After recognizing the need for a more thorough concentration of statistics at the seventh grade level, the author concluded that it would be a good idea to include statistics that cover both seventh and eighth grade Virginia Standards of Learning. Many years of administering the SOL mathematics test at the eighth grade level led the author to the understanding that some of the more advanced seventh graders would be missing some key concepts taught in eighth grade because those advanced students would be taking algebra in the eighth grade. In this thesis, the author has developed four units that she feels are appropriate for this level and will fill the gap.

The purpose of this report is to give teachers of AP Statistics a way to enrich student learning with an engaging, rigorous and relevant project. The report details the reasons necessary for student-based learning, along with examples in which projects in classrooms were successful. The project is centered on categorical data analysis involving tests of proportions, chi-squared distributions and confidence intervals. There are supplemental worksheets provided with the intent of showing students the relevance and applications of what they are learning to actual studies. Finally, a rubric is provided for students to align and focus their projects as well as for teachers to assess student learning. / text

Made available in DSpace on 2016-04-27T16:33:20Z (GMT). No. of bitstreams: 1 Marco Antonio Rodrigues Paulo.pdf: 1237641 bytes, checksum: ebaf2b880fdb3e4ccfd73634d40c5e0c (MD5) Previous issue date: 2007-04-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this thesis is to analyze the bureaucratic/administrative structure of the public schools, starting with the General Directory´s regulation of 1910. The range extends up until the year 1919, which precedes the Sampaio Dória Reforms. Two movements are realized: the first consists of comparing the bureaucratic/administrative structure implanted by the regulations of public instruction of 1893 and 1898, with the regulation that created the General Directory of Public Instruction in 1910. For this, two categories of analysis are considered: government offices- the structure that administrates and inspects public instruction in the state of São Paulo, and the category of public post- the criteria established for the recruitment and standards for the posts of General Director of public studies and School Inspector. The second movement consists of a comprehensive understanding of the Paulista school structure, from a qualitative and from a quantitative perspective. In terms of the qualitative aspect, the reports from public school employees who occupied a position of General Director or School Inspector were analyzed in relation to their the evaluation of the Paulista public school system as a whole during the period considered in this project. In relation to the quantitative aspect, school statistics and public resources destined for school maintenance were analyzed, as well as the expansion of the Paulista public school system. The most important source of information related to this topic comes from the state of São Paulo yearly Teaching Reports. This study confirms, first, that the process of the rationalization and the bureaucratization instituted at the administration of Paulista public education was implanted before the Proclamation of the Republic, but was especially after 1910 that this process accelerated, with the creation and regulation of the General Directory of Public Instruction; secondly, it became evident that the administrative/bureaucratic structure instituted by the regulation that created the public offices, strengthened the tendency toward rationalization and bureaucratization of the infra-structure for administering and inspecting Paulista public instruction. This tendency expresses itself in the expansion of the Paulista school apparatus / Neste trabalho, é analisada a organização administrativo-burocrática da instrução pública instituída pelo regulamento da Diretoria Geral em 1910. A análise se estende até 1919, ano que antecede a reforma Sampaio Dória. São realizados dois movimentos: o primeiro consiste em comparar a estrutura administrativo-burocrática implantada pelos regulamentos da instrução pública de 1893 e de 1898, com o regulamento que cria a Diretoria Geral da Instrução Pública em 1910. Para isso, são consideradas duas categorias de análise: repartição pública estrutura que administra e fiscaliza a instrução pública do Estado de São Paulo, e cargo público especialmente, quanto aos critérios estabelecidos para o recrutamento e provimento para os cargos de Diretor Geral da Instrução Pública e de Inspetor Escolar. O segundo movimento consiste em compreender o aparelho escolar paulista, do ponto de vista qualitativo e quantitativo. No tocante ao aspecto qualitativo, foram analisados os relatórios dos funcionários públicos que ocuparam o cargo de Diretor Geral e de Inspetor Escolar, a fim de considerar a avaliação feita por esses sujeitos sobre o conjunto de escolas paulistas no período de abrangência deste estudo. Em relação ao aspecto quantitativo, foram analisadas as estatísticas escolares e os recursos destinados à manutenção e à expansão da instrução pública paulista. Para tanto, foram tomados como fontes privilegiadas os Anuários do Ensino e os Anuários Estatísticos de São Paulo. Constatou-se, primeiro, que o processo de racionalização e burocratização da administração da educação pública paulista foi iniciado antes da Proclamação da República, mas foi especialmente a partir de 1910, com a implantação e regulamentação da Diretoria Geral da Instrução Pública que esse processo se acelerou; segundo, a organização administrativo-burocrática, instituída pelo regulamento que criou essa repartição pública, fortaleceu a tendência à racionalização e burocratização dos órgãos que tinham por finalidade administrar e fiscalizar a instrução pública paulista. Tendência que se expressa na expansão do aparelho escolar paulista