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Statistics: Raising the Bar for the Seventh Grade Classroom.Mullins, Sherry Lynn 15 August 2006 (has links)
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.
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Applied statistics in the classroomRodriguez, Christopher Jessie 10 December 2013 (has links)
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
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A organização administrativo-burocrática da instrução pública paulista: estudo sobre o regulamento da diretoria geral de 1910Paulo, Marco Antonio Rodrigues 09 April 2007 (has links)
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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
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