[pt] Esta dissertação de mestrado tem como objetos de estudo o currículo escolar e suas relações com as concepções de escola. A pesquisa foi desenvolvida em Queimados, município localizado na Baixada Fluminense do Rio de Janeiro. O objetivo da pesquisa é compreender as concepções de escola a partir das (re)elaborações do currículo escolar realizadas pelos professores, durante o processo de priorização curricular desenvolvido pela Rede municipal de Queimados no contexto da pandemia de COVID-19, no ano de 2021. Foram aplicados questionários com 79 questões fechadas e 3 abertas, respondidos por 48 professores dos anos finais do ensino fundamental que trabalham nessa Rede. Além disso, realizou-se entrevistas semiestruturadas com 16 professores, respondentes dos questionários, para permitir aprofundamentos das análises. As análises realizadas a partir dos dados produzidos foram construídas baseadas na interlocução teórica com os estudos de Tomas Tadeu Silva, Sacristán, Moreira e Candau, acerca do currículo e os estudos de Dubet e Charlot a respeito da escola e de seus objetivos. Os estudos de Nóvoa sobre formação e profissão docente, antes e durante a pandemia, também fizeram parte do arcabouço teórico utilizado. Ao longo da investigação pode-se constatar que as concepções dos professores constituem três dilemas: entre conceber uma teoria tradicional de currículo e ser responsável pela formação de um currículo humanizador; entre defender uma priorização curricular, baseada nas necessidades dos alunos, e a necessidade de dar conta dos conteúdos escolares pré-estabelecidos; entre priorizar ou reduzir os conteúdos, mediante a nova e emergencial realidade imposta pela pandemia de COVID-19. Conclui-se que há uma multiplicidade de justificativas para as escolhas adotadas pelos professores em relação à concepção de currículo e aos objetivos da escola na priorização curricular. Tais escolhas são marcadas pela subjetividade dos professores, a tradição escolar e a influência dos documentos oficiais. Aponta-se que não há consenso entre os professores acerca dos objetivos da escola, o que reverbera na complexidade de se conceituar currículo. / [en] This Master s dissertation has as a goal the study of school curriculum and its relations with the conceptions of school. The research was developed in Queimados, which is a municipality located in Baixada Fluminense – Rio de Janeiro. Moreover, it has the intention of understanding the conceptions of school from the (re)elaboration of the school curriculum made by teachers during the process of the curriculum priorization developed by the Municipal System of Queimados in the context of the COVID-19 Pandemic in the year of 2021. Questionnaires with 79 closed queries and 3 open ones were applied, which were answered by 48 teachers of the Elementary School final years, who work at this Educational System Furthermore, semi-structured interviews with 16 teachers,who answered the querries, were taken in order to allow a deepening in the analyzes.The analyses made from the data produced were created based on the theoretical interlocution with the studies of Silva, Sacristán, Moreira and Candau -regarding the curriculum, the studies of Dubet vand Charlot concerning schooland their objectives. The studies of Nóvoa on the academic education and profession of teachers, before and during the Pandemic, also made part of the theoretical framework used. Along the investigation it is possible to confirm that the conceptions of the teachers compose three dilemmas: between establishing a traditional theory of the curriculum and and being responsible for the elaboration of a humanizing curriculum; between defending the curriculum priorization, basedon the needs of students, and the necessity of coping with the pre-stablished educational contents; between prioritize or reduce the contents, upon the new reality emergency imposed by the COVID-19 Pandemic. It can be concluded that there is a multiplicity of justifications to the choices adoped by teachers in relation to the conception of curriculum and the objectives of school in the curriculum prioritization. Such choices are highlighted by the teachers subjectivity, school tradition and the influence of official documents. It is pointed out that there is noconsensus among teachers concerning the purposes of school, what reverberates in the complexity of conceptualizing a curriculum.

Trots att mottagaren är tungt viktad genom gymnasieskolans återkommande kunskapskrav visar studier hur mottagaren tenderar att förbli otydlig eller odefinierad i skolans uppgiftsinstruktioner. Syftet med denna studie är därför att erbjuda ett kunskapsbidrag om den mottagarmedvetenhet som formas inom svenskämnet, närmare bestämt inom kursen Svenska 3. Detta görs genom att studera fyra elevers konstruktion av mottagare i lika många nedtecknade hyllningstal samt den uppgiftsinstruktion som föregick dessa.  Arbetet tar avstamp i den kritisk-konstruktiva didaktiken och under studiens inledande fas närlästes uppgiften för att sedan granskas mot styrdokumenten. I studiens andra fas analyserades elevtexterna komparativt med hjälp av Labov och Waletskys modell för muntligt berättande och interpersonella markörer rörande närhet och distans med särskilt fokus på genrespecifika särdrag för manus till tal (Nyström, 2000). Avslutningsvis så studerades uppgift och elevtexter utifrån hur de placerade sig inom skrivhjulet (Berge, Evensen & Thygesen, 2016), vilket fungerade som utgångspunkt för diskussionen.  Resultatet bekräftar bilden av att svenskämnet skapar en begränsad mottagarmedvetenhet, där skolsk kontext (Berge, 1988) befästs genom att elever ges möjlighet att kringgå de utmaningar som den explicite mottagaren kräver för att erkännas inom skrivhändelsen. Den explicite mottagaren framstår därmed som illusorisk då denne förblir odefinierad, oreflekterad och otydlig i uppgift och elevtexter. Mottagaranpassning måste sålunda tränas, talas om och reflekteras kring för att etableras om nedglidning (Hoel Løkensgard, 2001) ska motverkas och ett medvetet förhållningsätt till mottagaren ska utvecklas så eleverna, i linje med styrdokumenten, förbereds för livet efter skolan. / Research shows how school task recipients tend to be unclear or undefined in task construction, although the recipient is reoccurring in the knowledge requirements throughout upper secondary school. Therefore, this study aims to contribute to the knowledge about the audience awareness formed within the Swedish subject by studying students' construction of recipients in four tribute-speech scripts and the task construction related to them.  In the first part of the study, trusting critical constructive didactic theory, the task instruction was analysed under close reading before being challenged by the steering documents. In the second part, the students' texts were analysed, relying on Labov and Waletsky's model for oral narration for structure and comparison and interpersonal markers of style regarding closeness and distance focusing on genre-specific attributes (Nyström, 2000) for tribute-speech scripts. Finally, I studied the task construction and the text on how they positioned themselves within the Writing Wheel (Berge, Evensen & Thygesen, 2016), which acted as a starting point for the discussion chapter.The results confirm an image of a limited audience awareness within the Swedish subject where schoolastic norms (Berge, 1988) are further established, as pupils are given opportunities to circumvent audience awareness challenges through task construction and writing actions where the explicit recipient demands to be acknowledged within the writing situation.  As a result, the recipient seems elusive and stays undefined, unreflected and unclear. Audience awareness thus needs to be trained, talked about and reflected on to be leant and counteract slippage (Hoel Løkensgard, 2001) to stay in line with the steering documents' intentions and prepare the pupils for life after school.

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[pt] O estudo dos números reais com ênfase no aluno do nível médio da escola básica é pouco explorado nas pesquisas em Educação Matemática no Brasil e em outros países. Constatamos, na revisão bibliográfica, que os números racionais e irracionais não fazem parte do repertório de conhecimento de grande parte dos futuros professores, apesar da experiência escolar, como alunos, de vários anos. Trata-se de um campo rico de investigação devido a sua relevância dentro do currículo de Matemática no Ensino Médio. Esta tese analisou as imagens conceituais dos alunos, quando foram estimulados a escrever e/ou falar sobre os números reais, motivados por atividades em que o uso da calculadora foi incentivado. Realizamos uma análise documental desse tema. Elaboramos e aplicamos atividades, priorizando as ideias de densidade e infinito. Utilizamos as representações decimais finitas e infinitas e os números irracionais da forma raiz quadrada de n , n natural, bem como elegemos o algoritmo da divisão como disparador desse processo. A metodologia clínico-qualitativa permitiu-nos coletar os dados em duas etapas: o estudo preliminar exploratório, com a aplicação de um questionário para 70 alunos; e o estudo principal, realizado com 12 alunos, nos quais o aluno foi constantemente solicitado a esclarecer seus julgamentos. O ambiente de pesquisa possibilitou a manifestação e a análise dos julgamentos prototípicos e analíticos que foram identificados por atributos relevantes e irrelevantes. Os resultados apontam para a necessidade de um trabalho efetivo, a partir do algoritmo da divisão, que consolide o conhecimento das representações decimais. O aumento do repertório de exemplos positivos e negativos relacionados às noções trabalhadas parece estimular descritores de imagem conceitual que são favoráveis para o desenvolvimento do conceito de número real. / [en] The study of real numbers with an emphasis on the High School students is underexplored in research in Mathematics Education in Brazil and other countries. In the literature review, we note that rational and irrational numbers are not part of the repertoire of knowledge of most prospective teachers, despite their school experience as students, for several years. This is a rich field of research because of its relevance in the Mathematics curriculum in High School. This thesis examined the conceptual images of students after they had been encouraged to write and to talk about real numbers, driven by activities in which the use of a calculator was stimulated. We conducted an analysis of documents of this subject. We elaborated and carried out activities, prioritizing the ideas of density and infinity. We used finite and infinite decimal representations and irrational square roots, and chose the division algorithm as a trigger of this process. The clinical-qualitative methodology allowed us to collect data in two stages: the preliminary exploratory study, by applying a questionnaire to 70 students; and the main study, conducted with 12 students, in which the students were constantly asked to explain their judgments. The research environment has enabled the demonstration and the analysis of prototypical and analytical judgments that were identified by relevant and irrelevant attributes. The results indicate the need for an effective work, from the division algorithm, which consolidates the knowledge about decimal representations. Increasing the repertoire of positive and negative examples related to the notions worked seems to stimulate conceptual image descriptors that are favorable for the development of the concept of real number.

The purpose of this study is to examine the . relationship and effects of New Jersey College Basic Skills Placement Test (NJCBSPT) scores and grades in basic skills reading, elementary algebra, and English/ writing courses with the students' success in selected college-level general education courses in an attempt to establish predictor variables. In addition, the study examines the possibility that predictions of success in general education courses can be made more accurately by using multiple prediction variables. The population for the study consisted of seven years of successful basic skill course grades, New Jersey College Basic Skill Placement Test (NJCBSPT) scores and successful general education course grades for students at one small, rural community college. Coefficients of determination, correlation coefficients, t-tests, and linear and multiple regression were some of the analysis techniques used. / Ed. D.

One of the most compelling questions in higher education is why some students achieve and others do not. In this study, 1323 Virginia Tech students who completed the 1985 Cooperative Institutional Research Program (CIRP) freshman survey were followed up over a four-year period in order to identify characteristics that explain differences in grades. Three major categories of characteristics were studied: institutional characteristics, student demographic characteristics, and student nontraditional characteristics. Forty characteristics were regressed on the final quality credit average (QCA) for each of the four undergraduate years. Separate regression analyses were run for the university as a whole, each of the seven undergraduate colleges, and three subject-area clusters within the College of Arts & Sciences. The outcome was a set of 44 profiles of significant characteristics related to grades. These profiles were intended as a useful reference for both faculty members and administrators. The multivariate regression analyses identified a number of institutional and student characteristics that explained approximately 25 percent of the variance in student grades at Virginia Tech. Institutional characteristics accounted for about 6 percent of the total variance in student grades. The strongest and most consistent characteristics were selectivity and weighted student credit hours productivity. Student demographic characteristics accounted for about 12 percent of the total variance in student grades. The strongest and most consistent demographic variables were high school rank and Scholastic Aptitude Test (SAT) scores. Five other demographic characteristics -- gender, age, parent income, parent education, and race -- were also significant factors in isolated cases. Student nontraditional factors accounted for about 7 percent of the variance in student grades. Generally, student behaviors exhibited a stronger relationship with student grades than student attitudes, values, or personality traits. Study behavior and writing skills seemed to have the strongest and most consistent relationship with grades. Other nontraditional factors, including athletic interest, fraternal interest, self-efficacy, help-seeking behavior, extrinsic motivation, intrinsic motivation, locus of control, and leadership were also significantly related to grades in isolated cases. / Ed. D.

The purpose of this study was to determine the relationship between the Q-scores and the L-scores made on the American Council on Education Psychological Examination and the scores made on Aptitudes "N" and "V" of the General Aptitude Test Battery by the same students, and to compare the academic grades of these same students with the aforementioned test scores in order to determine what relationship exists, if any, between academic grades made in certain selected courses and scores made on each of the aforementioned tests.

The problem set forth in this study is to determine the relationship of certain factors to the popularity of students in the eighth grade of the Junior High School at Ozona, Texas. The factors to be considered in this study are as follows: 1. The socio-economic status of the parents; 2. Each of the factors measured by the California Test of Personality; 3. The intelligence quotient; 4. Scholastic achievement; 5. The length of family residence in the community; 6. Physical attractiveness of the students as evaluated by three teachers; 7. Athletic ability as evaluated by the physical education teachers; 8. Conduct in the classroom as evaluated by the home room teacher.

The investigation of the relationship between the learning culture and academic achievement is the focal point of this research. Owing to the poor scholastic performance of particularly black matric pupils in the erstwhile Department of Education and Training, an investigation was launched into the Department with a view to identify the possible causes of poor matric performance. As a point of departure an in-depth study was made into aspects of the Department of Education and Training, including those which did not fall within the ambit of the Department, which would shed light on the possible causes of poor matric results. The study revealed many signs and incidents which are symptomatic of an eroded culture of learning in a considerable number of schools. Subsequently, a comprehensive study of the establishment of a learning culture was made. According to this study the establishment of a learning culture should transcend the boundaries of the school because pupils do not only learn and study at school, but at home and in the community as well. After concluding this study it immediately became evident that a considerable number of black schools fall far short of the requirements of a learning culture. The responsibilities of the principal as the manager and instructional leader of his school, together with the selection of the principal and teachers for employment, were the next to be studied. Proper performance of the aforementioned functions as well as proper selection of either the principal or teachers for employment can contribute enormously towards establishing a positive school climate. In the empirical research data was gleaned by means of questionnaires. Thereafter the Pearson's product moment correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. From the empirical investigation it emerged that there is a relationship between a learning culture and academic achievement. The ultimate conclusion reached is that the establishment of a learning culture is a prerequisite for academic achievement. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Psychology of Education / D. Ed. (Psychology of Education)