of Education at North Texas State University through an examination of the doctoral dissertations produced by its graduates. The study had three basic purposes. One purpose was to analyze the dissertations in terms of types of study, focus of each study, subject headings of each study, design characteristics, statistical treatment of data, general results of experimental studies and data collection techniques. The second purpose was to synthesize the data of the present study with that obtained by Novak in her study, in order to provide an overall description of the characteristics of dissertation research in the College of Education from 1953 through 1986. The third purpose was to examine the research activity taking place in the College of Education in terms of the quality of dissertations produced by its graduates. Seven hundred and ninety-five dissertations were the sources of data for this study. The format developed and validated by Novak in her study of dissertation research from 1953 through 1974 was used in the analysis of the dissertations completed from 1975 through 1986. Based on the findings of this study, the following conclusions were drawn. The format developed by Novak in 1975 can be used to analyze dissertations completed during the years from 1975 through 1986. The degree and level of research activity in the College of Education can be assessed through an analysis of the dissertations produced by its graduates. Doctoral candidates are using statistical methods and computers to analyze and manipulate data more often. There is an indication that doctoral candidates are beginning to use a wider variety of data-gathering techniques. Four recommendations are drawn from the study.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / It is understood that we may contribute to the construction of autonomy in research production from various challenging experiences that an individual may go through to while in the academy, especially in the stricto sensu Post-Graduation in Education. Thus, it interested us to investigate the production of study activity as a trigger for the autonomy in research in the elaboration of master‟s dissertations and doctoral theses. The specific aims were to identify the steps to the development of the study activity in the elaboration of dissertations and theses; to acknowledge the actions and operations that are implied in this process of research production; and to analyze the actions and operations directly connected to the process of construction of autonomy for the researcher. The methodological approach used was of a qualitative nature and was developed from the sociocultural narrative approach. The subjects of this study were two master‟s students and three doctoral students who participate in the Group of Research and Teacher Formation: Basic and Higher Education (Grupo de Pesquisa e Formação de Professores: Ensino Básico e Superior GPFOPE). This research group is part of the stricto sensu Post-Graduation Program in Education of the Federal University of Santa Maria. The theoretical basis of the study is Vygotsky (1993; 1994; 1995; 1997; 2007; 2010a; 2010b), Leonitiev (1978; 1984), Davidov (1987), Davidov and Márkova (1987a; 1987b), Marx (2011) and Kozulin (2002) for the concept of activity and study activity; Kant (1783), Hegel (2010), Schneewind (2009), Castoriadis (1991), Rouanet (n.d.), Rué (2009), Monereo and Pozo (n.d.), Martin (n.d.), Vygotsky (1997; 2010) and Davidov and Márkova (1987a; 1987b) for the concept of autonomy. With the results found we were able to infer that this study allowed us to highlight the possibility of understanding what the process of research production and autonomy construction in the development of dissertations and theses is, being research activity the main guide. Two categories emerged from the analysis of the narratives provided by the participants: research production and research autonomy. The participants in general manifested that autonomy construction is a particular although not lonely process, once it is necessary to have the presence of the other for this sort of learning. Being an autonomous subject means being authentic and not a mere reproducer of the other. Three tensions resulted from the process of autonomy construction in research through experiencing: the research activity: personal, professional and investigative field needs; research path and autonomy construction, time of personal learning and time employed in research. This peculiarity must be understood as an authorial feature in the process of learning the research. Therefore, the particular ways through which research is produced lead the individual to gradually build their autonomy. / Compreendemos que podemos contribuir para a constituição da autonomia na produção da pesquisa a partir de inúmeras experiências desafiadoras que o sujeito pode experienciar nos espaços acadêmicos, especialmente na Pós-graduação em Educação stricto sensu. Desse modo, interessou-nos investigar a produção da atividade de estudo como processo desencadeador da autonomia na pesquisa, a fim de compreender a atividade de estudo como desencadeadora da autonomia na pesquisa no processo de elaboração de dissertações de mestrado e de teses de doutorado. Os objetivos específicos foram: identificar os percursos de desenvolvimento da atividade de estudo durante a elaboração de dissertações e teses; reconhecer quais ações e operações estão implicadas nesse processo de produção da pesquisa e analisar as ações e operações diretamente ligadas no processo da constituição da autonomia para o pesquisador. A abordagem metodológica utilizada foi de natureza qualitativa e desenvolveu-se a partir da abordagem narrativa sociocultural. As colaboradoras para esta pesquisa foram duas estudantes do mestrado e três estudantes do doutorado integrantes do Grupo de Pesquisa e Formação de Professores: Ensino Básico e Superior (GPFOPE), este inserido no Programa de Pós-graduação em Educação stricto sensu da Universidade Federal de Santa Maria. Para subsidiar nossas bases teóricas utilizamos os autores como: Vygostki (1993, 1994, 1995, 1997, 2007, 2010a, 2010b), Leontiev (1978, 1984), Davídov (1987), Davídov e Márkova (1987a, 1987b), Marx (2011) e Kozulin (2002) para o conceito de atividade e atividade de estudo; Kant (1783), Hegel (2010), Schneewind (2009), Castoriadis (1991), Rouanet (s.d.), Rué (2009) Monereo e Pozo (s.d.), Martín (s.d.), Vygotski (1997, 2010) e Davídov e Márkova (1987a, 1987b) para o conceito de autonomia. Como resultados, podemos inferir que essa pesquisa permitiu-nos destacar a possibilidade de entendimento do que seja o processo de produção da pesquisa e a constituição da autonomia durante o desenvolvimento das dissertações e teses, tendo como mote a atividade de pesquisa. A partir da análise das narrativas das colaboradoras emergiram duas categorias: produção da pesquisa e autonomia na pesquisa. De maneira geral as colaboradoras manifestaram que constituição da autonomia é uma construção particular, porém não solitária, visto que necessitam da presença do outro para esse tipo de aprendizagem. Ser um sujeito autônomo significa ser autentico e não é reprodutor do dito do outro. Do processo de constituição da autonomia na pesquisa por meio da experiência da atividade de pesquisa, três tensões se constituíram: necessidade pessoal, profissional e necessidade do campo investigativo; percurso da pesquisa e construção da autonomia; tempo de aprendizagem pessoal e tempo instituído para a pesquisa. De modo geral concluímos que o processo da produção da pesquisa é próprio de cada sujeito. Esta peculiaridade deve ser entendida como uma marca de autoria nos processos de aprender a pesquisa. Portanto, os modos particulares de produzir a pesquisa levam o sujeito a gradativamente construir sua autonomia.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-06T11:19:45Z No. of bitstreams: 2 Dissertação - Márcia Mendes Simão - 2018.pdf: 1519440 bytes, checksum: e0bb90df2dc362dd25d60584866a58c0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-06T12:21:24Z (GMT) No. of bitstreams: 2 Dissertação - Márcia Mendes Simão - 2018.pdf: 1519440 bytes, checksum: e0bb90df2dc362dd25d60584866a58c0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-06T12:21:24Z (GMT). No. of bitstreams: 2 Dissertação - Márcia Mendes Simão - 2018.pdf: 1519440 bytes, checksum: e0bb90df2dc362dd25d60584866a58c0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-05-07 / This research presents an investigative study, a form of systematic review, aiming to identify in the object of study, scientific articles published in journals related to teaching and minutes of Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), how the approach of the concept of life is linked to the possibility of a integrative teaching of the biological knowledge. The source of he categories and subsidies for the analysis of the construction of the ideas on the theme was obtained in the epistemological model of Ludwik Fleck, or in other words, an epistemological analysis was directed by the following elements of Fleck's thought: Thought Collective, Thought Style, Esoteric and Exoteric Circle, Intra and Interspecific Circulation. The epistemological referential was present throughout the investigation, so the investigative profile was understood as theoretical- methodological. The study object was selected based on adaptations of the established criteria for a systematic review, such as definition of research questions, inclusion and exclusion criteria for selection of study material and data collection to answer the previously elaborated questions, reading and material selection. Following these criteria, the article's selection was carried out in specific journals of the Sucupira Platform and in ENPEC Minutes from the insertion in a specific site of the journals or search for the descriptors: concept of life, life phenomenon, living being, life. After reading the abstracts and discarding the articles that didn't fit in the proposal, there were 13 articles for the reading directed by the epistemological categories. The collected data allowed the identification of theoretical-methodological links between the studies and also indicated the possibility of the characterization of a Thought Collective that includes the authors of the studies. The references of the studies pointed as a tendency the historical and philosophical approach of the construction of the biological knowledge, which made possible the reflection on the integration of biological concepts from an approach of the development of life's concept. However, some points of attention appeared, as the limitations of teacher training in science and biology teaching, and as the losses of the low collaborative research activity between the esoteric circle (researchers) and the exoteric circle (teachers) in investigative procedures in the school environment. In view of that, this study points to the development of future researches involving collaborative activities directed by teaching proposals of biological knowledge in the historical and philosophical, social and cultural dimensions of the construction of life's concept as a contribution to rethink the organization of an integrative curriculum and teacher training. / Este trabalho apresenta um estudo investigativo, tipo revisão sistemática, visando identificar no objeto de estudo, artigos científicos publicados em revistas sobre ensino e Atas do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), de que forma a abordagem do conceito de vida está vinculada à possibilidade de um ensino integrador dos conhecimentos biológicos. Buscou-se no modelo epistemológico de Ludwik Fleck as categorias e subsídiospara a análise da construção das ideias sobre o tema, ou seja, empreendeu-se uma análise epistemológica direcionada pelos seguintes elementos do pensamento fleckiano: Coletivo de Pensamento, Estilo de Pensamento, Círculo Esotérico e Exotérico, Circulação Intra e Interespecífica. O referencial epistemológico esteve presente em todo o percurso investigativo, por isso, o perfil investigativo foi entendido como teórico-metodológico. O objeto de estudo foi selecionado a partir de adaptações dos critérios estabelecidos para uma revisão sistemática, tais como definição de questões de pesquisa, critérios de inclusão e exclusão para seleção do material de estudo e levantamento dos dados necessários para responder as questões previamente elaboradas, a leitura e a seleção do material. Seguindo esses critérios, a seleção dos artigos foi realizada em periódicos específicos da Plataforma Sucupira e em Atas do ENPEC a partir da inserção em sítio específico dos periódicos ou busca pelos descritores: conceito de vida, fenômeno vida, ser vivo, vida. Após a leitura dos resumos e descarte dos artigos que não se adequavam à proposta, restaram 13 artigos para a leitura direcionada pelas categorias epistemológicas. Os dados coletados permitiram a identificação de vínculos teórico- metodológicos entre os estudos e também indicaram a possibilidade da caracterização de um Coletivo de Pensamento que inclui os autores dos estudos. Os referenciais dos estudos apontaram como tendência a abordagem histórica e filosófica da construção dos conhecimentos biológicos, o que possibilitou a reflexão sobre a integração de conceitos biológicos a partir de uma abordagem do desenvolvimento do conceito de vida. No entanto, surgiram como pontos de atenção as limitações da formação dos docentes que atuam no ensino de Ciências e Biologia e ainda os prejuízos da baixa atividade investigativa colaborativa entre o círculo esotérico (pesquisadores) e círculo exotérico (professores) em procedimentos investigativos no ambiente escolar. Diante disso, este estudo aponta o desenvolvimento de futuras investigações envolvendo atividades colaborativas direcionadas por propostas de ensino dos conhecimentos biológicos em dimensões históricas e filosóficas, sociais e culturais da construção do conceito de vida como uma contribuição para repensar a organização de um currículo integrador e a formação dos docentes.

Diploma’s thesis is focused on analysis of the time changes of calibration characteristics independent type of current-meters, processing by the calibration data and their evaluation and subsequent comparison with related research. This thesis describes the proces of calibration of current-meters.