Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-10T13:01:06Z No. of bitstreams: 1 Silvio Luiz Santiago Pasquarelli.pdf: 15752704 bytes, checksum: 4068ea72bc4a190650fb3644d615ff2d (MD5) / Made available in DSpace on 2015-04-10T13:01:07Z (GMT). No. of bitstreams: 1 Silvio Luiz Santiago Pasquarelli.pdf: 15752704 bytes, checksum: 4068ea72bc4a190650fb3644d615ff2d (MD5) Previous issue date: 2012-11-12 / This research investigates the life and work of Luiz Damasco Penna, an educator in the State of São Paulo, Brazil, that acted for a period of over forty years in the state¿s public primary education, first as an elementary school teacher, then as principal, Regional Education Officer in the school district of Santos and District Inspector. We focused our attention in the presence of Penna as Regional Education Officer in the coast of São Paulo and all the challenges he faced in the period between 1932 and 1957, but also his pedagogical thinking introduced in the administration of more than 424 isolated schools in the region. Luiz Damasco Penna had an outstanding performance in São Paulo¿s education not only as a Regional Education Officer, but also as part of elaborating committees for the Education Code of 1933, the Education Laws of 1947, and internal commissions comprised of several Education Officers, counsellor in the Education Technical Counsel in the nineteen fifties and translator of pedagogical works of French and Spanish authors for Editora Nacional¿s collection Atualidades Pedagógicas, also as a college professor in the Chair of Business Administration in the Faculdade de Filosofia Ciências e Letras de Santos. We also investigate the universe of the Education Officers and the pedagogical thinking constructed in the administration of primary education. / Esta pesquisa trata de biografia de Luiz Damasco Penna,educador paulista, que por mais de 40 anos militou na educação primaria publica paulista, como professor, primário, diretor de grupo escolar, Delegado Regional de ensino da zona escolar de Santos e Inspetor distrital. Focamos nossas atenções para a presença do professor Penna, como delegado de ensino no litoral paulista e todos os desafios enfrentados no período de 1932 a 1957, além de seu pensamento pedagógico introduzido na administração das mais de 424 escolas isoladas do litoral paulista. Luiz Damasco Penna teve atuação marcante na educação paulista: alem de delegado de ensino, fez parte das comissões de elaboração do código de inúmeras educação de 1933, leis do ensino de 1947, comissões internas compostas de diversos delegados de ensino, conselheiro do conselho técnico de educação na década de 1950 e tradutor de obras pedagógicas de autores franceses e espanhóis da coleção Atualidades Pedagógicas da Editora Nacional, foi também professor universitário ministrando aulas na cadeira de administração escolar na Faculdade de Filosofia Ciências e Letras de Santos. Procuramos também trazer o universo dos delegados de ensino e abrir caminhos do pensamento pedagógico construído na administração da educação primaria.

Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki's theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers' professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.

Supporting the development of scientifically literate students is a priority in public school education, and understanding how that development is influenced by the Common Core State Standards is vital to quality science education. However, little quantitative research has been conducted about how the Common Core State Standards impact science education. The purpose of this quasi-experimental study was to determine how the alignment of science curriculum and instruction to the Common Core English Language Arts State Standards impacts the development of students' scientific literacy skills. Bybee's framework for scientific literacy provided the theoretical framework. Participants included 7 middle school students in Grades 5-8 in a rural community located in the western region of the United States. The summer school science intervention teacher integrated Common Core English Language Arts Standards into a biological science curriculum developed by Marsh. Scientific literacy was determined by student results on released items from the 2011 Trends in International Mathematics and Science Study. Results from assessments in this study indicated an improvement of 5.5% when comparing pre to posttest scores in scientific literacy, though not statistically significant when analyzed using ANOVA. Recommendations include a need to increase research in rural education about scientific literacy for K-12 students, and about the impact of Common Core State Standards on science instruction. This study contributes to positive social change by providing educators and researchers with a deeper understanding of how to improve science literacy for all students.

This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s. Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas. The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile. While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.

自一九七七年鄧小平提出科技人才的培養，基礎在教育以來，教育工作被視為促成中國大陸經濟發展的重要議程，也是完成社會主義現代化建設的戰略要點。而教育的發展重在建立合格、穩定的師資陣容，在此一前提下，農村地區為數眾多且學歷不合格的中小學民辦教師，則成為中國大陸提昇人力素質需求下，首要解決的問題。 　　一九七八年以後，中國大陸各地區根據「減少數量，提高質量」的教育方針，逐步擴展民辦教師在職培訓，減少數量並提高其政治、經濟地位。一九九五年二月二十日在廣東惠州召開的全國民辦教師工作會議上，國家教委堅持以「關、招、轉、辭、退」五字方針，解決民辦教師問題，並於公元兩千年之前讓中國大陸民辦教師成為歷史。然而，隨著九年義務教育的推展，教師需求增加；農村地區師資匱乏問題未獲妥善解決；加諸經濟改革以來，部份農村教師棄教從商等現象，均影響目前農村基礎教育的發展。因此，除了片面降低民辦教師數量外，如何運用民辦教師政策，鼓勵兩百多萬農村民辦教師繼續為農村教育奉獻心力，則更具啟發性。 　　本研究之目的乃在： 　　1.探討民辦教師的發展背景； 　　2.分析民辦教師主要的分佈特性； 　　3.瞭解中國大陸現行有關民辦教師的管理體制，以及現行政策之缺失； 　　4.分析中國大陸經濟改革開放後，對民辦教師教學工作與職業流動的影響。 　　另外，除檢討目前政策得失外，研究者也擬定若干建議。 　　依據研究目的，研究者採取文獻分析法與個案研究方法進行民辦教師現況與民辦教師政策問題的分析；另外，本研究也擬以「質的自然研究設計、量的資料蒐集分析、量的統計分析」之統合策略研究法，分析民辦教師區域的分佈特性。 　　研究結果發現，國家財政匱乏、政治因素主導教育發展、農村教師不足以及農村辦學體制的變動，乃是促成民辦教師發展的重要因素。另外，根據統計資料的分析，民辦教師數量與當地社會經濟結構、教育規模有高相關存在。換言之，社會經濟越發達，民辦教師所佔的比重越小，反之，則否。至於農村民辦教師職業流動的現象則呈現區域性的差異，一般而言，社會經濟結構越趨向高度農業化，就業結構越單一化的地區，民辦教師鮮有職業流動，而鄉鎮企業發達、或鄰近都市的農村，民辦教師職業流動現象明顯。 　　此外，在國家教委「關、招、轉、辭、退」的政策推行下，目前中國大陸民辦教師數量與質量獲得明顯的改善。如：民辦教師佔中小學教師總數的比例由一九七八年的59.4%，下降到一九九四年的24.3%；根據個案研究的結果發現，民辦教師學歷普遍提昇到高中以上。不過目前仍存在以下幾個問題： 　　1.片面禁止增聘民辦教師，卻未能解決農村教師不足的情況，導致農村代課教師數量增加，成為變相的民辦教師。 　　2.國家教委人事司與地方政府對「民轉公」政策宗旨認知不同，致使民轉公的選招方式備受爭議。 　　3.民轉公與中師招收在職民辦教師名額少，且考試競爭激烈，教師投入考試準備，怠忽教學工作。 　　4.已取得中專與大專本科學歷的民辦教師，為轉公辦教師仍須到師範學校學習，造成教育資源浪費。 　　5.民辦教師工資、福利與公辦教師相差二倍以上。 　　綜觀上述的問題，研究者建議： 　　1.按民辦教師年齡與學歷，分別考量民轉公選招的標準。 　　2.民轉公名額須與縣（市）地方財政負擔相配合。 　　3.農村教育費附加，由縣統一籌措，並用於保障與提昇民辦教師工資。 　　4.另外，由縣市統一規定農村民辦教師最低保障工資數。 　　5.以互助會的形式建立民辦教師社會福利保險制度。 　　儘管目前以政策性策略降低民辦教師數量的成長，但是長期以來農村地區師資嚴重短缺的問題，始終未獲得根本的解決，導致控制了農村地區民辦教師之數量，卻間接造成代課教師數量的成長。而欲解決農村民辦教師或代課教師的問題，根本之道在研擬一套舒緩農村教師緊缺的新途徑。

Social media are often touted to have the potential to transform education. These media enable students to connect with others from around the world, to work collaboratively, and to share their learning with an authentic audience. The literature offers support, yet raises questions about this promise. The intent of this research was to examine how and why some classroom teachers make use of social media for teaching and to determine if, and how, this changes their pedagogical practices. A qualitative, interpretivist multiple case study approach was used to tell the stories of nine teachers in a rural Canadian prairie school as they explored and implemented various social media in their teaching practices. A hermeneutic and phenomenological approach formed the theoretical framework guiding this study. The primary source of data was a multi-part interview consisting of conversations held over the six-month study. Participants reflected upon and shared their perspectives as they made use of social media in their teaching practice. Other data sources included a variety of relevant documents such as school plans and online interactions undertaken by the participants. The analysis followed a constant comparative thematic analysis method, providing a rich exploration of the phenomenon of social media pedagogy. The teachers in this study generally found their use of social media to be a positive experience; however, several challenges and areas of concern were identified. The teachers’ reasons for using social media included communication, engagement and motivation, exposure of student work to a broader audience, and collaborative activities. Supports for implementing social media were identified and included good access to working technology and professional learning. The teachers raised concerns such as privacy, safety, and time constraints. Ethical and appropriate use of social media was seen not only as a concern, but also as an opportunity to teach. Impacts on teaching practice ranged from the addition of strategies to teaching repertoires, to change that could be considered as transformative learning. One of the most significant results was the apparent effect on the school environment. Trust and responsibility were extended to students, and the response was increased communication and connection between students and teachers.

This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s. Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas. The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile. While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 187-205). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 187-205). Also available on the Internet.

Made available in DSpace on 2016-06-02T19:35:48Z (GMT). No. of bitstreams: 1 4959.pdf: 10308984 bytes, checksum: e2033d7b11f298cd6cd6904dc84e6c3b (MD5) Previous issue date: 2013-02-22 / Universidade Federal de Sao Carlos / This thesis entitled "Professionalism in Teacher Rural Education analyzes the process of formation of the teaching profession of educators in the field of Breves riversidemultigrade classes on the island of Marajó, state of Pará, through the subject matter of teaching based on its implications professional educators in in rural areas in multigrade classesriverside. This involved the following research question: For what reasons and educational practices that constitute the teaching profession of educators from the field in multigrade classes riverside? This, from the perspective of the discussion of knowledge base, while professional competence of professionalism that transcends the domain of skills and techniques and emerges from the interaction between moral obligation and commitment to the community where the school is; professional development of teaching from the standpoint of studies of Rural Education. This study was conducted under the framework of investigative historical and dialectical materialism and the contour ethnographic research in order to characterize the work in the multigrade teaching riparian profiles and attitudes of educators teaching intervention in the schooling process, institutional contribution to the teachers in the field and some aspects of community organization with respect to the structuring of schooling processes and dynamics of human development in rural areas. / Esta tese intitulada Profissionalidade docente na Educação do Campo objetiva analisar o processo de constituição da profissionalidade docente de educadores do campo em turmas multisseriadas ribeirinhas de Breves, na ilha de Marajó, estado do Pará. Tem seu objeto de estudo na ação educativa em escolas multisseriadas e suas implicações no desenvolvimento profissional da docência de educadores do campo. Para tanto, contou com a seguinte questão de pesquisa: Por quais fundamentos e práticas educativas se constitui a profissionalidade docente de educadores do campo em turmas multisseriadas ribeirinhas? Isto, tendo em vista que a profissionalidade enquanto competência profissional no campo, transcende o domínio de habilidades e técnicas e emerge a partir da interação entre o compromisso político, para com a competência técnica e o domínio científico, junto às comunidades em que estão sediadas as escolas em que trabalham os docentes da Educação do Campo. Este estudo se desenvolveu sob a perspectiva de análise do materialismo histórico-dialético e da pesquisa de contorno etnográfico em função da necessária análise e da caracterização dos trabalhos docentes na multissérie ribeirinha. Além de se investigar acerca dos perfis e posturas das intervenções didáticas deflagradas pelos educadores do campo em meio ao processo de escolarização no campo. O aporte institucional usufruído pelos docentes da Educação do Campo e as limitações e possibilidades de seus engajamentos na organização comunitária também foram observados e analisados neste trabalho. O que se deu em função da importância que possuem tais elementos na estruturação das práticas de escolarização e nas dinâmicas de formação humana que atravessam de modo central a constituição da profissionalidade docente na Educação do Campo.